Week One Journal Post

When I read the following quote,

"The distinctive contribution of the approach to literacy as social practice lies in the ways in which it involves careful and sensitive attention to what people do with texts, how they make sense of them and use them to further their own purposes in their own learning lives.” (Gillen and Barton, 2010, p. 9)

I immediately focus on the word “social” and think of my responsibility as an educator to equip my students with the skills necessary to become active participants in their local and global communities.  For the past five years, I’ve dedicated my professional life to teaching ELA to marginalized students in Brooklyn, NY, and my specific goal for those students has been to equip them with the literacy skills necessary to actively engage in and alter the social disparities that affect their daily lives.  There is no denying that for one to actively engage in society in the twenty-first century requires a myriad of competencies within the digital realm, and thus literacy for me has extended far beyond a student’s ability to read and write.

            According to Gillen and Barton, “digital literacies are firstly about critical thinking” (p. 24).  I agree, and believe that education in general is firstly about critical thinking.  I think that in order for students to engage in society they must think critically about it.  For me, this begins with a critical analysis of digital media itself.  For example, many of my students use social media, but few have engaged in critical thought about how it can be used to achieve negative (advertising to promote needless consumerism ) or positive (creating awareness around issues of social justice) results.

            Durrant and Green (2000) write, “preferably, ‘doing school’ is always linked to and in the service of ‘real-life’ and ‘life-like’ social practices” (p. 13).  I agree and again feel that it is impossible to deny a ‘real-life’ that does not involve digital literacies.  As the three articles I read all imply, digital literacies are important, but they all still rely heavily on an individual’s ability to read and write Standard Academic English.  For example, all of us in this course must know how to navigate blogs, modules, document attachments, etc., but if we posted grammatically incorrect sentences, or responded to each other with emoticons or “texting language,” we would fail the course.  This necessity to master traditional literacies and digital literacies adds to the disparity that exists within our current society, and adds to the already existing challenge that marginalized populations face in “keeping up” with the dominant culture.  If there is a belief that all youth are engaged in advanced digital literacies, then it is a false one.  For example, my niece is in fourth grade and is creating and editing her own films.  Conversely, while she’s producing short films, I’m teaching eighteen year old students how to attach files to their emails.

            I think digital literacies are crucial for educators in the twenty-first century and mastery of them is crucial for a student’s ability to participate in and challenge society.  Just as there is a disparity in our society regarding adolescent’s traditional literacies, I’ve observed that there is also one regarding digital literacies, and therefore look forward to learning strategies in this course that I can utilize to provide my students with the opportunities they need for success.

  

Works Cited

Durrant, C. & Green, B. (2000). Literacy and the new technologies in school education: Meeting the l(IT)eracy challenge? Australian Journal of Language and Literacy. Retrieved from http://www.thefreelibrary.com/literacy+and+the+new+technologies+in+school+education%3a+meeting+the...-a063132991

Gillen, J., & Barton, D. (2010) Digital literacies: A research briefing by the Technology Enhanced Learning phase of the Teaching and Learning Research Programme. Technology Enhanced Learning. Retrieved from http://www.tlrp.org/docs/DigitalLiteracies.pdf