Perceptions and Challenges of New Literacies
I think incorporating new literacies into my ELA instruction is an exciting way to re-frame students' perceptions of reading. In today's digital age, children adapt quickly to multiple technologies and may be prone to boredom when faced with traditional reading instruction. Especially in early stages of language development, some of the applications available on iPad and computer combine attractive imagery and sensory elements to more fully engage young minds.
The first obstacle that comes to mind when incorporating new literacies is accessibility. Have you ever seen a young child readily share an iPad? It is also highly likely that certain at-risk groups will not have access to these tools at home, making their time with them during class all the more precious. Relying too heavily on digital teaching tools could also create a difficult transition for students who excel at learning through multi-media and have difficulty focusing on blocks of text. Another obstacle (that is, again, dependent on background) is that parents and family members may not feel equipped to help their kiddos with their literacy learning. This could also be true for students (although most youths seem technologically fluent); if a student has never interfaced with new technologies, this could be perceived as another daunting challenge.
The third obstacle also doubles as a benefit: providing more platforms through which students must learn and exercise critical thought can provide a valuable lesson in analyzing information beyond face value.
The first obstacle that comes to mind when incorporating new literacies is accessibility. Have you ever seen a young child readily share an iPad? It is also highly likely that certain at-risk groups will not have access to these tools at home, making their time with them during class all the more precious. Relying too heavily on digital teaching tools could also create a difficult transition for students who excel at learning through multi-media and have difficulty focusing on blocks of text. Another obstacle (that is, again, dependent on background) is that parents and family members may not feel equipped to help their kiddos with their literacy learning. This could also be true for students (although most youths seem technologically fluent); if a student has never interfaced with new technologies, this could be perceived as another daunting challenge.
The third obstacle also doubles as a benefit: providing more platforms through which students must learn and exercise critical thought can provide a valuable lesson in analyzing information beyond face value.
I am loving the meme! I want to print it out and post it in my program! :) But seriously, you make an amazing point about at-risk communities and the accessibility to having the technology to teach this way. The answer is probably not, and that is the community in which I work, so I see a lot of what at-risk youth deal with on a daily basis. Most of my students don't own a book for themselves at their home. I think it's great that you brought that up because it is something to always take into consideration, the needs and supports of the community in which you work.
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