With the ever changing times and leaps in science and technology, changes in how people communicate and learn to communicate change as well.
New Age,
New Literacies,
New Means of Educating Students
This video presents its audience with a "time-check" and helps viewers realize that the way in which they learned has changed and will continue to change with the onset of ever advancing technology. As teachers, we need to embrace these changing times and technologies, and do our best to break the "mold" that has existed in the education for so long. We need to do our very best to keep up with change, enabling our students to become viable, productive, and multi-literate learners of the 21st century.
There are an unlimited number of ways to connect and communicate with the world around us. |
Before providing you with various definitions of literacy that I have researched, I believe this video embodies what is meant by the title I have chosen for this section, "New Age, New Literacies, New Means of Educating Students".
The presenter, Ben Mirin, has a passion for beat-boxing and has used it to connect and communicate with people all over the world. He explains in this TED Talk, that the people he interacted with did not speak the same language as him, but they were able to communicate through their love for music and beat-boxing. I believe that this same idea can implemented in the classroom. Your students may not have the same language or experiences, but by setting up an interesting, interactive, and culturally inclusive and responsive classroom, they can work collaboratively to not only understand and engage in the material but understand one another. Beat-boxing may not be considered a "traditional" means of communication that can be written or read per say, but it is a mode of expression, that is valued by a specific community. I believe that teachers need to realize that the way in which their students communicate, interpret, create, and connect with the world is completely different fro the traditional view of what literacy was. Not only do students belong to multiple ethic and cultural, communities but also linguistic and interest communities as well. Today, with the help of technology, students are able to connect with the billions of people and express themselves in a countless number of ways. This proves why it is important to truly get to know your students, to see what interests them, which will then lead teachers to figure out how they communicate with the world, as well as how teachers can better connect and communicate with them. |
Literacy--> Literacies
Redefined
In this portion of the webpage, I provide you with definitions and ideas about today's literacies that I have encountered throughout my studies of education and literacy.
What I have found is that students, especially adolescents, possess multiple literacies. As teachers, we need to appreciate their traditional and non-traditional literacies, helping students develop them ALL by incorporating a variety of actives that call for use of different mediums. As teachers, we also need to teach our students to code switch between these literacies.
To begin, I deem it valuable to have a solid understanding of what adolescent literacy is. The National Council of Teachers of English, also known as N.C.T.E., states in its Policy Goals for Adolescent Literacy, “Adolescents’ literacies and needs are highly varied, these kinds of rich, engaging literacy practices needed must also be varied, and therefore must go beyond one-size-fits-all recommendations (N.C.T.E. –Lewis, RE-733 handout)”. As teachers and in today’s highly technological society, we must figure out the needs of our students, and meet them where they are along their journey of learning, by developing enriching and creative activities that allow students to practice and refine all of their literacies.
As mentioned, it is important that as teachers, we realize that literacy is much more than just reading from a textbook and develops while engaging in many other mediums and platforms of accessing information. We need to engage our students in a variety of activities that allow them to practice and perfect other skills, such as writing and critical thinking skills, especially with the adoption of the Common Core Standards by many states in ways that allow them to perfect literacy skills in multiple mediums. By presenting information in the form of a blog, tweet, or Facebook post, a teacher may spark the interest of his or her students, by simply showing them that he or she understands the technology students use in their everyday lives and are trying to relate to them.
It is our duty as teachers to help create and shape the future citizens of our nation. We would be doing a disservice to our nation and students if we did not incorporate multiple mediums and presented information in various ways. As the I.R.A. or the International Reading Association states in its Position of Adolescent Literacy, “As adolescents prepare to become productive citizens, they must be able to comprehend and construct information using print and non-print materials in fixed and virtual platforms across disciplines (I.R.A. –handout)”. As a teacher, I am excited to bring technology and new media and social media platforms into my classroom. Not only do I think it is vital to expose my students to these new forms of receiving, retrieving, and interpreting information, but I can also help guide them while they are utilizing them in the academic setting. This will help me address the understandings of adolescent literacy shift due to context. I also believe that by utilizing these platforms in school activities, I will be able to connect with them and show them that I am a human being too, and not just another adult who "doesn't understand.
