What is New and Old in New Literacy/ies: An Overview

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• What is New and Old in New Literacy/ies An
  Overview
• Jennifer Rowsell, Rutgers Graduate
  School of Education
• New Literacies Practices Learning from Youth
  in Out-of- School and In-School Contexts IRA
  Preconference institute
• Sunday May 4th, 2008

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• It is a time for going back to quite
• fundamental questions, asking old
• questions again, in the light of new
• givens and the new difficulties they
• bring. Kress and Street, 2006

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Defining new literacies

• What is new literacies? Write down three words
  that make you think of the term.
• It is a Contested term.
• There is a need to look at the history and
  epistemological framings of the concept to
  understand its meaning.

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New Literacies NLS Multimodality

• New Literacy Studies (NLS) brings localizing
  effect and literacy as a social practice.
• Multimodality allows us to open up our notion of
  text and practices and take account of other
  modalities.

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The Old in New Literacies

• Hallidays language as a social semiotic (1978)
• Kress before writing (1997)
• Heaths Ways with words (1983)
• Scribner Cole (1981)
• Street (1984)
• Gee (1996)
• Hymes (1996)
• Barton Hamilton (1998)

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Multiliteracies

• New London Group and Cope and Kalantzis edited
  volume (2000)
• Cultural diversity (Cope Kalantzis, 1997)
• Social semiotics and multimodality (Kress, 1997
  Kress Van leeuwen, 1996)
• Discourse in multilingual contexts (Cazden, 1988)
• Cda (fairclough, 1995)
• Technological literacy (luke, 1997)
• Multilingualism (stein Slominsky, 2006)

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Bridging Literacies

• Knobel lankshear (2003 2007)
• Don leu and colleagues (2006)

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The new in New Literacies

• Carol Lee (1993)
• Guitérrez (2006)
• Gonzales, Amanti, Moll (2005)
• Moje (2000)
• Leander (2002)

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Digital Literacies

• Alvermann, moon, hagood (1999)
• Chandler-olcott mahar (2003)
• Lewis fabos (2005)
• Guzzetti (2006)

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New Literacies Research New Literacies Theory New Literacies Practice
More studies exploring different genres of digital spaces and new media domains (and repertoires of practice). Analyzing the impact of online communities networks of knowledge production and, digital and media spaces of literacy. How can we build on funds of knowledge acquired and understood in digital spaces? How can we mediate these skills with current curriculum, pedagogy, and assessment measures?
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Research on language, identity, place, and migration and how to blur in-school with out-of-school cultures. Looking at vernacular literacies in different contexts and how to mediate them with schooling literacy. Embed functional literacies that are used and promoted in the new work order and knowledge production as a part of the literacy curriculum.
Globalization and the creation of a new work order pedagogy that accounts for the literacy skills required to be a modern citizen. Exploring ways of critically framing literacy practices in school so that they can be functional literacies outside of school and beyond. Privileging a funds of knowledge approach in our development of assessment and curriculum.
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Studies featuring the fusion of the local and the global. Widening our perspective to look at international contexts and expanding our notions of literacy practices. Shaping curriculum on contextual conditions and having assessment frameworks premised on local assumptions and dispositions.
Studies that step outside of education to look at the market place as forging educational trends. What do producers of new media and digital technologies actually do and how does it guide learning? Create critical learners who have meta-awareness of the new literacies that they use all of the time.
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Three reasons to think about origins of new
literacies

• Pioneers sought to move beyond generalizations,
  quick fixes, and antiquated, monomedial
  pedagogies.
• Pioneers advocated seeing reading and writing as
  a critical social practice.
• Pioneers recognized that You need the
  ethnographic with the semiotic.

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Share your new literacies words