Review of Research in Media Literacies

A Review of Research in Media Literacies

The internet has the capacity to alter the nature of literacy itself. Digital Literacy as defined by Wikipedia, I know that the most reliable source, but since we are breaking down barriers and defining new "definitions" I offer this definition as a starting point.

Digital literacy is the knowledge, skills, and behaviors used in a broad range of digital devices such as smartphones, tablets, laptops and desktop PCs, all of which are seen as network rather than computing devices. Digital literacy initially focused on digital skills and stand-alone computers, but the focus has moved from stand-alone to network devices. 

1. Overview- What did I learn?

There is a great deal of flexibility and interpretation when it comes to defining or explaining a new literacy. I hadn’t thought of social sites,  likes blogs and twitter as new forms of literacy but it is clear they are beginning to break barriers and contain their own set of rules. It is clear that the area of "new literacy" will continue to grow as new programs, apps and sites are created. We don't even know the potential, ramifications or rules to navigate this new frontier. I found that research papers from 2012 were in conflict with reports and research produced in 2014 a sign to suggest how quickly the landscape of literacy is changing. Flexibility and open-mindedness will be the most important aspects of education. 

2. Perceptions of strengths and weaknesses- Judging the quality of the research

 The connections that are made through new literacies are boundless. Forums, blogs, internet and social gaming allow people to connect in meaningful ways despite physical location, status, educational levels or traditional barriers. This has the potential to create incredible synergies for a merging of ideas, research and connectedness in a way that hasn’t been possible before. Most of the research I found suggested that technology and forms of new literacy will strengthen students performance. According to Knobel & Lankshear 2014 the challenge comes preparing students in a world in which very few constant footholds exist. This leads me to believe the landscape of literacy is changing so quickly the reports and research done is quickly outdated or rendered useless because of the inherent nature of the subject. Researchers like Shaw 2014 suggest such a powerful connection between the visual arts and writing that technology presents a method for breaking down barriers including those of language for ESL students.

These students in which Shaw refers are caught in the midst of the digital divide. I have included a TED talk video regarding the digital divide and the implications of technology among communities.

Aleph Molinari- Speaks about empowering the digitally excluded to conquer the digital divide. By creating this model of creating content, designing training, analyzing user patterns and ultimately improving content he and his team have developed an effective way of closing the gap.

According to Coiro, Knobel, Lankshear, & Leu, 2010 new literacies will continue to challenge law makers and policy makers. They site that states are accountable for raising reading achievement, using tests as a measure of accountability. Common Core is a nationwide initiative to secure higher achievement levels for all students but these tests do not account for online comprehension or a students ability to navigate the digital world. They found that there is a difference between a students ability to read and understand information on the internet and digitally verses that of traditional texts. I agree that 

The Digital Divide

3. Implications- Suggestions for future research or classroom use

How can we incorporate research studies into a classroom in which the rules of engagement are constantly changing? How do we teach new and experienced teachers to embrace technology without sacrificing rigor and methodology?  Allowing students to define their roles and giving opportunities to share knowledge, ideas, creative thoughts will bring teachers into a new territory. There are dangers that lurk in the recesses of the black hole we call the net. How can we balance the new literacies with the old? How do we get students to think and create and share in meaningful ways utilizing technology? Research has shown a great deal of opportunity for using technology but I have found it difficult to get my students to control themselves. Self-regulation and willpower are shrinking in a fast paced, let me look up the answer on my phone world. 

According to Coiro, Knobel, Lankshear, & Leu, 2010 new literacies will continue to challenge law makers and policy makers. They site that states are accountable for raising reading achievement, using tests as a measure of accountability. Common Core is a nationwide initiative to secure higher achievement levels for all students but these tests do not account for online comprehension or a students ability to navigate the digital world. They found that there is a difference between a students ability to read and understand information on the internet and digitally verses that of traditional texts. 

We are bearing witness to new cultures, languages, rules and communities that are created virtually. Research is beginning to show that blogs, closed Facebook groups, online gaming communities and Twitter and connecting people that may not have been connected in a real life situation, meaning the breaking down of social constraints and barriers. These "new literacies" are communes creating an alternative to the regular work spaces or play spaces we have seen in the past. 
New languages are emerging and, as a woman over 40 years of age,I can honestly admit that I am challenged by the lack of syntax and phonetic structure that many of these "new literacies" incorporates. I want my students to feel comfortable and share ideas effectively utilizing technology, not just for technology sake, but to enhance their message or ideas. 

