You are here:

Understanding New Media Literacy: A Research Project and Digital Prototype for Literacy Instruction and Assessment
PROCEEDINGS

, Teachers College, Columbia University, United States ; , Saint Cloud State University, United States

EdMedia + Innovate Learning, in Lugano, Switzerland ISBN 978-1-880094-53-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Full Text

Abstract

This paper reports on a research project which attempts to define literacy in ways meaningful for the information age, particularly for educators teaching diverse student populations. The project offers a prototype for the development of computer-based learning and assessment modules that incorporate a range of media, including print, still images, and time-based media such as film and video, both as source material and as tools for student production. For the research project, the ten modules were developed and then incorporated into two ten-month Language Arts courses at Willow Glen High School in San Jose, California. Qualitative and quantitative methods were used to examine how participants experienced the modules, what the relationship is between technical literacy and the other forms of literacy encountered in the modules, and what the relationship is between the subject matter of source material, cultural affiliations of author and text, and student cultural affiliations.

Citation

Kortes, K. & Larson, L. (2004). Understanding New Media Literacy: A Research Project and Digital Prototype for Literacy Instruction and Assessment. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 4774-4781). Lugano, Switzerland: Association for the Advancement of Computing in Education (AACE). Retrieved August 13, 2024 from .

© 2004 Association for the Advancement of Computing in Education (AACE)

Keywords

References

View References & Citations Map
  1. Alvermann, D.A., & Hagood, M.C. (2000). Critical media literacy: Research, theory, and practice in "new times." Journal of Educational Research, 93(3), 193-205.
  2. Barton, D. (1994). Literacy: An introduction to the ecology of written language. Oxford: Blackwell.
  3. Brandt, D. (2001). Literacy in American lives. Cambridge, UK: Cambridge University Press.
  4. College Board. (2001). Pacesetter English: Voices of modern cultures. New York: The College Board.
  5. Gee, J.P. (1990). Background to the 'New Literacy Studies'. In Social linguistics and literacies: Ideology in discourses (pp. 49-70). London: The Falmer Press.
  6. Gee, J.P. (1997). Meanings in discourses: Coordinating and being coordinated. In S. Muspratt, A. Luke& P. Freebody (Eds.), Constructing critical literacies: Teaching and learning textual practice (pp. 273-302).
  7. Heath, S.B. (1983). Ways with words: Language, life, and work in communities and classroom. Cambridge: Cambridge University Press.
  8. Herl, H.E., O'Neal, H.F., Chung, G.K.W.L., & Schacter, J. (1999). Reliability and validity of a computer-based knowledge mapping system to measure content understanding. Computers in Human Behavior, 15, 315-333.
  9. Hung, D. (2001). Theories of learning and computer-mediated instructional technologies. Educational Media International, 38(4), 281-287.
  10. Jencks, C., & Phillips, M. (1998). The black-white test score gap. Washington D.C.: Brookings Institution Press.
  11. Kurth, R.J. (1987). Using word processing to enhance revision strategies during student writing activities. Educational Technology, 27(1), 13-18.
  12. Luke, A., & Freebody, P. (1997). Critical literacy and the question of normativity. In S. Muspratt, A. Luke& P. Freebody (Eds.), Constructing Critical Literacies. Cresskill, NJ: Hampton Press, Inc.
  13. Madaus, G., & Clark, M. (2001). The adverse impact of high-stakes testing on minority students: Evidence from one hundred years of test data. In M. Kornhaber (Ed.), Raising standards or raising barriers: Inequality and high-stakes testing in public education (pp. 85-106). New York: The Century Foundation.
  14. Neuwirth, C.M., & Wojahn, P.G. (Eds.). (1996). Learning to write: Computer support for a cooperative process. Mahwah, New Jersey: Lawrence Erlbaum.
  15. Nichols, L.M. (1996). Pencil and paper versus word processing: A comparative study of creative writing in the elementary school. Journal of Research on Computing in Education, 29(2), 159-166.
  16. Rassool, N. (1999). Literacy for sustainable development in the age of information. In D.J. Corson (Ed.), Language and Education Library (Vol. 14, pp. 264). Philadelphia: Multilingual Matters Ltd.
  17. Russell, M.H., Walt. (1997). Testing writing on computers: An experiment comparing student performance on tests conducted via coputer and via paper-and-pencil. Education Policy Analysis Archives, 5 (3), 1-20.
  18. Russell, M.H., Walt. (2000). Bridging the gap between testing and technology in schools. Education Policy Analysis Archives, 8 (19), 1-10.
  19. Salomon, G., Globerson, T., & Guterman, E. (1989). The computer as a zone of proximal development: Internalizing reading-related metacognitions from a reading partner. Journal of Educational Psychology, 81 (4), 620-627.
  20. Street, B.V. (1984). Literacy and theory in practice. Cambridge: Cambridge University Press.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References