Another Out-of-school, students utilize, what I like to call “Internet English”, which is practically a dialect variation of standard English; students will replace and shorten words, such as “you” with “U” and “to” with “2”, when they tweet, write posts on Facebook, text, play online video games, write creatively/expressively online etc. I am a proponent of freedom of expression and allowing students to express themselves online. Where the real problem comes into play, is when students begin to utilize “Internet English” in the academic setting. I believe this occurs because students are developing multiple literacies at the same time. The more formal and structured academic language of schooling does not permit this “Internet language” and many educators believe it is decreasing intelligence of many students. I disagree with that, and believe that if I incorporate the platforms, websites, and mediums they are utilizing outside of school, I can show my students how they can utilize it during school. For example, by having my students tweet in Spanish class utilizing proper/standard Spanish, I will not only be able to instantaneously be able to pull up their response and check them, but I will also be opening their eyes and minds up to the cultural and linguistic world of twitter in Spanish for my students. By allowing my students to become familiar with the context of their “outside the classroom” websites and platforms, during the school day in an academic setting, I can help my students learn how to code switch between “Internet” and academic language. Today, I believe that many of the organizations, such as the I.R.A., N.C.T.E. and the L.R.A., that deal with adolescent literacy, realize that it is vital for out-of-school resources, platforms, and websites to be introduced and included in an academic context. This shows the shift in mindset and way people are learning in today’s society and the importance of being multiliterate and the ability to code switch between the various literacies.
What I have found is that students, especially adolescents, possess multiple literacies. As teachers, we need to appreciate their traditional and non-traditional literacies, helping students develop them ALL by incorporating a variety of actives that call for use of different mediums. As teachers, we also need to teach our students to code switch between these literacies.
To begin, I deem it valuable to have a solid understanding of what adolescent literacy is. The National Council of Teachers of English, also known as N.C.T.E., states in its Policy Goals for Adolescent Literacy, “Adolescents’ literacies and needs are highly varied, these kinds of rich, engaging literacy practices needed must also be varied, and therefore must go beyond one-size-fits-all recommendations (N.C.T.E. –Lewis, RE-733 handout)”. As teachers and in today’s highly technological society, we must figure out the needs of our students, and meet them where they are along their journey of learning, by developing enriching and creative activities that allow students to practice and refine all of their literacies.
As mentioned, it is important that as teachers, we realize that literacy is much more than just reading from a textbook and develops while engaging in many other mediums and platforms of accessing information. We need to engage our students in a variety of activities that allow them to practice and perfect other skills, such as writing and critical thinking skills, especially with the adoption of the Common Core Standards by many states in ways that allow them to perfect literacy skills in multiple mediums. By presenting information in the form of a blog, tweet, or Facebook post, a teacher may spark the interest of his or her students, by simply showing them that he or she understands the technology students use in their everyday lives and are trying to relate to them.
It is our duty as teachers to help create and shape the future citizens of our nation. We would be doing a disservice to our nation and students if we did not incorporate multiple mediums and presented information in various ways. As the I.R.A. or the International Reading Association states in its Position of Adolescent Literacy, “As adolescents prepare to become productive citizens, they must be able to comprehend and construct information using print and non-print materials in fixed and virtual platforms across disciplines (I.R.A. –handout)”. As a teacher, I am excited to bring technology and new media and social media platforms into my classroom. Not only do I think it is vital to expose my students to these new forms of receiving, retrieving, and interpreting information, but I can also help guide them while they are utilizing them in the academic setting. This will help me address the understandings of adolescent literacy shift due to context. I also believe that by utilizing these platforms in school activities, I will be able to connect with them and show them that I am a human being too, and not just another adult who "doesn't understand.
Another Out-of-school, students utilize, what I like to call “Internet English”, which is practically a dialect variation of standard English; students will replace and shorten words, such as “you” with “U” and “to” with “2”, when they tweet, write posts on Facebook, text, play online video games, write creatively/expressively online etc. I am a proponent of freedom of expression and allowing students to express themselves online. Where the real problem comes into play, is when students begin to utilize “Internet English” in the academic setting. I believe this occurs because students are developing multiple literacies at the same time. The more formal and structured academic language of schooling does not permit this “Internet language” and many educators believe it is decreasing intelligence of many students. I disagree with that, and believe that if I incorporate the platforms, websites, and mediums they are utilizing outside of school, I can show my students how they can utilize it during school. For example, by having my students tweet in Spanish class utilizing proper/standard Spanish, I will not only be able to instantaneously be able to pull up their response and check them, but I will also be opening their eyes and minds up to the cultural and linguistic world of twitter in Spanish for my students. By allowing my students to become familiar with the context of their “outside the classroom” websites and platforms, during the school day in an academic setting, I can help my students learn how to code switch between “Internet” and academic language. Today, I believe that many of the organizations, such as the I.R.A., N.C.T.E. and the L.R.A., that deal with adolescent literacy, realize that it is vital for out-of-school resources, platforms, and websites to be introduced and included in an academic context. This shows the shift in mindset and way people are learning in today’s society and the importance of being multiliterate and the ability to code switch between the various literacies.
