Literacy and Technology: What are the experts saying?

Editorial: Literacy and technology: questions of relationship

            Editorial: Literacy and technology: questions of relationship, examines how technology has changed the meaning and function of literacy. Some researchers suggest redefining what literacy means because of the advancements in technology. Another field of study suggested that the focus should be on how these advancements were used to enhance literacy skills. It was also determined that the written language could not be the primary focus because technology has transformed how and what our students read.  This editorial examined three fields of literacy and technology in relation to alphabetical print and competence. One group of researchers used two computer-based programs to examine phonological and reading skills in 7 to 9 year olds.  The other two ideas explored in this paper were quite similar in that each believed scientifically researched technology products would yield accurate measurements once data had been collected and evaluated. 

"Tomorrow will not be like today": Literacy and identity in a world of multiliteracies

            Bronwyn T. Williams examines the various ways in which adolescents communicate with one another using technology.  He explains that while students are engaged in online chat, social networking, blogs, instant messaging, and virtual reality sites they are building, creating and using multiliteracy skills.  These technological advancements have thrust our students and children into a fast paced, ever changing, highly developed arena where they must learn to manipulate the features most times independently.  While it may appear that these kids are simply wasting away sitting in front of the computer isolated from the real world and depriving themselves of social interaction it is quite the opposite.  Our students are interacting with other users, creating new languages, reading blogs, creating blogs, and learning new online programs most of the time using trial and error.  These kids are technologically literate and advanced.  So why is there a lag in literacy?  Educators and parents must first understand then accept that this new literacy has changed the way our students learn and interact.  Once that has been accomplished then its time to bring these concepts into our classrooms and use them as tools to help students succeed on all academic levels.  

Enhancing adolescent literacy achievement through integration of technology in the classroom

Enhancing adolescent literacy achievement through integration of technology in the classroom focuses on the literacy needs of the children in the state of Connecticut.  The research found that over eight million students in grades 4 to 12 nationwide were identified as struggling readers.  Connecticut educational leaders have used that data as part of an initiative to improve student literacy in their state.  They have also acknowledged the impact that technology has had on literacy as well.  Educators realized that while students had access to Internet connected computers, ipods, cell phones, and other technological devices educators were not sure how to use this knowledge to enhance literacy.  Researchers developed a seven point agenda to begin the constructive infusion of technology into the curriculum. The seven steps were: (1) state-offered virtual courses and delivery systems, (2) communication tools, (3) artificial intelligence, (4) word processors, (5) new literacies practices, (6) professional development, and (7) technology for parents.

Integrating Literacy and Technology: Making a Match Between Software and Classroom.

Integrating Literacy and Technology: Making a Match Between Software and Classroom offered suggestions about how to determine which technology best meets the needs of learners.  The article explained that most literacy software is evaluated by a rubric, which examined media presentation, navigation, and built-in assessments. The authors suggested that an Evaluation Framework be established to determine which software and web-pages would be most useful in a given learning environment. This software and webpage Evaluation Framework would look at the following areas: Theoretical perspectives of literacy, Stances toward technology, Aspects of literacy, and Types of educational software.  Each area had a list of criteria, which provided guidelines for the evaluator.  Deciding which software and webpages to use for literacy instruction is a significant aspect of building a literacy program.

 References

Baker, E. A. (2003). Integrating Literacy and Technology: Making AMatch  Between Software and Classroom. Reading & Writing Quarterly, 42(3), 1-6. Retrieved October 8, 2010, from http://www.eric.ed.gov:80/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ672805&ERICExtSearch_SearchType_0=no&accno=EJ672805

Marsh, J., & Singleton, C. (2009). Editorial: Literacy and technology: questions of relationship.Journal of Researchin Reading, 32(1), 1-5. Retrieved October 6, 2010, from http://http://content.ebscohost.com/pdf9/pdf/2009/D8C/01Feb09/36077557.pdf?T=P&P=AN&K=36077557&S=R&D=ehh&EbscoContent=dGJyMNHr7ESep644zdnyOLCmr0iep69Ss6m4SLeWxWXS&ContentCustomer=dGJyMPGvr0izqbdJuePfgeyx44Dt6fIA


Sternberg, B.J., & Kaplan, A., & Brock, J.EReading Research Quarterly
Vol. 42, No. 3 (Jul. - Sep., 2007), pp. 416-420 
(article consists of 5 pages) Published by: International Reading Association http://www.jstor.org/stable/20068306


Williams, B.T. (2008, May). “Tomorrow Will Not be Like Today”: Literacy and Identityin a World of Multiliteracies. Journal of Adolescent & Adult Literacy, 51(8), 682–686. doi: 10.1598/JAAL.51.8.7