New Strategies for New Literacies - Digital Strategy Backpack Samplers

Article Sidebar

PDF
Published: Jun 6, 2018
DOI: https://doi.org/10.14434/jotlt.v7i1.23100
Keywords:
New Literacy, Strategies, Technology, Digital Strategy Backpack

Main Article Content

Shufang Shi Strause
Childhood/Early Childhood Education Department, State University of New York at Cortland (SUNY Cortland)
Nance Wilson
Literacy Department, State University of New York at Cortland (SUNY Cortland)

Abstract

The skills and strategies of effective communication are at the heart of literacy teaching and learning; engaging with digital technologies to communicate puts new demands on teachers and students. The communication tools of the 21st century require a rethinking of our 19th century educational approach to fully integrate digital tools into the classroom.  We must help pre-service teachers learn how to leverage technology to build students’ communication skills across the curriculum. The authors describe two different Digital Strategy Backpacks that were integrated into a pre-service teacher education instructional technology class.  The backpacks illustrate how learners apply communication skills and strategies with a range of technologies.  The authors acknowledge that the Digital Strategy Backpacks are just a taste of this technique, however, we contend that they demonstrate how teachers and teacher educators can put communication goals at the front and center of teaching with technology.


Downloads

Download data is not yet available.

Article Details

How to Cite
Strause, S. S., & Wilson, N. (2018). New Strategies for New Literacies - Digital Strategy Backpack Samplers. Journal of Teaching and Learning With Technology, 7(1), 1–24. https://doi.org/10.14434/jotlt.v7i1.23100
Issue
Vol. 7 No. 1 (2018)
Section
Articles
  1. Authors retain copyright and grant the Journal of Teaching and Learning with Technology (JoTLT) right of first publication with the work simultaneously licensed under a Creative Commons Attribution License, (CC-BY) 4.0 International, allowing others to share the work with proper acknowledgement and citation of the work's authorship and initial publication in JoTLT.
     
  2. Authors are able to enter separate, additional contractual agreements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in JoTLT.

  3. In pursuit of manuscripts of the highest quality, multiple opportunities for mentoring, and greater reach and citation of JoTLT publications, JoTLT encourages authors to share their drafts to seek feedback from relevant communities unless the manuscript is already under review or in the publication queue after being accepted. In other words, to be eligible for publication in JoTLT, manuscripts should not be shared publicly (e.g., online), while under review (after being initially submitted, or after being revised and resubmitted for reconsideration), or upon notice of acceptance and before publication. Once published, authors are strongly encouraged to share the published version widely, with an acknowledgement of its initial publication in JoTLT.
Author Biographies

Shufang Shi Strause, Childhood/Early Childhood Education Department, State University of New York at Cortland (SUNY Cortland)

Dr. Shufang Shi Strause is currently an Associate Professor of Educational Technology in Childhood/Early Childhood Education Department at the State University of New York at Cortland (SUNY Cortland). Previously she was an Associate Professor of English/ESL in the English Department of Science & Technology at Shanghai Jiao Tong University, where she received her MA in Linguistics & Applied Linguistics. She received her Ph.D. in Educational Technology from Michigan State University in 2005. She teachers face-to-face, online, and blended undergraduate and graduate courses, targeted to pre-service and in-service educators. A teacher scholar, her teaching and research go hand-in-hand. She is a prolific author of books, book chapters and journal articles in the field of educational technology, teacher training, and international education. She has received multiple research grants and frequently presents at local, national and international conferences. (135 words)

Nance Wilson, Literacy Department, State University of New York at Cortland (SUNY Cortland)

Dr. Nance S. Wilson is an Associate Professor and Chair in the Literacy Department at State University of New York at Cortland (SUNY Cortland).  She is a graduate of New York University with a BS in Elementary Education and Secondary Education Social Studies.  She received her M.Ed. in Literacy from the University of Central Florida and her Ph.D. in Literacy, Language and Culture from the University of Illinois at Chicago.  Her research focuses on professional development, new literacies, comprehension, and adolescent literacy (specifically disciplinary literacy). Her work has been published in Reading Teacher, Journal of Reading Education, AMLE Magazine, Middle School Journal, Journal of Adolescent and Adult Literacy, Reading Horizons, Literacy, Metacognition and Learning, California Reader, Florida Educational Leadership Journal, and Florida Association of Teacher Educators among others. She serves in several editorial roles, including Literacy, Research, and Instruction, Voices from the Middle, The ALAN Review, Reading and Writing Quarterly: Overcoming Reading Difficulties and Reading in the Middle. She also served in leadership positions in the American Reading Forum, the Middle School Reading Special Interest Group of the International Reading Association, and New York State’s Essential Elements-Schools to Watch leadership team. (191 words)

References

Afflerbach, P., Pearson, P. D., & Paris, S. G. (2008). Clarifying differences between reading skills and reading strategies. The Reading Teacher, 61(5), 364-373.

Boche, B., & Henning, M. (2015). Multimodal Scaffolding in the Secondary English Classroom Curriculum. Journal of Adolescent & Adult Literacy, 58(7), 579-590.

Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom. John Wiley & Sons.

Bruce, B.C., & Levin, J.A. (1997). Educational technology: Media for inquiry, communication, construction, and expression. Journal of Educational Computing Research, 17(1), 79-102.

Bruce, B. C., & Levin, J. A. (2003). Roles for new technologies in language arts: Inquiry, communication, construction, and expression. Lawrence Erlbaum Associates.