This is an excellent video that provides teachers with viable examples of three different school system that have revitalized education and teaching practices to fit the needs and demands of the 21st century, focusing on the "4 C's": Creativity, Critical Thinking, Collaboration, and Communication. You will see all these elements present throughout the entry on the next webpage, "Flipping the Classroom".
To survive in this ever-changing technological world, we need to be able to access, interpret, analyze, evaluate, and weigh information portrayed in multiple mediums. I believe the ultimate goal and necessity not only for students, but for teachers as well, is to become a critical thinker and reader.
A.C.T.F.L.'s 21st Century Language Skills Applied
Being a Spanish teacher, it is only natural for me to discuss how multiple literacies and advancing technology are addressed in my classroom. Just graduating for Loyola University Maryland and pursuing my Masters in Teaching, not understanding technology has not affected me yet; I implement many of the newest forms of technology available to gain, explore, and understand my studies.
I believe it is important to take note of the changes that A.C.T.F.L. is making to its standards on foreign language learning and that they are trying to adapt to the demand there is on society to speak a foreign language. To document these changes the council has published various documents, showing the alignment of standards with Common Core, but also with societal, governmental, and individual demands. For example, in its "21st Century Skills Map", the organization notes the evolution and changes made from the past to today in foreign language learning.
I believe it is important to take note of the changes that A.C.T.F.L. is making to its standards on foreign language learning and that they are trying to adapt to the demand there is on society to speak a foreign language. To document these changes the council has published various documents, showing the alignment of standards with Common Core, but also with societal, governmental, and individual demands. For example, in its "21st Century Skills Map", the organization notes the evolution and changes made from the past to today in foreign language learning.
As you can see, many of the changes that are being made in the foreign language classroom revolve around the student. Students are pushed to engage, apply, and utilize the target language more often. Foreign languages revolve around student manipulation of the language in 21st century scenarios with heavy integration of technology.
p21_worldlanguagesmap.pdf | |
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Common Core standards call for teachers to expose students to the “5 C’s of foreign language learning”: communication, communities, cultures, connections, and comparisons applied through multiple interdisciplinary themes, that include, global awareness, financial, economic business and entrepreneurial literacy, civic literacy, and health literacy (21st Century Skills Map, 2011).
The idea of global awareness bases itself in the idea that “in order to understand and address global issues, it is important to understand the perspectives of the world that speakers of other languages bring to the table (21st Century Skills Map, 2011, p. 5)”. This theme was created to create culturally aware and sensitive students that can discuss the many global problems our and other countries face in the target language. Financial, economic, business and entrepreneurial literacy more specifically focuses on students’ knowledge and understanding of “financial and economic issues in the target language’s culture(s) and [their ability] to compare and contrast those of the United States (21st Century Skills Map, 2011, p. 4)”. An extremely applicable final activity, used to create a portfolio after multiple units, could be to create a business strategy plan or negotiations that contains research in a specific country’s history, current economic status as well as growing markets.
The civic literacy component emphasizes that students “become aware of the judicial, legislative, and government functions of the target language country(ies) and are able to compare and contrast those with the civil liberties and responsibilities in the U.S. (21st Century Skills Map, 2011, p. 4)”. An enriching activity that can be utilized to fulfill this aspect, is mock elections for prime minister or president of foreign countries. Students would need to create a platform or base it off of actual candidates and research the issues discussed in each. At the end of the unit, students can present their ideas through speeches and debates.
The final literacy that A.C.T.F.L. maps out is health literacy. This component address the many environmental and health issues in countries that utilize the target language; it also emphasizes the importance of a student’s ability to read and comprehend materials, such as medical forms, medical directions, as well as public safety signs/directions, written in the target language. An activity that provides for good practice with this literacy is to watch a doctor’s examination and have students fill out a similar form during the video (21st Century Skills Map, 2011, p.4)”.
The idea of global awareness bases itself in the idea that “in order to understand and address global issues, it is important to understand the perspectives of the world that speakers of other languages bring to the table (21st Century Skills Map, 2011, p. 5)”. This theme was created to create culturally aware and sensitive students that can discuss the many global problems our and other countries face in the target language. Financial, economic, business and entrepreneurial literacy more specifically focuses on students’ knowledge and understanding of “financial and economic issues in the target language’s culture(s) and [their ability] to compare and contrast those of the United States (21st Century Skills Map, 2011, p. 4)”. An extremely applicable final activity, used to create a portfolio after multiple units, could be to create a business strategy plan or negotiations that contains research in a specific country’s history, current economic status as well as growing markets.
