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- the digital world is helping to define what we consider as text, these new literacies are broadening the scope of what a "text" is and what is/can be used inside of the classroom
- text is considered to be more interactive and informationally rich -- these new literacies require different reading strategies.
- new literacies have multiple definitions: some define them as social practices or "new discourses that emerge with new tech" (Coiro and Dobler) -- school context of their research requires cognitive, social, and linguistic perspectives of new literacies.
-with the introduction of media, millennials are the first generation of people who do not have to wait on knowledge to be provided, meaning they have access to more information than generations before them (Considine, Horton, Moorman)

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How are digital and online literacies pushing the boundaries of texts?

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How are digital and online literacies pushing the boundaries of texts?

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- they require new compentencies to access, utilize, and recreate.
-"reading on the internet" invokes the need for more in depth analysis -- Coiro and Dobler employ 4 bodies of research: cognitive processes use with printed text, differences between narrative and informational text, differences between printed informational text and "closed hypertext systems," and the distinction between open-ended and closed hypertext systems (still a little foggy on this concept)

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How are these literacies similar to and different from traditional reading?

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How are these literacies similar to and different from traditional reading?

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- there are new and implicit skills that have to be tapped into when accessing digital literacies, navigating the digital world also offers a chance to engage in multi-modalities
- students use existing or prior knowledge to more clearly understand ideas encountered in new literacies (traditional reading requires these same schema)
-In the study, some self-regulated reading strategies were similar between Internet reading and traditional, print-based contexts
-Reading online comes with more distractions than reading a printed text (ads, hyperlinks, videos, audio); many senses could be tapped into at once.

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multimediating: the process of using and creating media, simultaneous use of multiple media(O'Brien, "Struggling" Adolescents' Engagement in Multimediating)
autonomous literacy: decontextualized, "homogenized," absolute set of skills one if supposed to attains; assessed statistically and linked to technical & economic consequences (O'Brien, "Struggling" Adolescents' Engagement in Multimediating)
cyborg theory: the adaptation of the human brain to the expanding mediasphere, the rewriting of its neural networks (O'Brien, "Struggling" Adolescents' Engagement in Multimediating)
textured literacy: the ability to comfortably use and combine print, spoken, visual, and digital processes in a multilayered composition of a piece of writing (O'Brien, "Struggling" Adolescents' Engagement in Multimediating)
technoliteracy | literacies of technology: refer to an understanding of how literacies and technologies as implicitly integrative and mutually transformative practices come together when knowledgable teachers use them in the arena of schooling (O'Brien, "Struggling" Adolescents' Engagement in Multimediating)
hypertext: text displayed on a computer display or other electronic devices with references to other text that the reader can immediately access, or where text can be revealed progressively at multiple levels of detail
cognitive flexibility: the mental ability to switch between thinking about two different concepts, and to think about multiple concepts simultaneously
self-regulated reading: "the dual metacognitive processes of evaluation and regulation that occur during reading" (Coiro & Dobler, 234)
media literacy: "the ability to access, analyze, evaluate, and effectively communicate in a variety of forms including print and nonprint texts" (Considine, Horton, Moorman)
digital natives: "those who are fluent in the language and culture of ICT, adjusting easily to changes in technology and using ICT in creative and innovative ways." (Prensky)
ITC/internet new literacy: allows us to identify important questions, locate information, critically evaluate information, synthesize information, and communicate answers. (Henry)
SEARCH: A framework of essential search skills that can be used in the classroom
Set a purpose for searching. Employ effective search strategies.
Analyze search-engine results. Read critically and synthesize information.
Cite your sources.
How successful was your search? (Henry)

TAP: A media literacy model that helps students to process the media text that they are reading.
Text
Audience
Production (Considine, Horton, Moorman)

Information Literate: a student who weighs information carefully and wisely to determine its quality, understands traditional and emerging principles for assessing the accuracy, validity, relevance, completeness, and impartiality of information, and applies these principles insightfully across information sources and formats and uses logic and informed judgement to accept, reject, or replace information to meet a particular need. (Henry, 620)

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- Low achievement = low perception of abilities = disengagement in reading, lack of practice, low fluency, lagging decoding skills, absence of strategies --> learned helplessness
- When students perceived that they were successful & set personally relevant goals = saw improvement --> read and wrote more, built fluency, built perseverance
GIVING CHOICE BUILT POWER & GREW ENGAGEMENT (O'Brien, "Struggling" Adolescents' Engagement in Multimediating)
- Students are so used to being "plugged in" and stimulated in a variety of ways for so much time throughout the day that these media-rich tasks were more "in their zone." They could show off their literacy skills and how they could go about accomplishing tasks in a way that was a lot more comfortable. (O'Brien, "Struggling" Adolescents' Engagement in Multimediating)
- Valuing abilities the students already have can be a beneficial tool for cultivating confidence and perpetuating their success. If we harness them and present them as competencies, the students will feel more competent. (O'Brien, "Struggling" Adolescents' Engagement in Multimediating)
-The Coiro and Dobler piece, while I realize was a formal research study, was somewhat jargon-y -- (i.e. phrases like "multilevel forward inferential reasoning")  I felt I needed to know more about the internet in particular (and yahooligans)
-Their study only included "skilled readers" -- I'd be interested to see the results using "unskilled" or "struggling" readers
- The Constidine piece glosses over a huge topic in their conclusion that I think is worth some more exploration-- how do teachers assist Millennials' understanding of how media representations of race, class, gender, and sexual orientation affect our society?

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- Coiro and Dobler refer repeatedly to hypertext, does this mean the internet specifically? Texts with hyperlinks? (it's possible this is a stupid question but I've never heard online text referred to as "hypertext"

-Considine, Horton, and Moorman mention the importance of, "understanding what media and technology do to today's young people..." I'm interested to know what research is out there about what tech does to kids? How does it affect them?

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- "The work (O'Brien) focused on how those practices (digital literacies) expand our conceptions of literate competence while helping the students, many of whom have been disengaged from school for years, redefine their own competence" (p. 71)
-"Even though literature competence is defined almost excessively by national, state, and local standards related to facility in processing print, adolescents are developing new competencies as they increasingly use and create a range of electronic print and media text" (O'Brien, p. 79)
- "Clearly, the Internet is the new academic text, and being able to read it will be crucial to academic success in the years ahead" (O'Brien, p. 79)
- "The cognitive and linguistic adaptations the brain may be making to permit multimediating could mean that reconceptualizing literacies is not only academic, it is neurobiological" (O'Brien, p. 80)
-"Comprehending Internet texts may require readers to anticipate their understanding through multiple layers that are almost always hidden from view." (Coiro and Dobler, 234)
-"Our analysis suggests that reading on the internet may prompt a process of self-directed  text construction characterized by multiple complexities beyond those...in printed text comprehension." (Coiro and Dobler, 243)
- "improved performace is likely when students have a specific goal in mind or questions to answer." (Dreher, 2002)
-"Activating prior knowledge is an effective strategy for searching on the Internet." (Henry)
-"To develop a curriculum that is relevant to this generation, educators need to acknowledge and respect the skills, attitudes, and knowledge that students bring with them to school and build on those to ensure success in the academic disciplines." (Constidine, Horton, Moorman)