New Literacies: Everyday Practives and Classroom Learning by Colin Lankshear, Michele Knobel

By Colin Lankshear, Michele Knobel

The global Has Changed—So may still how you Teach

This thought-provoking e-book argues that schooling has did not take into consideration how a lot the realm has replaced because the details know-how revolution and that schooling calls for a wholly new mind-set to turn into appropriate. The authors describe the hot social practices and new literacies linked to a electronic global and provide feedback on the place swap may still occur.

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Gilster identifies four key competencies of digital literacy: knowledge assembly, evaluating information content, searching the internet, and navigating hypertext. He describes each at length in his book, Digital Literacy (Gilster 1997). Gilster claims we need to teach and learn ‘how to use the Web properly and how to be critical’ and that ‘we all need to learn that skill’ (Gilster, in Pool 1997: 8). Citing the familiar image of students using the internet to find information that they simply cut and paste into a ‘cobbled-together collection of quotes or multimedia items’, Gilster argues that we need to teach students ‘how to assimilate the information, evaluate it, and then reintegrate it’ (in Pool 1997: 9).

Some are little more than codifications of sets of specific operations at the level Gilster refers to as ‘keystrokes’. Others are closer to Gilster’s idea of ‘concern with meanings’. Toward the ‘keystroke’ end of the spectrum is the approach of the Global Digital Literacy Council (GDLC). org). com). This covers Computing FROM ‘RE ADING’ TO ‘NE W ’ LITER ACIES 23 Fundamentals, Key Applications, and Living Online. ; to choose among four items (one thousand, one million, one billion, one trillion) for the number of bytes in a megabyte; to create a new folder on the C drive within a simulated file manager; and to match ‘operating system’, ‘application’ and ‘utility program’ to three provided definitions.

Learners need new operational and cultural ‘knowledges’ in order to acquire new languages that provide access to new forms of work, civic, and private practices in their everyday lives. At the same time, as the proponents of multiliteracies argue, learners need to develop strengths in the critical dimension of literacy as well. Mary Kalantzis and Bill Cope (1997) make this very clear with respect to literacy demands in relation to work. They note that with a new work life comes a new language, with much of it attributable to new technologies like ‘iconographic, text and screen-based modes of interacting with automated machinery’ and to changes in the social relations of work (Kalantzis and Cope 1997: 5).

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