I.
Course:
Course Title:
College:
Semester:
EDRD 3360
Introduction to New Literacies
Bagwell College of Education
Fall 2010
II.
Instructor:
Dr. Faith H. Wallace
Office: KH 1015
Phone: 678-797-2884
Fax: 770-420-4334
Faculty email: fwallac1@kennesaw.edu
Website: www.faithwallace.com
Office Hours: TBD
(other times by appt.)
III.
Class Meeting: TBD
IV. TEXT(S):
Antsey, M. & Bull, G. (2006). Teaching and Learning Multiliteracies: Changing Times, Changing Literacies. Newark,
Delaware: International Reading Association.
V. CATALOG DESCRIPTION:
This course is an introduction to the evolving and multifaceted concept of literacy and its implications for adolescents in
both instruction and motivation. Types of literacy to be explored include: media, digital, global, and critical literacies.
Emphasis will be placed on understanding universal design in education, considering the impact of technology on
literacy, evaluating texts as being current, accurant and relevant, and developing meaningful plans to incorporate such
texts into their classrooms.
VI. PURPOSE/RATIONALE:
Mastery of literacy skills is essential to successful learning in every school subject at every grade level. The reading
concentration of the middle grades program will facilitate teacher acquisition of skills and competencies needed to help
students read, write, and understand a wide variety of materials. It will also aid teachers in identifying reading
problems, providing required interventions, and assisting all students in improving skills in reading and writing. The
reading concentration will prepare teachers to work with other content area teachers to support the literacy needs of
students within content area classrooms.
The purpose of this course is to provide prospective middle grades teachers with an opportunity to explore new
literacies and how such literacies can impact the motivation of their learners and the design of their instruction and
assessment. No longer can teachers view reading through the narrow lens of a single reader with a single text. Today’s
adolescents socially construct knowledge through reading and writing in non-traditional forms including social
networking sites, fanfiction, simulation and role playing games, and blogging. As new literacies are researched, texts will
also be evaluated as being current, accurate, and relevant. Methods for using new literacies in middle grades classrooms
will be explored.
Conceptual Framework
Collaborative Development of Expertise in Teaching, Learning & Leadership
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing the
expertise of candidates in both initial and advanced teacher-preparation programs and advanced educational
leadership programs. Expertise in teaching is defined as the capability, intent and ability to facilitate high levels of
learning in all students through the implementation of effective, research-based practices in classroom instruction.
Similarly, expertise in school and district leaders is defined as the ability to enhance the structures, processes and
procedures that support all learning. Within the Conceptual Framework, expertise is viewed as a process of
continued development, not an end-state; therefore, it is the goal of the PTEU to support all candidates as they move
through the various stages of development, from novice to expert/leader. To be effective, teacher leaders and school
EDRD 3360 • Fall 2010
leaders must embrace the notion that teaching and learning are entwined and that only through the implementation
of validated practices can all students construct meaning and reach high levels of learning. In that way, candidates
are facilitators of the teaching and learning process. Finally, the PTEU recognizes, values and demonstrates
collaborative practices across the college and university and extends collaboration to the community-at-large.
Through this collaboration with professionals in the university, the public and private schools, parents and other
professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high
levels of learning.
Knowledge Base: Teacher development is generally recognized as a continuum that includes four phases:
preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that
the concept of expertise is central to analyzing the teaching-learning process, the teacher education faculty at KSU
believes that the concept of expertise is central to preparing effective classroom teachers and teacher leaders.
Researchers describe how during the continuum phases teachers progress from being Novices learning to survive in
classrooms toward becoming Experts who have achieved elegance in their teaching. We, like Sternberg (1998),
believe that expertise is not an end-state but a process of continued development.