Works Cited

Coiro, J., Knobel, M., Lankshear, C., & Leu, D. J. (2010). Central Issues in New Literacies and New Literacies Research. In J. Coiro, M. Knobel, C. Lankshear, & D. J. Leu, Handbook of Research on New Literacies (pp. 1-21). New York, New York: Taylor & Francis.

Costley, K. C. (2014). The Positive Effects of Technology on Teaching and Student Learning. Arkansas Tech University.

(2008). Vision for Learning: History, Theory, and Affirmation. In S. B. Heath, & R. Wollach, Handbook of Research on Teaching literacy through the communicative and visual arts (pp. 3-11). New York, New York: International Reading Association.

Knobel, M., & Lankshear, C. (2014, October). Studying New Literacies. Journal of Adolescent & Adult Literacy , 98-104.

Shaw, L. J. (2014). Breaking with Tradition: Multimodal Literacy Learning. New England Reading Association , 19-26.

Why is text selection important in reading comprehension?

Teachers need to incorporate the use of objectives, strategies, modeling and pneumonic devices to teach students to read and learn from informational texts

Need to Know:

·      Strengths and needs of students

·      How to assess the level of text

·      Many varied texts

Stating and creating an objective is paramount- Students need to know the purpose of the reading/assignment

The Objective is the key to the success of any lesson. I put it in the middle of the graphic to demonstrate its central purpose to teaching comprehension. Surrounding the objective are a series of explicit lessons, strategies eventually leading to a students understanding and synthesis of the concepts presented. The readings presented specific examples of lessons, feedback to students and ideas for modeling.

An example of a strategy is using a 3-day cycle of lessons

            Day 1: Introduction or review purpose

            Day 2: Guided practice

            Day 3: Additional guided practice and independent practice

This cycle allows teachers to create an anchor lesson, create or activate background knowledge and model the conversation and thinking that you want the students to demonstrate when they read. Day 2 is an opportunity to help guide students and assess their ability to perform the strategies that were modeled the day before. Finally on day 3 the teacher can model again or use comprehension checks like: having students describe the visualization, what inferences did they make and demonstrate model questioning.

Ultimately we want students to think about the texts they are reading thus creating opportunities for more conversations, inferences and thoughts. The image of the cake is to reference to the analogy used in Cummins Close Reading of Informational texts referring to student’s ability to ascertain the purpose and synthesize the information.

We mix many ingredients to create a cake- synthesizing the material from an informational text and other sources to create a conversation and thoughts. Leading to the next image

Conversations rather than lectures…

The goal is to ask open-ended questions and create opportunities for a constellation of diverse responses, hence the image above as a reminder of the words that were so powerful! Creating opportunities for open-ended questions.

(I loved this imagery when reading about active literacy in “Strategies that Work” by  Harvey & Goudvis It made me think of the infinite possibilities of the universe).

PNEUMONIC DEVICES…

Create a bookmark, identify strategies where students can see them and incorporate them into lessons throughout the year. Ideally all teachers would use these same strategies so that students would receive many opportunities to practice throughout the year.

This is an example of the THIEVES pneumonic device used for previewing informational texts.

Creating opportunities for students to know the objective of a lesson, preview text, re-read text, utilize comprehension strategies like THIEVES, TELL, HIP, CATAPULT all while using explicit instruction and a variety of text  will help you , as a teacher, and your students create success lessons.                        


Textbooks can be extremely challenging for students because they are loaded with so much information. Students must be taught how to sift through and find the important information. Speaking of textbooks, districts spend a ton of money purchasing these huge books but it should never be used as a single source.

Synthesizing the information found in textbooks with other primary source articles or items will help them to make connections to the material, ultimately resulting in retention!

We want to be successful teachers therefore we owe it to our students to present information in the best way possible, arm them with strategies and incorporate modeling and explicit teaching practices all while clearly stating the objectives everyday!

What Do We Mean by Reading Comprehension?

