The Ever-changing Nature of Literacy

In reference to a recent article about New Literacies: A Dual-Level Theory of the Changing Nature of Literacy, Instruction, and Assessment (Leu, D. 2017), I was enlightened with the wide array of differentiated literacies that have developed since the inundation of the internet. My previous knowledge remained in the basic notion of the need for students to develop multiple literacies for 21st century skill such as visual literacy and content delivered via multi-modalities. In this journal article Leu further dissects the evolution of literacy from Industrial to PostIndustrial workplaces, modern social context, in professional and personal life, and the dual level theory of new literacies. Here the lowercase new literacy theories explore impacts within new communicative technology or even the “semiotics of multimodality in online media” (e.g., Kress, 2003). Whereby the Uppercase Theory of Literacy is continually unfolding and differentiated by the Internet requiring the constant continuum of new literacies which are “critical, multiple, multimodal, and multifaceted” (Leu, D. 2017). These literacies also require more strategic use of knowledge, new social norms, dispositions, and practices. With this, the need for well developed critical thinking skills to help decipher propaganda from facts or to collaborate information has become more relevant.

Educators are key in providing the necessary skills students will need to navigate their multiple literacy skills by leading the path for students to have access and exposure to the latest technologies. Online research and comprehension skills need to be developed by providing multi-modalities to learning. Research indicates that there is a positive impact in comprehension and learning with collaborative online reading and writing projects. In another study Internet reciprocal teaching (IRT) was used to generate positive growth in online research and comprehension.

One of the largest challenges is with technologies changing so rapidly that research and teachers' professional development not being able to keep up with the pace. Another hindrance is the great divide between people in lower socioeconomic levels, demographics, or districts lacking the resources, access, or affordability to the latest tool and trends at home or school.

References

Leu, D. (2017). New Literacies: A Dual-Level Theory of the Changing Nature of Literacy, Instruction, and Assessment. Journal of Education, 192, 2, 1-18.