Reflection: Supporting Information Literacy and Online Inquiry in the Classroom

The learning opportunities that I have had in the master’s course, Supporting Information Literacy and Online Inquiry in the Classroom, have provided me with a great deal of insight into the teaching of new literacy skills. The definition of literacy in the 21st century is much more than being able to read, write, and communicate. Today it consists of a variety of additional skills including: communication, media, information, and teamwork (Jukes, 2007). The new literacy skills are ones that every student needs so that they can be successful in the 21st century workplace. The most striking revelation that I have had is that teaching students these literacies may be even more important than some of the content material. I know this will not be a popular statement with many teachers. However, I have a hard time identifying content material that students cannot learn with a simple Internet search, excluding math. Choosing not to teach the new literacies is simply not an option. Alan November (2008) believes that “the decision not to educate our students in this new media is a dangerous one” (p. 3). It should be the responsibility of every educator in the school to teach these new literacies not just the librarian or English department. The content can be the vehicle through which the literacies are taught.

This insight will certainly influence my teaching practice as I continue in the profession. The new literacy skills can be embedded into the curriculum so that students learn the content material while developing fluency. I will continue to evaluate my curriculum in order to determine where the teaching of the literacies naturally fit. Inquiry based unit plans appear to be a great method for the teaching of the new literacies. I would like to incorporate more of those into my various courses.

The information in this course has exposed me to multiple areas where I would like to develop professionally. The first is to model ethical use of technology. Sara Armstrong recognizes “modeling as the most powerful way of teaching” (Laureate Education, Inc., 2009b). An area where I could improve in this regards is to cite pictures that I have used in PowerPoint presentations. Including the citation for these pictures would demonstrate the value that I have for using technology ethically and would encourage my students to do the same. I will accomplish this goal by adding the citations prior to the use of the presentation in my classes so that by the end of the year many of them will be improved.

Another professional goal that I have is to implement the use of digital storytelling as was presented in “Visual Literacy through Digital Storytelling” (Laureate Education, Inc., 2009a). The first step I need to take is to determine the technology that will work best for my situation. I would like to use VoiceThread but have also heard many positive comments about Garageband. I will need to acquire microphones to be used with this as my lab currently does not have any. A rubric will be provided to all of the students prior to beginning the project so that the expectations are clear. I will demonstrate how to utilize the technology and provide instruction on using images, sound, music, etc… to tell a story. Utilizing this type of project will increase my own literacy skills as well as those of my students.

Jenny

Jukes, I. (2007). 21st century fluency skills: Attributes of a 21st century learner. Retrieved from http://www.committedsardine.com/handouts/twca.pdf

Laureate Education, Inc. (Producer). (2009a). Program nine. Visual Literacy through Digital Storytelling [Motion picture]. Understanding the impact of technology on education, work, and society. Baltimore: Author.

Laureate Education, Inc. (Producer). (2009b). Program twelve. Safe and Ethical Practices [Motion picture]. Understanding the impact of technology on education, work, and society. Baltimore: Author.

November, A. (2008). Web literacy for educators. Thousand Oaks: Corwin Press.