Castek, J., & Coiro, J. (2015). Understanding What Students Know. Journal of Adolescent & Adult Literacy, 58(7), 546-549.

Castek, J., Zawilinski, L., McVerry, J. G., O’Byrne, W. I., & Leu, D. J. (2011). The new literacies of online reading comprehension: New opportunities and challenges for students with learning difficulties. In Multiple perspectives on difficulties in learning literacy and numeracy (pp. 91-110). Springer Netherlands.

Center, N. G. A. & CCSSO (Council of Chief State School Officers). (2010). Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects.

Coiro, J. (2011). Predicting reading comprehension on the internet contributions of offline reading skills, online reading skills, and prior knowledge. Journal of Literacy Research, 43(4), 352-392.

Coiro, J., Knobel, M., Lankshear, C., & Leu, D. J. (2008). Central issues in new literacies and new literacies research. Handbook of research on new literacies, 1-21.

Cuban, L. (2009). Oversold and underused. Harvard University Press.

Dewey, J. (1943). School and society. Chicago: University of Chicago Press.

Duffy, G. G.., Miller, S. D., Parsons, S. A. & Meloth, M. (2009). Teachers as metacognitive processionals. In D. J. Hacker, J. Dunloshy, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 240-256). New York, NY Routledge.

Ertmer, P. A., Ottenbreit-Leftwich, A., & York, C. S. (2006). Exemplary technology-using teachers: Perceptions of factors influencing success. Journal of Computing in Teacher Education, 23(2), 55-61.

Greenhow, C., Robelia, B., & Hughes, J. E. (2009). Learning, teaching, and scholarship in a digital age Web 2.0 and classroom research: What path should we take now? Educational researcher, 38(4), 246-259.

Hutchison, A. C., & Colwell, J. (2014). The potential of digital technologies to support literacy instruction relevant to the Common Core State Standards. Journal of Adolescent & Adult Literacy, 58(2), 147-156.

Johnson, L., Adams Becker, S., Estrada, V. & Freeman, A. (2015). NMC Horizon Report: 2015 K-12 Edition. Austin, TX: NMC. Retrieved from http://cdn.nmc.org/media/2015-nmchorizonreport-k12-EN.pdf

Kelly, M.A. (2008). Bridging digital and cultural divides: TPCK in culturally mixed contexts. In AACTE Committee on Innovation and Technology (Eds.), Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 30-60). New York, NY: Routledge.

Kim, C., Kim, M. K., Lee, C., Spector, J. M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29, 76-85.

Keene, E. O. (2010). New horizons in comprehension. Educational Leadership, 67(6), 69-73.

Koehler, M. & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.

Kuiper, E. & Volman, M. (2008). The Web as a source of information for students in K-12 edufation. In j. Coiro, M. Knobel, C. Lankshear, & D.J. Leu (Eds.), Handbook of research on new literacies (pp. 241-246). Mahwah, NJ: Erlbaum.

Leu, D.J. & Maykel, C. (2016). Thinking in new ways and in new times about reading. Literacy Research and Instruction, 55, 2, pp. 122-127.

Leu, D.J., Kinzer, C.K., Coiro, J., Castek, J. & Henry, L.A. (2013) New literacies: a dual level theory of the changing nature of literacy instruction and assessment. In D.E. Alvermann, N.J. Unrau, & R. B. Ruddell (Eds.) Theoretical models and processes of reading (6th ed. Pp. 11501181). Newark, DE: International Reading Association.

Lin, X. D. (2001). Reflective adaptation of a technology artifact: A case study of classroom change. Cognition and Instruction, 19, 395–440.

Lin, X., Schwartz, D. L., & Hatano, G. (2005) Toward teachers’ adaptive metacognition. Educational Psychologist, 40(4), 245-255.

Mackey, T. P., & Jacobson, T. E. (2010). Reframing information literacy as a metaliteracy. College & Research Libraries, crl-76r1.

Manning, S., & Johnson, K. E. (2011). The technology toolbelt for teaching. John Wiley & Sons.

Nespor, J. (1987). The Role of beliefs in the Practice of teaching. Journal of Curriculum Studies, 19(4), 317-328.

New Media Consortium. (2014). NMC Horizon Report 2014 Higher Education Edition.

Prensky, M. (2016). A New Paradigm of Curriculum. Instructional-Design Theories and Models, Volume IV: The Learner-Centered Paradigm of Education, 121.

Rosenberg, J.M. & Koehler, M.J. (2015). Content and Technological Pedagogical Content Knowledge (TPACK): A Systematic Review. Journal of Research on Technology in Education, 47(3), 186-210.

Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

Strause, S. & Tan, S. (2017). Chapter 14 Empowering “Digital Immigrants”: Challenges and Solutions. In K. Dikilitaş & I. Erten (Eds.), Facilitating In-Service Teacher Training for Professional Development (pp. 246-259), IGI Global.

Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. John Wiley & Sons.

Voogt, J., & McKenney, S. (2017). TPACK in teacher education: are we preparing teachers to use technology for early literacy?. Technology, pedagogy and education, 26(1), 69-83.

Wilson, N. S., Zygouris-Coe, V., & Cardullo, V. M. (2014). Trying to Make Sense of Reading with E-readers. Journal of Reading Education, 39(3).

Wilson, N., Zygouris-Coe, V. I., Cardullo, V. M., & Fong, J. L. (2013). Pedagogical Frameworks of E-Reader Technologies in Education. Pedagogical applications and social effects of mobile technology integration, 1-24.