Defining New Literacies & Why They Matter

     New literacies can be defined as “the ability to navigate, consume, create and communicate online information appropriately in the digital world. Such skills can include media literacy, visual literacy and technology fluency (Misha, 2023).” As a special education teacher, I see my students digital fluency and literacy and try to capitalize on strengths and help grow areas of need. Many of my students are fluent in using things like iPads for leisure activities such as playing games, taking photos or watching YouTube. However, they need support when applying this fluency to actual literacy. I do this by teaching foundational skills concretely and by embedding relevant technology tools in our daily routines and tasks, fostering an emphasis on comfortability and access to tools. I work to increase their critical thinking, communication, processing and analyzation skills, which is often supported by technology and media (Vanek, n.d.). Additionally, regular use and training of new skills and technologies is important due to the increase in use of technology since COVID. Doing this regularly helps to “not to fall back to pre-pandemic habits. Instead, embrace the digital advances pushed by COVID and embed new practices into your day-to-day curriculum (Misha, 2023).” 

The disparities in equity involving acquisition and implementation of school provided technologies for home described by Misha was very apparent to me while teaching during the COVID-19 pandemic. Our students were provided with iPads to access virtual learning at home by our BOCES. However, “though technology can create some opportunities for different kinds of learning and engagement, it cannot act as a lasting salve for dressing the hurts of systemic oppression (ILA, 2018).” Many of my students' families from culturally diverse or lower socioeconomic backgrounds did not have translation or internet access, which we tried to rectify with the help of local libraries by obtaining hotspots. Many parents had a difficult time working this technology, connecting to hotspots or accessing educational technology apps like Zoom, Boomcards, Nearpod and Google Classroom. Many of these families only spoke a language other than English, making virtual instruction, assistance with technology and support for them in general more difficult. As much as I made myself available, even driving to a students home to assist a mother in setting up Wi-Fi from the front lawn, mask and all, many parents became frustrated or simply did not have the time or means to deal with all of the convoluted issues with technology. Many were “essential workers” and were not able to stay home with their kids to help with instruction, as much as they wanted to. Students within these households absolutely missed out on instruction that many of my students with higher-income backgrounds did not have due to their privilege of having parents with higher digital literacy, increased familiarity with technology and jobs that allowed them to work from home. Situations like this highlight the equity and accessibility issues associated with technology based new literacies. 

References:

International Literacy Association. (2018). Improving digital practices for literacy, learning, and justice: More than just tools [Literacy leadership brief].
https://www.literacyworldwide.org/docs/default-source/where-we-stand/ila-improving-digital-practices-literacy-learning-justice.pdf  

Misha, A. (2023, March 29). Advancing digital literacy for a digitally inclusive future. EdSurge. https://www.edsurge.com/news/2023-03-29-advancing-digital-literacy-for-a-digitally-inclusive-future 

Vanek, J. (n.d.). Digital Literacy. Teaching Skills That Matter. https://www.air.org/sites/default/files/TSTMDigitalLiteracyBrief-508.pdf