Blog Post #1 - Defining New Literacies and Why They Matter

As a middle school teacher, new literacy practices are highly relevant to my professional life, especially since I teach social studies to 7th-grade English Language Learners. In addition to my ENL classroom, I also work with two students with Interrupted Formal Education (SIFE). Given the wide range of language proficiencies, ranging from Entering, Emerging, Transitioning, and Commanding students require diverse supports to strengthen their literacy skills. According to Sang (2017), "while 'old technologies' mainly involved simple forms of production, the new 'technical stuff' refers to a "hybridization of multimodal media" that includes texts, images, music, and videos, all of which combine to create interactive and interconnected forms of production that can be conveniently accessed”(p.16). Since the height of the pandemic, multimedia outlets have become essential to learning. Platforms such as Padlet, Edpuzzle, and Nearpod provide students with self-paced opportunities and text-text-to-speech functions, and access to other supportive tools, all of which help enhance their learning experience.

In my personal life, new literacy practices have made things more accessible, efficient, and convenient. Since COVID-19, I've had the chance to work and learn online, which has introduced me to new tools and methods to improve my digital skills. I've learned to use websites and AI platforms that make teaching easier, like those that help embed visuals. Translation services have been helpful too. These tools save me time and allow me to engage students in more interactive ways. As a result, I’m better prepared to support different learning needs.

Literacy, when defined too narrowly, can be a problem in schools focused on fairness because it doesn't consider students who have gaps in both digital and educational skills. This is especially true for SIFE students, who often lack both. Garcia (2018) states, “So, too, our classrooms must move fluidly between the digital and analog worlds that we simultaneously inhabit” (p. 16). This highlights the need to change our understanding of literacy to include both digital tools and traditional resources. For SIFE students, who may not have had much exposure to technology or the internet, learning digital skills in the classroom is essential. Without this, they risk falling behind, not just academically, but in everyday life as well. Since the pandemic, remote jobs have increased, making digital literacy even more important for future employment. By focusing on both digital and traditional literacy, schools can give all students a better chance to succeed, no matter their background.

Works Cited

Sang, Y. (2017). Expanded territories of “literacy”: New literacies and multiliteracies. Journal of 

Education and Practice, 8(8), 123-134

Garcia, A. & International Literacy Association. (2018). Improving digital practices for literacy, 

    learning, and justice: more than just tools. Literacy Leadership Brief, 1–6.