21st-Century Literacies Today

How is literacy changing in light of a vastly different world?

We live in a technology-driven, global, diverse, and quickly changing flat world. New literacy skills that attend to these changes are a necessary part of our curricula.

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~21st-Century Literacies: A Policy Research Brief, NCTE, 2007 ~21st-Century Literacies: Supplemental Resources, NCTE, 2007 ~Literacy Learning in the 21st Century: A Policy Brief, NCTE, 2009

The late age of print ~Jay Bolter are no longer static things, quiet black marks pressed onto a white page; instead, they float alongside sounds and images; they make meaning in their movements. They are visual, aural, and sometimes haptic. As such, their function as objects of literacy is changing in fundamental ways. ~Ben McCorkle
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Words

Multi-Modal Literacy Key Terms, NCTE, 2007

Literacy has always been a collection of cultural and communicative practices shared among members of particular groups. As society and technology change, so does literacy. Becausetotechnology has increased the Click edit Master subtitle style intensity and complexity of literate environments, the 21st century demands that a literate person possess a wide range of abilities and competencies, many literacies.
4/28/12 ~The NCTE Definition of 21st Century Literacies, adopted Feb. 15, 2008
~NCTE Framework for 21st Century Curriculum and Assessment, adopted Nov. 19, 2008

These literaciesfrom reading online newspapers to participating in virtual classroomsare multiple, dynamic, and malleable. As in the past, they are inextricably linked with particular histories, life possibilities, Mastersocial style and subtitle trajectories of Click to edit individuals and groups.

~NCTE Framework for 21st Century Curriculum and Assessment, adopted Nov. 19, 2008 4/28/12 NCTE Definition of 21st Century Literacies, adopted Feb. 15, 2008 ~The

Literacy encompasses reading, writing, and a variety of social and intellectual practices that call upon the voice as well as the eye and hand. It also extends to new media Click to edit Master subtitle style including non-digitized multimedia, digitized multimedia, and hypertext or hypermedia.
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~Adolescent Literacy: A Policy Research Brief, NCTE, 2007

21st-century readers&writers need to be able to:

Develop proficiency with the tools of technology; Build relationships with others to pose and solve problems collaboratively and crossculturally; Design and share information for global communities to meet a variety of purposes;

~NCTE Framework for 21st Century Curriculum and Assessment, adopted Nov. 19, 2008 4/28/12 ~Literacy Learning in the 21st Century: A Policy Brief, NCTE, 2009

21st-century readers&writers need to be able to:

Manage, analyze, and synthesize multiple streams of simultaneous information; Create, critique, analyze, and evaluate multimedia texts; and Attend to the ethical responsibilities required by these complex environments.

~NCTE Framework for 21st Century Curriculum and Assessment, adopted Nov. 19, 2008 4/28/12 ~Literacy Learning in the 21st Century: A Policy Brief, NCTE, 2009

Michele Anstey & Geoff Bull, Defining Multiliteracies, Teaching and Learning Multiliteracies: Changing Times, Changing Literacies, 2006

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As new technologies shape literacies, they bring opportunities for teachers at all levels to foster reading and writing in more diverse and participatory contexts.
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~21st-Century Literacies: A Policy Research Brief, NCTE, 2007

Being able to read and write in multiple forms of media and integrate them into a meaningful whole is the new hallmark of literacy. Students need to be able to use new media collectively as well as individually.
~Jason Ohler, Orchestrating the Media Collage Literacy 2.0 - Educational Leadership, March 2009
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What are Multi-literacies?

Multi in multiliteracies refers to the multiple literacies and literate practices that are used in all sectors of our lives (Anstey & Bull, 2004) A multiliterate person must be literate in traditional and new communication technologies and the semiotics embedded in them.
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Prosumers

Students should be able to both consume and produce multimodal texts. Students must then draw upon their repertoire of knowledge, skills and practices and use them to make new meanings.

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Semiotic/Sign Systems

Linguistic oral and written language Visual still and moving images Gestural facial expression, body language Auditory music and sound effects Spatial layout and organization of objects and space

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The New London Group, A Pedagogy of Multiliteracies: Designing Social Futures Harvard Educational Review, 1996

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New Forms Drawing on Old Forms

Hybridity Intertextuality

Borrowing from/weaving together

The arts (music, literature, art) Performance (ballet, plays) Design (use of space, graphic arts)
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Symmetrical - text and illustrations provide same information Enhancing - text enhances illustrations; illustrations enhance text Contradictory - text and illustrations each tell a different story - postmodern
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Three kinds of relationships between text and illustrations:

(Serafini 37-38)

Film as Text:

The word cinematography means writing with light. Three aspects of film:

Literary - shared with written texts Dramatic - shared with live performances Cinematic - unique to film
(Teasley and Wilder)

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Agenda for Monday, Nov. 1

Mini-Lesson Reading/Writing Workshop Model Overview Peer Feedback on Lesson Plans in Progress Multiple Intelligences Dance! Introducing the Multi-Media Research Project

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