Use of Technology: The use of technology is a fast growing facet of education. In this course the student will use
technology as a resource/tool for researching and teaching language arts. During the microteaching and field
experience components of the TOSS program, students will be expected to demonstrate, document, and justify their
use of different types of print and non-print media to facilitate pupil achievement of lesson objectives. Students will
have an opportunity to develop skill in using overhead projectors and videotape recording/playback equipment. As
students complete course assignments in this course, as well as in the Team Teaching course and their other content
area, they will utilize many additional facets of instructional technology. These facets will include electronic bulletin
boards, email, the Internet, WEBCT, ERIC, the CD-ROM data base retrieval system in the library, the multimedia
software and courseware, electronic encyclopedias, and networked software available in the Educational
Technology Training Center. In addition, students will construct their own web pages and some lectures will utilize
PowerPoint and the Internet.
Diversity: A variety of materials and instructional strategies will be employed to meet the needs of the different
learning styles of diverse learners in class. Candidates will gain knowledge as well as an understanding of
differentiated strategies and curricula for providing effective instruction and assessment within multicultural
classrooms. One element of course work is raising candidate awareness of critical multicultural issues. A second
element is to cause candidates to explore how multiple attributes of multicultural populations influence decisions in
employing specific methods and materials for every student. Among these attributes are age, disability, ethnicity,
family structure, gender, geographic region, giftedness, language, race, religion, sexual orientation, and
socioeconomic status. An emphasis on cognitive style differences provides a background for the consideration of
cultural context.
Kennesaw State University provides program accessibility and accommodations for persons defined as disabled
under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of
services are available to support students with disabilities within their academic program. In order to make
arrangements for special services, students must visit the Office of Disabled Student Support Services (ext. 6443)
and develop an individual assistance plan. In some cases, certification of disability is required.
Please be aware and seek out the other supportive and mentoring groups on the campus of Kennesaw State
University that address each of the multicultural variables outlined above.
EDRD 3360 Fall 2010
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VII. COURSE GOALS/OBJECTIVES:
The Professional Teacher Education Unit (PTEU) prepares learning facilitators who understand their disciplines and
principles of pedagogy, who reflect on their practice, and who apply these understandings to making instructional
decisions that foster the success of all learners. As a result of the satisfactory fulfillment of the requirements of this
course, the student will...
Course Objectives
Candidate
Performance
Instrument
(CPI)
Proficiency
1.1, 1.4, 2.1
NCATE
IRA Reading
Standards/
PSC Standards*
Evidence
Standard 1:
Candidate
Knowledge, Skills
& Dispositions
IRA 1.3
PSC 1, 4
• Literacy Research &
Presentation
• New Literacy Explorations
• Instructional Unit
Proficiency
1.1, 1.4, 2.1,
2.8
Standard 1:
Candidate
Knowledge, Skills
& Dispositions
Standard
IRA 2.3
PSC 1, 2
• Literacy Research &
Presentation
• New Literacy Explorations
• Instructional Unit
Understand, recognize
and value the qualities of
diverstiy that exist in
society and are reflected
in online and offline
reading and writing
activities
Proficiency
2.3, 2.5, 2.7
Standard 1:
Candidate
Knowledge, Skills
& Dispositions
Standard 4:
Diversity
IRA 4.1
PSC 4
• Literacy Research &
Presentation
• New Literacy Explorations
• Instructional Unit
• Course Reflection
Activities
Use a literacy curriculum
and engage in
instructional practices
that positively impact
students’ knowledge,
beliefs, and engagement
with the features of
diverstiy
Develop strategies to
lead and advocate for
tolerance and equity in
work with students in
and outside school
settings
Design the physical
environment to
optimaize studnets’ use
of online and offline
resources in reading and
writing instruction
Proficiency
1.3, 2.1, 2.2,
2.3, 2.6, 2.7
Standard 1:
Candidate
Knowledge, Skills
& Dispositions
Standard 4:
Diversity
IRA 4.2
PSC 1, 2
• Literacy Research &
Presentation
• New Literacy Explorations
• Instructional Unit
Proficiency
2.3, 2.7, 3.3
Standard 1:
Candidate
Knowledge, Skills
& Dispositions
Standard 4:
Diversity
Standard 1:
Candidate
Knowledge, Skills
& Dispositions
Standard
IRA 4.3
• Literacy Research &
Presentation
• New Literacy Explorations
