New Literacies in Higher Education

As new methods of communication and information use are constantly developing educators and program designers will need to be knowledgeable and immersed in the literacies necessary to effectively engage with technologies such as blogs, presentation software, virtual worlds, social networks, Google docs, and more.  (Nicholson & Galguera, 2013).  Despite this necessity, traditional educational practices have a stronghold in higher education.  According to Nicholson & Galguera (2013) “very few faculty are integrating new literacies or contemporary technologies in their practice” (p.8).  This has certainly been my experience with and observations of the majority of faculty members at my institution.  There is not only a strong resistance to change, but almost a patronizing attitude toward newer faculty who are eager to engage with and incorporate new literacies and emerging technologies in the classroom. 

However, it is important to note that resistance and trepidation does not solely come from faculty. College students vary widely in their experience with and skills in using technology.   However, according to Nicholson & Galguera (2013), “students have reported their interest in seeing a greater integration of technologies (e.g., blogs, instant messaging, social networking, RSS feeds) into their coursework” (p.10).  In the online and traditional classes that I teach at my institution, I see both excitement and interest when I incorporate a variety of literacies and technologies in the classroom.  However, at the same time, there are a surprising amount of students who still lack the comfort and skills necessary to completely immerse themselves in the technology, and therefore require much attention and scaffolding. 

Therefore, I agree with Huffaker (2004) that “blogs represent a perfect medium for literacy” (Para. 8).  Blogs do not require extraordinary technological skills, and hence can help students build confidence and comfort in using digital literacies.  Incorporating the use of blogs in online courses can create a sense of community that will increase student engagement while developing literacy and technology skills.

Gillen and Barton (2010) state that "The distinctive contribution of the approach to literacy as social practice lies in the ways in which it involves careful and sensitive attention to what people do with texts, how they make sense of them and use them to further their own purposes in their own learning lives" (p. 9).  This statement is completely applicable to the curriculum development and lesson planning that I am constantly engaged in.  I am perpetually investigating and incorporating a multitude of ways to communicate content to my students, engage them in the subject matter, and have them apply and practice multiple literacies that will serve them in and outside of the classroom. 

References

Gillen, J. & Barton, D. (2011).  Digital Literacies: A research Briefing by the Technology Enhanced                   Learning phase of the Teaching and Learning Research Programme.  Retrieved from
http://www.academia.edu/19277890/Digital_Literacies._A_research_briefing_by_the_technology_enhanced_learning_phase_of_the_teaching_and_learning_research_programme

Huffaker, D. (2004).  The educated blogger: Using Weblogs to promote literacy in the classroom.                        First Monday, 9(6). doi:10.5210/fm.v9i6.1156

Nicholson, J. & Galguera, T. (2013). Integrating New Literacies in Higher Education: A Self-
               Study of the Use of Twitter in an Education Course. Teacher Education Quarterly,
               40(3), 7-26.