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.
No comments:
Post a Comment