M2: Blog Post 2 – How New Literacies are Relevant to Us
When I first thought about “new literacies,” my mind went straight to tools like iPads, Chromebooks, and apps. But after sitting with Knobel and Lankshear (2007), the International Literacy Association (2018), and Vanek (2019), my perspective shifted. It is not the tools that make literacies new, it is the practices people build around them.
Knobel and Lankshear (2007) call this “sampling the new,” and it really made me pause. I see this in my own classroom every day. My students all have iPads, but the real question is: are they just tapping through math drills, or are they remixing, creating, and sharing ideas in ways that give them agency? That is the real literacy shift, not the device but the empowerment.
The ILA (2018) statement hit me even harder. It reminded me that digital literacies can either open doors or reinforce barriers. Giving every kid a Chromebook does not automatically create equity. If we are not intentional, technology can replicate the same old inequities on a slicker platform. As a special educator, this pushed me to think about how I can design lessons that use technology not just for skill practice but as a tool for justice, connection, and self-expression.
Vanek (2019) pulled this into the everyday. Digital literacy is not just typing or reading online. It is evaluating credibility, problem-solving digitally, and applying what you find in meaningful ways. That resonated because I have watched my Bronx students navigate TikTok, YouTube, and games with incredible savvy. The literacy is there. What is missing is educators who recognize it and bridge it to academic success. Instead of dismissing those skills, I need to validate them and use them as a foundation for learning.
Altogether, these readings flipped the script for me. Digital literacies are not neutral, and they are not just “extras” for the classroom. They are core to how students see themselves, how they claim agency, and how they navigate the world. My takeaway: technology is only “new” for a moment, but if I can build spaces where students’ digital practices are honored and expanded, that is where the transformation happens.
💬 Questions for you all
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How do you see your students using digital literacies in ways that are not always recognized in school?
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Do you agree that access to devices does not automatically mean equity? Why or why not?
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What is one way you have bridged students’ “outside-school” digital literacies into classroom practice?
References
International Literacy Association. (2018). Improving digital practices for literacy, learning, and justice: More than just tools. International Literacy Association. https://literacyworldwide.org
Knobel, M., & Lankshear, C. (2007). Sampling “the new” in new literacies. In M. Knobel & C. Lankshear (Eds.), A new literacies sampler (pp. 1–24). Peter Lang.
Vanek, J. (2019). Digital literacy. Literacy Information and Communication System (LINCS). https://lincs.ed.gov/
Hi Sasha, I think you made so many interesting posts. I definitely agree with you that just because every student is given a Chromebook or iPad, that doesn't mean equity. For example, I teach where many families are low income, and many of the parents are uneducated themselves. I have had students who did not have Internet where they lived. However, I also had families that did have access to the Internet at home. Therefore, while they were both given the device, they may not have the same opportunities to use that device outside of school. I teach first grade, so my students don't usually use or have access to technology in that way, but I always try to make connections to what they do know. I try to include their culture and language into our learning. I think it's important to use the students' strengths and interests to engage them.
ReplyDeleteI really like how you shifted the focus from “devices” to “practices.” Your line—“It is not the tools that make literacies new, it is the practices people build around them”—is such a powerful reminder. As a Pre-K teacher, I see that every day. My students might use iPads to draw a picture, record their voices, or take photos of block towers. The magic isn’t in the iPad; it’s in how those activities help them share ideas and collaborate, even when they can’t yet write full sentences.
ReplyDeleteI’m especially drawn to your point about equity. Handing a child a Chromebook doesn’t level the playing field if the learning design doesn’t honor their background or home experiences. In early childhood, that can mean inviting families to share the digital practices they already use—like storytelling on FaceTime with grandparents or singing along to YouTube videos in another language—and weaving those into class projects.
Your question about recognizing students’ “outside-school” digital literacies resonates with me. My little ones can navigate photo filters or find a favorite song faster than I can, but school sometimes treats that knowledge as irrelevant. I’ve started using those skills for mini-research projects where they record and “report” on things they build or observe.
Have you found specific strategies for validating the digital savvy your Bronx students already bring? I’d love to hear an example of how you’ve turned something like TikTok creativity into a springboard for academic work.
I love how you are introducing your Pre-K students to use their devices in such meaningful ways rather than just for YouTube. The idea of taking pictures of their block towers really stood out to me! That prepares them for the real world and models how technology is a tool we use as functioning members of society, not just for entertainment. I definitely want to bring that idea into my own classroom.
DeleteLast school year, with my self-contained first grade class (a mix of pre-readers and pre-writers), I used our iPads to support research during an informative writing task. Students chose their favorite animal, listed what they already knew, and then brainstormed questions about what they did not know. In small groups, I guided them to use Epic to find books about their animals. Even at six years old, they were practicing how to ask questions, research, and build knowledge with digital tools.
I also connected their digital interests to our classwork. Since many of my students watch Roblox streamers on YouTube, we pretended our iPads were for making “review” videos in that same style, but about books we had read. Later, when we moved into informative writing, we created short “TikTok-style” clips sharing animal facts they had researched. Of course, we never post this content. We rewatch the videos together in small groups and then take turns practicing how to write comments about what they saw. This helped them see themselves as creators, not just consumers, while building early literacy skills in a way that felt natural and engaging.
Thanks again for sharing your practices. It is inspiring to see how you are helping little ones engage with technology in ways that build agency and purpose.
Hi!
ReplyDeleteI appreciate your perspective! Your students are so lucky to have you. Thank you for providing questions for us to reflect on!
Often times, things that happen within visual and performing arts classrooms go unrecognized. There are so many opportunities for critical thinking and use of technology that are underestimated. Also, I have noticed that students are being discouraged from using AI without explanation. They are told it is cheating, and that they will face consequences if they are caught using it. I feel like students are going to use it regardless, and as educators we should teach them why it might not be ethical to use, and/or how to use it in a way that makes it a tool rather than the source of unoriginal ideas and answers. Does where you work have any restrictions or rules about AI?
I do not believe that access to technology automatically means equity. Not all students have access to technology at home, at their last school, etc. As educators we shouldn't assume so! I do believe it is part of our job to even out the playing field and make sure all students are on the same page in terms of navigating systems digitally. If I have students that show to know it very well, I have them become my assistants for the day, and help those that don't! (because I can assure you, not everyone knows how to use the devices supplied by the school, or the systems provided.)
Lastly, I mentioned in my blog post how I teach a mural painting class, and how the things I need to teach them to prepare them to design artwork for installation overlaps a lot with the things discussed in this module. I have conversations with my students about copyright and fair use. What is considered original, even if we derive inspiration from another artwork? As well as, how can we keep a digital portfolio of our growth and progress in this class? How do we create an artwork we are commissioned for, and how can we make sure our customer is happy? I do believe this prepares them for opportunities outside of my classroom!