If I had a million dollars, I would introduce a diverse collection of technology and non-technology literacy support for students who are growing up in our present and evolving digital age. Firstly, aside from technology itself, I would invest in the creation of a large classroom library that fosters a variety of literacy levels, cultural backgrounds, and reading formats (Government of Alberta, 2010; Ontario Ministry of Education, 2013). This embodies a sense of belonging and inclusiveness for all students that leads to nurturing a child’s basic needs and readiness to learn (Government of Alberta, 2010). In a society where we have immediate access to local and global knowledge with the press of a button, we as educators have to recognize the transition from traditional literacy to multimodal representations (T. Manning-Lewis, personal communication, July 15, 2021). In this vast library, students will discover graphic novels that will draw as a link between the media they read and watch (Yang, 2008). Additionally, audiobooks will be available for listening and following alongside a written book.
“The literacies of today are no longer linear, but multimodal and multilayered.” (Government of Alberta, 2010)
Similarly, students’ literacy learning thrives in an environment where they are able to make ongoing reflections, explore the news of the real world, and have access to a range of materials and technology (Ontario Ministry of Education, 2013). With this million dollars, I would invest in individual devices for each child, such as a iPad or small device that is compatible with the internet and has access to camera and audio. Following, I would work with my students on creating individualized blogs. I hope to find or create a system that is simple to use and easily accessible. Students would then be able to initiate and explore their design creativity through unique forms of communication. On this blog, regular reflections would be made regarding in class content and other student based inquiries. This could be shared through various multimodal means, such as text, audio, images, or videos. With the access of in class iPads or other small devices with cameras, students could collaborate and produce videos that express their knowledge through movement and music as well.
However, with access to the internet there are important skills to be learned in our digital age. This wider skill set includes the ability to filter, evaluate, and critically analyze the accuracy of facts and news that engulf social media and the internet (Government of Alberta, 2010). By regularly working on our blogs and exploring media found online, students will develop newfound literacy skills that challenge them to think critically beyond the words or images they see.
Literacy skills include subject specific learnings and everyday life needs. In a child’s toolbox, literacy is not just learned in the classroom, on a computer, or through communication; it is a shared responsibility (Government of Alberta, 2010; Ontario Ministry of Education, 2013). As shown in the Literacy Collaboration Model and in the video attached, both created by Alberta Education, being “literate” in our digital age is not as linear as it once was. In our learning community I would foster a dialogic space, where ongoing conversation and learnings can be shared between students and the teacher. As an educator, I believe it is important to make aware that the learning process never ends.
In our digital age, literacy surrounds us as the video demonstrated. Today, it is not just about reading and writing; it is layer upon layer of knowledge and various representations that must be broken apart for a more efficient and thorough understanding.
References
Government of Alberta. (2010, September). Literacy first: A plan for action. Alberta Education. https://education.alberta.ca/media/1626397/literacyfirst.pdf
Government of Alberta. (n.d.). Literacy in the Digital Age [Video]. Alberta Education. https://education.alberta.ca/literacy-and-numeracy/literacy/everyone/what-is-literacy/
Ontario Ministry of Education. (2013). Paying attention to literacy: Six foundational principles for improvement in literacy, K-12. Queen’s Printer for Ontario. http://www.edu.gov.on.ca/eng/literacynumeracy/paying_attention_literacy.pdf
Yang, G. (2008). Graphic novels in the classroom. Language Arts, 85(3), 185-192.
Featured Photo by Emily Wade on Unsplash