The Final Part: Understanding Change means Changing

In reading the final section of "Digital Literacies" I found myself running this reoccurring thought through my mind. A thought that I should preface with a short bit of background information, while I'm no stranger to education I am what many would call a rookie educator. I am in no way offended by this moniker, but take exception when the monikers implies a certain lack of knowledge... as if to say..."your too new to education and do not yet know how things are done," which is in my opinion part of the problem that many new educators face. Instead of the seasoned veterans embracing the excitement, enthusiasm, and possibilities of a new educator they only seek to indoctrinate them in the ways of the "old guard" (likely the same way it was done to them), which helps to perpetuate the status quo, not change the process or recognize new literacies as valuable. Now to the thought... the hardest thing for a system to do is change, because in recognizing the need to change may also force you into realizing that what you are doing either isn't working or has failed to perform in the manner you need it to and since most educators were educated in a system that punishes you for failure then admitting that you have failed means punishment is coming. Yet another reason to do away with grades. The greatest catalyst for changing your approach to accomplishing a task is recognizing that what you are doing is not working (and there is valuable learning in failure when you aren't punished or shamed). Though Not specifically expounded upon in the case study of "Kathryn" it seemed to me that the clothing store owner didn't immediately seize the possibilities that Kathryn was excitedly telling her about... like as a way to reach new customers, stay connected with current customers, and in general potentially grow the business by keeping abreast of trends. I keep hearing those words of discouragement... "just wait till you've taught a few years you'll see" or "that sounds good, but in the real world of teaching you don't have time for activities like that CSOs are more important" as if to say, there is no room to really connect with learners and then connect them to learning.

 The section opens with the idea that changing means change, which likely means adopting a new approach and a new way of thinking about the education process, in a word pedagogy. Or another way to say this would be that all learners (and teachers) need to better understand their approach to learning and the value in learning in unexpected ways. Case in point, the four case studies of chapter seven didn't recognize or acknowledge the literacy they possessed in working with various technology tools because it didn't fit with the preconceived or adopted definition of being proficient in using that technology. Yet, they did use it to accomplish their intended goals even if those goals were just remaining connected to family via an electronic source, a use that some might not value. It seems likely that a connection between Joanne and Holly could be made back to Caitlyn, from the previous reading, in that they themselves did Not ascribe validity to their use of technology. In the case of Caitlyn she learned that the school system didn't value her self constructed interactions and it seems plausible that the four case studies presented in chapter seven learned that too, as evidenced by Holly's assertion, "I'm not a geek."

Another theme that is starting to appear is the ways in which schools, as a whole and separate, are integrating technology. It seems to me that the BYOD could instantly solve the lack of access to the 1to1 computing problem that many districts face. It would further solve the issue about what type of device is better for school use in that the individual would bring what they are currently using instead of having to use a different device that may not have all the update and familiar apps that the user is accustom to using.

In chapter eight the look at student-teachers specifically and their ability to use and create a "digital portrait" as an assignment. While the degree of proficiency varied among the student-teachers in ability to use technology tools an unexpected outcome to the assignment emerged as something that needed closer examination... multi-literacies, which has its roots into the multicultural learning experiences that is unique to every learner. This work by Kerin has the ability to turn this unexpected outcome into a teachable moment for new teachers, so when they have a group of students turn a future assessment into something completely different than expected they will be able to recognize its value, for both the learners and the teacher. This also plants the idea that assigning a multimodal project is really like a customized modification for every learner in that the individual will create in a media that they feel comfortable using and may through "low stakes - low risk" consequences try a new media as a form of growth.

In Chapter nine Leander introduces us to the 4-Rs, resistance, replacement, return, and remediation as the common stance for understanding "new literacies" versus "old literacies." In this chapter I found that in many ways the following question... why are we still arguing about semantics? In that literacy means what? What does literacy mean? the definition seems quite clear and yet here we are stuck discussing old versus new as if you only need one or the other. How can anyone function in a complete and authentic way without being fully literate in their own culture and customs? I pose that question from a POV that doesn't impose or judge what being fully literate means to different cultures as if to say in order to be fully literate one must possess proficient skills in reading, writing, and keyboarding. Because if you were born and raised in the Borneo rain-forest, as were your parents, and you had no access to books or computers then being fully literate has a different meaning. I guess what I'm trying to say is educators need to start recognizing more the value in the diversity of learning experiences and stop judging different as "good" or "bad" but just different. The other "big picture" item I took away from chapter nine was the idea that when creating a visual story the creator create subtle or overt nuances with transitions, which "parallels" the connection I use when teaching students how to interpret political cartoons, there are now errant markings or accidental images there creator purposely placed every pen stroke. Ironically, that's exactly what can be said by writing, visual media, comics, movies etc... literacy is multimodal all the time even if the multi is only in the mind of the creator.


I've opted for a note card confessional in lieu of an illuminated text on digital literacy: by Jeremy Blauser







I felt compelled to add this as another way to think about and accept new and changing literacies.