M2 Post #2

         For this module, I selected Because Digital Writing Matters and Reading the Media by Renee Hobbs. While neither text focuses directly on math instruction, both pushed me to think more creatively and critically about how digital literacies can be meaningfully integrated into a high school math classroom. Because Digital Writing Matters reframed writing as a powerful digital tool for learning and expression in English classrooms and across disciplines. One of my key takeaways was that digital writing is inherently multimodal and collaborative. That got me thinking: how often do we ask Algebra students to “write” digitally, not just to explain procedures, but to build understanding, ask questions, or present solutions in ways that matter to them? The book emphasized giving students real audiences and authentic purposes. This made me want to try more projects where students create math blogs, infographics, or short tutorial videos to explain concepts like slope or systems of equations. One that I encourage the most is when I teach the quadratic equation. Now the regents gives the students the formula, but before it was on the reference sheet I had students make videos of them raping to the song. I will even sign it in class to “Pop Goes the Weasel”. The kids laugh, but I always tell them that they will never forget it then. These forms allow them to engage with math as communicators, not just solvers.

 Reading the Media focuses on helping students critically analyze the media messages they encounter daily. While her work centers on English classrooms, it reminded me how important it is to help math students become critical consumers of quantitative information. We’re surrounded by graphs, data visualizations, and percentages in the media, and they often mislead or oversimplify. Hobbs helped me realize that media literacy and data literacy are connected. As a result, I’m now thinking about ways to include more “real-world” data analysis in Algebra. For example, we might examine how COVID case counts or inflation statistics are presented in different news outlets and use those discussions to launch lessons on linear models or data interpretation.

What surprised me was how flexible digital literacies can be when adapted thoughtfully. Math is often viewed as separate from reading, writing, or media interpretation, but these readings showed me that digital tools can deepen student’s mathematical reasoning, especially when they’re asked to explain, argue, critique, and create. In my current setting, students use digital tools like Desmos or Google Docs for classwork, but there is still room to move from tool use to deeper engagement. These readings challenged me to think about how I can scaffold digital composition and critical analysis in math, not as add ons, but as essential parts of making sense of the world mathematically and digitally.

Moving forward, I want to give students more opportunities to express their mathematical thinking through digital writing, media critique, and real world data storytelling. I believe these practices can help Algebra feel more relevant, engaging, and empowering, especially for students who may not see themselves as a good math student.

References

National Writing Project, & DeVoss, D. N., Eidman-Aadahl, E., & Hicks, T. (2010). Because digital writing matters: Improving student writing in online and multimedia environments. Jossey-Bass.
Hobbs, R. (2007). Reading the media: Media literacy in high school English. Teachers College Press.

M2 Defining new literacies and why they matters

     Incorporating new literacies into my teaching practice has been a difficult experience. As an educator, I’ve come to understand that literacy extends far beyond traditional reading and writing. New literacies involve the ability to navigate, interpret, and critically engage with digital texts, multimedia platforms, and online content. (Barone et al., 2005) While I have only had a few English Language Learners (ELLs) in my classroom, I’ve seen firsthand how these new literacies can bridge language barriers and create meaningful opportunities for expression and learning. One memorable example was a student from Israel who joined my class and initially struggled with the language demands. To support him, we obtained a version of the textbook in his native language, while the classroom notes remained in English. Using a translation tool and providing opportunities to revisit concepts through alternative explanations, he was able to access the material more effectively. Initially, he faced challenges in assessments, but by the end of the year, he was scoring hundreds on tests and quizzes, without relying on any translation. This experience affirmed how integrating multiple forms of literacy can empower students and support academic growth.

In my algebra classes, I integrate new literacies by incorporating technology and multimedia tools to enhance conceptual understanding. Interactive graphing software, for example, allows students to explore and manipulate algebraic ideas, making abstract concepts more tangible. I also encourage students to create digital presentations or videos where they explain problem solving strategies. This not only strengthens their mathematical communication but also taps into their familiarity with digital formats.

As Lynch (2021) notes, “Applied to learners of English language arts, today’s literacy demands have implications for how teachers plan, model, support, and assess student learning.” I believe this is true across all content areas, including math. One way I address this is through an end of year project. After reviewing student performance data, I identified the chapter each student struggled with the most. I then assign that chapter as their final project, asking them to present it as if they were the teacher. They create a PowerPoint summarizing the chapter, incorporate a hands on manipulative, and teach the concept to their peers. This process strengthens their understanding and gives them ownership over their learning.

Staying informed about emerging literacy practices has significantly enhanced my ability to connect with students in meaningful and culturally responsive ways. By engaging with new literacies, I am better equipped to recognize and support the diverse learning needs, backgrounds, and preferences that students bring to the classroom. These practices not only foster a more inclusive learning environment but also promote critical thinking, collaboration, and digital fluency. Embracing both traditional and contemporary literacies enables me to prepare students for the multifaceted demands of a digital society, equipping them with the skills necessary to thrive in academic, professional, and social contexts.

References

Barone, D. M., Mallette, M. H., & Xu, S. H. (2005). Teaching Early Literacy: Development, Assessment, and Instruction. Guilford Publications.

Lynch, T. L. (Ed.). (2021). Special Issues, Volume 1: Critical Media Literacy: Bringing Lives to Texts. National Council of Teachers of English.

Introduction

 Hello, I am currently working on getting my Master's Degree in curriculum and instruction. I have been with Empire State College for 2 years. I have been teaching for over 20 years. I am currently a math teacher at a private school part-time. I am teaching algebra this year, but I have taught 5-12 grade math.   Also, I am the high school assistant principal. This is my first year having that title, but last year I did a lot of the job requirements. I wear many hats at my current job. 

I am from Saratoga Springs, New York. I have two wonderful children. One girl who is 22 and currently in college to become an elementary teacher. The other one is a boy who is 16 and finishing his junior year of school.