The civic literacy component emphasizes that students “become aware of the judicial, legislative, and government functions of the target language country(ies) and are able to compare and contrast those with the civil liberties and responsibilities in the U.S. (21st Century Skills Map, 2011, p. 4)”. An enriching activity that can be utilized to fulfill this aspect, is mock elections for prime minister or president of foreign countries. Students would need to create a platform or base it off of actual candidates and research the issues discussed in each. At the end of the unit, students can present their ideas through speeches and debates.
The final literacy that A.C.T.F.L. maps out is health literacy. This component address the many environmental and health issues in countries that utilize the target language; it also emphasizes the importance of a student’s ability to read and comprehend materials, such as medical forms, medical directions, as well as public safety signs/directions, written in the target language. An activity that provides for good practice with this literacy is to watch a doctor’s examination and have students fill out a similar form during the video (21st Century Skills Map, 2011, p.4)”.
Combining A.C.T.F.L.'s 5 c's of Foreign Language Learning and Common Core
This chart portrays how the actual standards and objectives line up between the two organizations. Each of the 5 C's, Communication, Connections, Comparisons, Cultures, and Communities, are broken down in the same way. You can download all of the standards at the following link:
http://www.actfl.org/sites/default/files/pdfs/Aligning_CCSS_Language_Standards_v6.pdf
With the implementation of Common Core, all schools “should” possess the same base technologies, such as smart or Promethean boards and computers to ensure that students are well versed in the mediums and technologies that the new testing will utilize. If this statement holds true, I can incorporate more technology into my lessons, not only to connect with students’ high fluency and use of technology, but to also present information in a new more engaging way. I am a huge proponent of Prezi and believe that it engages students with the movement and helps them see the connections between concepts. I also can have students take part in online pen-pal programs with students from Spanish-speaking countries, creating a symbiotic relationship between both students. This activity will help them realize that there are children just like them all over the world that may have the same interests. This activity can also be done over Skype or Google +, in which half the class time students are speaking Spanish and the other half is spent speaking English. These activities provide both the Spanish and English speaking students with instant feedback; they are scaffolding for each other. Using this exchange of letters, messages, or video chats, as a jumping point, students can then create biographies about the other student they have been communicating with. This "intercambio" will help learners expand their world views, as well as gain an appreciation for other cultures.
Another culturally inclusive project that I can incorporate into my Spanish classroom utilizing a social media platform, such as Facebook or Twitter, in which students must create an account and post about their daily lives and experiences, as if they were a student in another Spanish speaking country. I like to call this project, "A Day In the Life of ________". This project will not only allow students to incorporate their multiple literacies into the classroom, but it will also give them an opportunity to research and see what life is really like outside the United States for other people. By implementing a hash tag , such as #SN201.4 or #DÍA2014 or tagging me in the post @SeñorEngelhardt, I will be able to pull up and view all the information my students have posted, and give them automatic feedback.
On the other end of the spectrum, I believe that students also need to get up out of their seats and move around during class. Activities such as gallery walks and demonstrations appeal to bodily/kinesthetic learners, present content information in a different manner for all other students, and helps students let out some energy that they might have built up from sitting in a desk the entire day. I believe that Total Physical Response activities, also known as T.P.R., work well with vocabulary drills. For example, when learning the parts of the body, a teacher can play “Simon, dice” or “Simon says”, allowing the students to make multiple connections with the Spanish words they are hearing and moving around at the same time.
I also believe that flipping the classroom also offers me as the teacher many more ways of formatively assessing my students through activities such as collaborative problem solving, group discussions of the material, and one of my favorite assignments, portfolios. A teacher should keep in mind that the activities they utilize, should be “structured so that students are able to explore, explain, extend, and evaluate their progress (Bransford et al., 2000, p. 139)”. When students’ content knowledge and real life skills are put to use, synonymous with Brophy’s theory of motivation to learn, “ideas are best introduced when students see a need or a reason for their use – this helps them see relevant uses of knowledge to make sense of what they are learning (Bransford et al., 2000, p. 139)”. I believe that utilizing problem solving throughout the course, and having students compile a binder or collection of their work and how they came to solve the situations they were facing is a valuable tool for students to see their progress and allow for me to provide consistent feedback throughout the year. I also think that with portfolios, a final presentation with findings is important, to ensure that students see their own growth and how the topics connected. For example, I believe that creating a profile on countries that incorporates elements such as history, economy, leisure, and education, will not only help students gain a larger world view, make connections and with other human beings, but allow them to put together all the grammar, vocabulary, history, culture, and speaking skills we would have worked on throughout the school year. After being presented with different questions to answer throughout the year about life in each of the countries they were assigned, students would present their research and discuss the development of their projects.
