New Literacies

Introduction

Two new literacies will be evaluated and analyzed, concluding the benefits and limitations, their relationship with each other, and how these have impacted classroom practices. The first Principle is that the new literacies of the Internet have emerged as a?powerful force?because of?globalization, the?restructuring?of?organizational?and?economic?units, and the?changing nature?of the?workplace. The second Principle is that the new literacies of the Internet provide exceptional?opportunities?to help us?better understand?the?unique qualities?of each cultural and linguistic tradition?(Richards & McKenna, 2003, pp. 1-37).

Evaluates how the principles are related to each other.

The emergence of the Internet has brought about significant changes in how we communicate, access information, and interact with one another. The new literacies of the Internet have been identified as a powerful force shaped by globalization, restructuring, and the changing nature of the workplace.

The new literacies of the Internet can be defined as the skill to read, write, and communicate effectively using digital technologies (Lankshear & Knobel, 2006). These literacies are essential in a globalized world where communication and collaboration occur across multiple platforms and digital media. According to Castells (2008), the new network society is characterized by the ability to communicate and access information quickly and easily, which requires new literacies to be developed.

A critical aspect of the new literacies of the Internet is the ability to navigate and evaluate digital information. With the massive amount of information available online, individuals must be capable of assessing the credibility of sources and discerning which information is relevant and trustworthy (Leu et al., 2011). This credibility of sources requires critical thinking skills and differentiating between bias and factual information. Factual information may be articulated in cultural and linguistic traditions. One way to use digital literacy to understand cultural and linguistic traditions is through digital storytelling. Digital storytelling is creating multimedia stories that combine images, audio, and video to convey a message or tell a story?(Chung, 2007, pp. 17-22). By creating digital stories about their cultural and linguistic traditions, students can explore their community's history, values, and beliefs and share them with others.

Another way to use digital literacy to understand cultural and linguistic traditions is through social media. Social media manifestos such as Twitter, Instagram, and Facebook can be used to connect with individuals and communities from diverse backgrounds and share information about their culture and language. For example, students can use social media to follow individuals or organizations representing different cultural and linguistic traditions and learn from their experiences.

Another critical aspect of the new literacies of the Internet is the ability to create and share content online. This ability includes skills such as digital storytelling, video production, and podcasting?(Jenkins, 2009). These skills are essential in a world where individuals are expected to be able to communicate effectively in a variety of media. The principles of internet literacies through globalization and restructuring of the environment, together with cultural and linguistic traditions, are interwoven (Richards & McKenna, 2003, pp. 35-37).

Benefits and limitations of the principles in your classroom practice.

One effective classroom practice for using digital literacy to understand cultural and linguistic traditions is integrating digital storytelling into the curriculum. Teachers can provide students with resources and tools to create digital stories about their cultural and linguistic traditions. These stories can be shared with the class or individuals from other communities to promote cultural awareness and understanding.

Another effective classroom practice is using social media to connect with individuals and organizations representing different cultural and linguistic traditions. Teachers can assign students to follow, engage with these individuals or organizations, and reflect on what they have learned about different cultures and languages. Students can also create social media accounts to share their cultural and linguistic traditions with others.

One effective way to incorporate the new literacies of the Internet into the classroom is through project-based learning. This approach allows students to develop digital literacy skills while addressing content standards (Leu et al., 2011). Projects can be designed to incorporate research, analysis, and digital content creation.

The limitation of project-based learning is the students' and teachers' ability to acculturate and accommodate their language differences to this digital learning platform.

Concluding the benefits and limitations of the principles in your classroom practice.

The benefits of the new literacies of the Internet for classroom practices are significant. First, educators must prepare students to participate actively in a digital society. This active participation includes teaching critical thinking skills, information literacy, and digital citizenship (Ribble et al., 2004). Teachers must also be prepared to integrate technology into their instruction and provide opportunities for students to develop their digital literacy skills.

The new literacies of the Internet have emerged as a powerful force in a globalized world characterized by rapid communication and access to information. Educators must prepare students to participate actively in a digital society by teaching critical thinking skills, information literacy, and digital citizenship. Project-based learning is a practical approach for incorporating the new literacies of the Internet into the classroom and helping students develop their digital literacy skills. The limitations are the limited internet access and availability of devices for poorer societies and the need to propagate digital platforms such as satellites broadbands across poorer nations.

Conclusion

The new literacies of the Internet have emerged as a powerful force in a globalized world characterized by rapid communication and access to information. Educators must prepare students to participate actively in a digital society by teaching critical thinking skills, information literacy, and digital citizenship. Project-based learning is a practical approach for incorporating the new literacies of the Internet into the classroom and helping students develop their digital literacy skills. By combining digital literacy in the school, students can access a wide range of resources and tools to explore their cultural and linguistic traditions and those of others. Classroom practices such as digital storytelling and social media engagement can effectively use digital literacy to promote cultural awareness and understanding (Richards & McKenna, 2003, pp. 1-37).

References

Chung, S. K., 2007. Art Education Technology: Digital Storytelling. Art Education, 60(2), pp. 17-22.

Jenkins, H., 2009. Confronting the Challenges of Participatory Culture. [Online]

Available at: https://library.oapen.org/handle/20.500.12657/26083

[Accessed 18 April 2023].

Lankshear, C. & Knobel, M., 2006. New Literacies: Everyday Practices and Classroom Learning. [Online]

Available at: https://eric.ed.gov/?id=ED493246

[Accessed 18 April 2023].

Leu, D. J. et al., 2011. The New Literacies of Online Reading Comprehension: Expanding the Literacy and Learning Curriculum. Journal of Adolescent & Adult Literacy, 55(1), pp. 5-14.

Ribble, M. S., Bailey, G. D. & Ross, T. W., 2004. Digital Citizenship Addressing Appropriate Technology Behavior. International Society for Technology in Education, 32(1), pp. 6-12.

Richards, J. C. & McKenna, M. C., 2003. Integrating Multiple Literacies in K–8 Classrooms Cases, Commentaries, and Practical Applications. 2 ed. Mahwah, NJ 07430: Lawrence Erlbaum Associates.