In the article; Literacy Instruction with Digital and Media Technologies by Diane Barone, Todd E. Wright, we see how new literacies can be woven into or implemented into the everyday classroom to motivate students and improve achievement. Many teachers may identify with past models of literacy that are paper and pencil bound; however, with the advent of the internet we have seen a greater demand for students to move in the direction of using innovative text formats like multiple media or hybrid texts; or new reader expectations like reading nonlinearly;as well as new activities like website publication. Therefore, we cannot ignore the changes in literacy emerging from new technologies. Instead, we need to be equipped to incorporate different technological tools into our instruction not only to engage, but to help students learn in a way that is natural for them. Moreover, I believe that preparing our students to understand and adjust to these literacy demands is critical to current and future expectations for pleasure, future college or work.
Furthermore, In the article; New Literacies and 21st-Century Technologies, by the International Reading Association, the authors posit that the Internet and other forms of information and communication technologies (ICTs) are redefining the nature of reading, writing, and communication. These technology can help to extend traditional literacy experiences with comprehension of information on the Internet; through the effective use of search engines, web pages, email, instant messaging (IM), blogs, podcasts, e-books, wikis, nings, YouTube, video, and databases to locate information; evaluate and synthesize Internet sources, word processing and productivity tools to make charts, graphs, diagrams, or apps like flowcharts, popplets,etc; communicate using e-mails, text,chat, video tools, imaging tools, audio recording tools,etc; as well as to use word processing programs. Moreover, the technology can be used simply in classrooms by accessing the internet on a computer, using a word processor, or presentation software. Technology can also be used to create authentic writing projects, communicate with peers from school and outside of school, and proudly display work for families and friends to see.
The reality is that even though, literacy educators have a responsibility to integrate these new literacies into the curriculum to prepare students for successful civic participation in a global environment. Many teachers are reluctant or hesitant to use these new technologies because the Internet and other ICTs require new social practices, skills, strategies, and dispositions for their effective use; in other words, teachers have to learn the new technology and then figure out the best way to incorporate it into their teaching and learning activities. Then by the time they learn it and get the handle of the technology it become antiquated because something newer or better has replaced it. Nevertheless, it is crucial that teachers seek out professional development that is personally relevant, actively engaging, and cognizant of the developmental process through which they can integrate technology in their classrooms as well as establish a vision that includes the integration of new literacies within the literacy curriculum because new technologies are here to stay.
To conclude, in the article; Toward a Theory of New Literacies Emerging From the Internet and Other Information and Communication Technologies by Donald J. Leu, Jr., Charles K. Kinzer, Julie L. Coiro, and Dana W. Cammack, it became clear that these new information and communication tools allow us to identify important problems, quickly gather information, critically evaluate the information we locate, synthesize that information into a solution, and then communicate the solution to others. The new literacies required to effectively use ICTs to accomplish these functions are central to success in an information age because it produces critical thinkers and problem solvers.
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