·     Synthesis

·     Internal conversations

·     Determining what is important

·     Creating a visual image of the text

·     Monitoring understanding

As I read through these books and the article it became clear that the message regarding teaching reading comprehension is all about THINKING. As a teacher our structured learning time is constantly being challenged by outside forces. Sometimes it’s school events, field trips, test prep and other times these challenges manifest in the reader themselves as short attention spans an apathetic attitude or resistance. My students want to know what is on the test?  How they can get an A? They tend to resist the work involved to think critically.  

They have been programmed to regurgitate information through clarification of their understanding rather than comprehending what the author means (Keene and Zimmermann). We live in a culture where we can access large amounts of information 

Teachers are so pressed for time and high-stakes testing coupled with an unstable economy have taken a toll on our young students.  It is imperative that we stop and model, question and build upon prior knowledge. There should be time to read and time to talk (Keene and Zimmermann) everyday! I have changed the way I talk to my students and children about their reading. I am asking more open ended questions, utilizing clarification strategies and reminding them to become a part of text. 

The image of the picture frame (Cummins) struck a chord as I was reading. I began to imagine a picture that I have on my desk and think what would t he students “get” from this? Would they be able to synthesize the information and come up with the meaning? The very next day I had to try. I held up the picture and asked them to describe the details of the photo. It was easy for them and they were happy to offer their insights on the smiles, hair do’s and weather. They argued about the face my daughter was making- smiling, being funny or was she throwing a tantrum? When I asked why I might have framed this particular picture the answers flowed. “It shows how happy you are with your family”, “You love it”, and “It captures everyone’s personalities” It came easily they were able to “look” and “see” (Keene and Zimmermann). How can I make that transition to their schoolwork?

I know that understanding what synthesis is will help students to become more proficient at using strategies to achieve it. It’s getting them to slow down and seemingly work harder in the short run. I have am teaching with the end in sight, I clearly state the objectives of my lesson so that the students can focus on the goal. I have found they tend to ask more questions and interact with each other when they understand the lesson objectives.
(Cummins).  Every lesson must relate to content that the students are currently studying, meaningful lessons where background knowledge and vocabulary are available. Cummins suggests starting with a focus lesson instead of modeling. This will help to activate prior knowledge and allow students to practice monitoring for meaning and determining what is important like finding the pasta (Cummins)!

            Teaching students to find the valuable or useful information in informational text is imperative but many students struggle because they don’t drain the water or know what their purpose is. Creating opportunities to help students determine purpose and monitor comprehension will ultimately make reading more rewarding. We owe it to our students to take the time and create opportunities to model comprehension strategies. As I began reading through the texts for this class I started by reading the syllabus six times, underlining assignments and reviewing the rubric. I had a clear picture of how I wanted to capture the information listed about comprehension from so many different sources. 
I found myself activating prior knowledge and thinking about visual representations of the information provided. I want my students to engage with their texts and become active participants in their own education.

            I had planned a more graphic representation and started with a picture frame surrounding a plate of pasta with bubbles floating across the page representing the main ideas. I eventually mulled the information over for days and began writing my thoughts and bringing to light the overlaps and the main points that the sources all cite.

            I found that although I was dreading synthesizing all the information my margin notes, pictures and sense of purpose made the assignment much easier. This graphic represents my synthesis of what we mean by reading comprehension. THINKING!

Works Cited

Cummins, Sunday. Close Reading of Informational Texts. New York: The Guilford Press, 2013.

Harvey, Stephanie and Anne Goudvis. Strategies That Work. Portland: Stenhouse Publishers, 2007.

Keene, Ellin Oliver and Susan Zimmermann. Mosaic of Thought. Portsmouth: Heinemann, 2007.

Richard, L. Allington. "What Really Matters When Working with Struggling Readers." The Reading Teacher (2013).

Study/Reading strategies

Today in class I introduced the SQ3R study/reading method. I was completely shocked to find out that not one of my students had any memory of learning this method. Basically SQ3R is a study/reading technique that allows students to actively engage with their texts and retain more information eventually becoming efficient learners. The image below is an overview of the technique.

I challenged my students to find opportunities in their core classes to utilize this method. They will be required to show evidence of at least three trials using the SQ3R method this semester. I will be curious to find out how many of them find the technique helpful.

They will report back to me through reflections and grade tracking if this particular reading/studying strategy was helpful!