Another culturally inclusive project that I can incorporate into my Spanish classroom utilizing a social media platform, such as Facebook or Twitter, in which students must create an account and post about their daily lives and experiences, as if they were a student in another Spanish speaking country. I like to call this project, "A Day In the Life of ________". This project will not only allow students to incorporate their multiple literacies into the classroom, but it will also give them an opportunity to research and see what life is really like outside the United States for other people. By implementing a hash tag , such as #SN201.4 or #DÍA2014 or tagging me in the post @SeñorEngelhardt, I will be able to pull up and view all the information my students have posted, and give them automatic feedback.
On the other end of the spectrum, I believe that students also need to get up out of their seats and move around during class. Activities such as gallery walks and demonstrations appeal to bodily/kinesthetic learners, present content information in a different manner for all other students, and helps students let out some energy that they might have built up from sitting in a desk the entire day. I believe that Total Physical Response activities, also known as T.P.R., work well with vocabulary drills. For example, when learning the parts of the body, a teacher can play “Simon, dice” or “Simon says”, allowing the students to make multiple connections with the Spanish words they are hearing and moving around at the same time.
I also believe that flipping the classroom also offers me as the teacher many more ways of formatively assessing my students through activities such as collaborative problem solving, group discussions of the material, and one of my favorite assignments, portfolios. A teacher should keep in mind that the activities they utilize, should be “structured so that students are able to explore, explain, extend, and evaluate their progress (Bransford et al., 2000, p. 139)”. When students’ content knowledge and real life skills are put to use, synonymous with Brophy’s theory of motivation to learn, “ideas are best introduced when students see a need or a reason for their use – this helps them see relevant uses of knowledge to make sense of what they are learning (Bransford et al., 2000, p. 139)”. I believe that utilizing problem solving throughout the course, and having students compile a binder or collection of their work and how they came to solve the situations they were facing is a valuable tool for students to see their progress and allow for me to provide consistent feedback throughout the year. I also think that with portfolios, a final presentation with findings is important, to ensure that students see their own growth and how the topics connected. For example, I believe that creating a profile on countries that incorporates elements such as history, economy, leisure, and education, will not only help students gain a larger world view, make connections and with other human beings, but allow them to put together all the grammar, vocabulary, history, culture, and speaking skills we would have worked on throughout the school year. After being presented with different questions to answer throughout the year about life in each of the countries they were assigned, students would present their research and discuss the development of their projects.
Technology And its Application to
A.C.t.f.l. standards
A.C.T.F.L.'s Ideas on the Role of Technology in Language Learning:
"The use of technology should never be the goal and of itself, but rather one tool for helping language learners to use the target language in culturally appropriate ways to accomplish authentic tasks. Further, all language learning opportunities whether provided through technology or in a traditional classroom setting, should be standards-based and help develop students' proficiency in the target language through interactive, meaningful, and cognitively engaging learning experiences facilitated by a qualified language teacher (Role of Technology in Language Learning, 2014)".
This is an extremely useful document that I found online when searching "technological application to A.C.T.F.L. standards". This document goes beyond what A.C.T.F.L., or the American Council for Teaching Foreign Language, have spelt out in there "5 C's of Foreign Language Learning" or their "21st Century Language Skills Map". This diagram breaks down the target skills, gives a description/definition for each, and then provides us with emerging technologies that we can implement in our classrooms. The full resource can be accessed and downloaded by clicking "Download File".
"The use of technology should never be the goal and of itself, but rather one tool for helping language learners to use the target language in culturally appropriate ways to accomplish authentic tasks. Further, all language learning opportunities whether provided through technology or in a traditional classroom setting, should be standards-based and help develop students' proficiency in the target language through interactive, meaningful, and cognitively engaging learning experiences facilitated by a qualified language teacher (Role of Technology in Language Learning, 2014)".
This is an extremely useful document that I found online when searching "technological application to A.C.T.F.L. standards". This document goes beyond what A.C.T.F.L., or the American Council for Teaching Foreign Language, have spelt out in there "5 C's of Foreign Language Learning" or their "21st Century Language Skills Map". This diagram breaks down the target skills, gives a description/definition for each, and then provides us with emerging technologies that we can implement in our classrooms. The full resource can be accessed and downloaded by clicking "Download File".
ACTFL-21st Century Skills Meet Technology- Full Image | |
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