540: text technologies: the changing spaces of reading & writing
Adding to the collage:
The emerging message is clear. As technology advances and becomes more intertwined in our daily lives, without similar advances in digital literacy education we run the risk of widening existing digital divides both globally and locally, while leaving individuals digitally illiterate, confused, non-contributing members of society. Presently governments, institutions, administrators and educators need to expand traditional definitions of literacy to include digital approaches. In addition, considering the influence of the internet and technology, future research and education needs to focus on international comparisons to determine the next individual steps of schools, provinces and nations toward closing these digital divides. Promoting digital literacy is the direction forward.
The emerging message is clear. As technology advances and becomes more intertwined in our daily lives, without similar advances in digital literacy education we run the risk of widening existing digital divides both globally and locally, while leaving individuals digitally illiterate, confused, non-contributing members of society. Presently governments, institutions, administrators and educators need to expand traditional definitions of literacy to include digital approaches. In addition, considering the influence of the internet and technology, future research and education needs to focus on international comparisons to determine the next individual steps of schools, provinces and nations toward closing these digital divides. Promoting digital literacy is the direction forward.
A brief snapshot of 540:
The skills needed to effectively read and write in the 21st Century are very different than those considered to be traditional literacy, just a few decades ago. But rather than considering the present skill sets as surpassing and more complicated that what was required in the past, we must view the present as different yet built upon the foundations of what came before. ETEC 540 highlights how text and writing technologies have historically changed to suit the needs of the people of the time and the subsequent impacts on reading and writing. Through this course I gained a greater appreciation for how the subtleties of writing either showcases or prohibits the open sharing of information and therefore becomes a tool in creating, affirming or negating class and social divisions within cultures.
The skills needed to effectively read and write in the 21st Century are very different than those considered to be traditional literacy, just a few decades ago. But rather than considering the present skill sets as surpassing and more complicated that what was required in the past, we must view the present as different yet built upon the foundations of what came before. ETEC 540 highlights how text and writing technologies have historically changed to suit the needs of the people of the time and the subsequent impacts on reading and writing. Through this course I gained a greater appreciation for how the subtleties of writing either showcases or prohibits the open sharing of information and therefore becomes a tool in creating, affirming or negating class and social divisions within cultures.
What does it mean to be literate today?
Introductory thoughts:
With ideas about digital literacy versus traditionally held beliefs about literacy, based in research from ETEC 500, still ruminating in my mind, I took the opportunity to continue my academic exploration of the related issues and implications within the context of this course. The major question I pondered considered how reading and writing had changed. Were these changes tangible or subjective? I took my completed research and created a Wordle. The word clouds created by this application automatically make the words used most often, more dominant in the rendered visual. My theory was that by using my research as the source text for the wordle, it would instantly and visually represent my research findings. The visual would then in turn either confirm or deny, through the use of prominent or subjugated text styles, whether reading and writing in the 21st century had changed dramatically, or at all.
Closing reflections:
My wordle indicated some interesting themes within my research findings.
1. 'Digital Literacy' was very much at the heart of the studies that I referenced and so must be a concept of emerging importance.
2. 'Students' were of great importance highlighting a clear relationship between Digital Literacy and learning.
3. 'Reading', 'Writing' and 'Technology' were all close in visual dominance and were therefore referenced with approximate equality in my research.
While my wordle was only a representation of my selected research, and not empirical evidence, it did show me how I had utilized my research to convey my own feelings and attitudes towards literacy in today's classrooms. I have since used wordles to visually represent my ideas to others on a number of occasions. Its visual nature collages ideas, placing prominence on dominant ideas which is a great starting point for any conversation or debate about emerging or controversial topics in any field of study.
The Origins of Silent Reading
Introductory thoughts:
Again considering the changes within reading and writing, specifically silent reading as a focused activity or recreational pastime, Emma S, Kuljinder G and I teamed up to look at the History of Reading, ways in which to promote Developing Silent Readers and the Implications for Education.
Our project, grounded in research, utilized a multi-literate approach in presenting the information. Our intent was to highlight that while reading moved from oral to silent, there were also subsequent implications for reading, viewing and interacting with information in today's classrooms. As a result, we chose to present our work through a number of different technologies:
* a timeline from tiki-toki.com,
* an ebook created at bookemon.com,
* a comic from pixton.com,
* art from Microsoft Word Clip Art, and
* related videos from YouTube.com.
I took lead on the timeline, beginning circa 700 BC with the loud libraries of Carthage and Rome. Progressing through the ages the timeline paused to consider examples of what reading was like and the implications for 'readers' and the 'audience'. Over time techniques emerged that enabled, what we consider today to be silent reading.
Closing reflections:
Discussions and artifacts, like my wordle above, on literacy in the 21st Century, are built upon the historical, social and cultural changes in reading and writing. In our passionate desire to promote literacy in our students, we as teachers push hard for fluency, comprehension strategies and critical thinking. This research opened my mind to the progression and stages of reading and writing. While the end goal is often to achieve the attributes listed above, there is immense value in students progressing along their own timeline as they build their personal history and success with spaces of reading and writing.
Visual Credits:
Dubé, R. (2014). Digital Literacy Wordle. [Graphic Design]. Personal Album.
Dubé, R. (2013). A Brief History f Reading: Oral to Silent. [Website]. Retrieved from http://www.tiki-toki.com/timeline/entry/185603/A-Brief-History-of-Reading-Oral-to- Silent/#vars!date=1792-09-30_13:37:30!
Dubé, R. (2013). Connecting Visuals and Text. [Graphic Design]. Retrieved from http://blogs.ubc.ca/etec540sept13/files/2013/11/Connecting-Visuals-Text1.png
Dubé, R. (2014). Digital Literacy Wordle. [Graphic Design]. Personal Album.
Dubé, R. (2013). A Brief History f Reading: Oral to Silent. [Website]. Retrieved from http://www.tiki-toki.com/timeline/entry/185603/A-Brief-History-of-Reading-Oral-to- Silent/#vars!date=1792-09-30_13:37:30!
Dubé, R. (2013). Connecting Visuals and Text. [Graphic Design]. Retrieved from http://blogs.ubc.ca/etec540sept13/files/2013/11/Connecting-Visuals-Text1.png