• Course Reflection
Activities
IRA 5.1
• Instructional Unit
• Course Reflection
Activities
Understand the role of
professional judgment
and practical knowledge
for improving students’
reading development
and achievement
Use a wide range of
online and offline
materials, including
narrative, poetry,
informational texts, in
reading, writing, and
multimodal
communication
Proficiency
1.4, 2.4, 2.5
*PSC Reading Standards
EDRD 3360 Fall 2010
3
1. Candidates use knowledge of adolescent literacy development
2. Candidates apply knowledge of the teaching of reading and writing to adolescents
3. Candidates use knowledge of formal and informal literacy assessment strategies in the content areas
4. Candidates apply knowledge of how to meet the needs of students who read at diverse levels
5. Candidates facilitate all students learning from content area texts
6. The program shall prepare candidates to provide instructional practices grounded in scientifically based
reading research (SBRR). http://www.nationalreadingpanel.org
VIII. COURSE REQUIREMENTS/ASSIGNMENTS:
A. Literacy Research and Presentation (30%):
During the course of the semester, we will discuss a variety of new types of literacy including media, digital, global
and critical literacy. Students will choose a type of literacy to research: how do you define this new literacy, what
are some examples of texts within this new literacy, what are the implications of this new literacy for young adults
and for middle grades classrooms. Students should use a variety of sources and text types. Evaluate each source to
be sure it is current, accurate, and relevant. Student will summarize all of their research and then synthesize their
findings to create a visual representation that they will present in class.
B. New Literacy Explorations (30%):
While exploring new literacies, we will review a variety of texts, some traditional (informational tradebooks)
some non-traditional (blogs, fanfiction, wiki entries). Students will be asked to read and write trying new forms
and formats throughout the semster. Based on their interactions with text, students will be asked to discuss the
types of reading and writing they try, consider implications for reading and writing instruction, and plan
appropriate assessments.
C. Instructional Unit (20%):
Based upon new literacy research (A) and explorations (B), students will choose appropriate texts, create an
instructional unit (unit should be apporximately a week), and develop an appropriate assessment for the end of
the unit.
D. Course Reflection Activities (20%):
Throughout the semester we will explore multiple ways to make reading and writing a purposeful, meaning
making experience. As such, for various major topics/chapters covered in class, you will engage in activities
presented in the course reading (for example, complete a reading guide, search electronic databases for text
sources, or create a short presentation). These activities can not be made up if you should be absent, arrive late, or
leave early. Use the table below to keep track of your points
IX. EVALUATION AND GRADING:
Grading Scale:
90% - 100&
80%. – 89&.
70% - 79%
60 % – 69%
Below 60 pts.
=A
=B
=C
=D
=F
Late Work
I will accept late work (with the exception of any class presentations.). However, I do deduct points from all late work if
you have not cleared it with me first. No exceptions. I consider work late if it is not handed in during the assigned class
time. Each day an assignment is late, the activity will receive a grade reduction per day. (If an assignment is due on
Tuesday, and you turn it in on Thursday, the assignment is two days late.) I do count Saturday and Sunday.
Please understand that I cannot be responsible for work placed under my door, in my mailbox, or via email, etc., unless
we have a mutual arrangement. I will consider incompletes for extenuating circumstances. I expect all work to be turned
in on time; being absent from class will not serve as an adequate reason for failing to submit work in a timely manner or
for being prepared for class.
Professional Standards for Written Work:
EDRD 3360 Fall 2010
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All work should be edited well and complete. Points will be deducted from all work that does not meet professional
standards.
When submitting work, please remember the following professional standards:
- secure single sheets of paper
- type/word process all assignments (crisp, clear printout)
- no report covers or plastic sleeves
X. ACADEMIC INTEGRITY:
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as published in the
Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct addresses the University’s policy
on academic honesty, including provisions regarding plagiarism and cheating, unauthorized access to University
materials, representation or falsification of University records or academic work, malicious removal, retention, or
destruction of library materials, malicious/intentional misuse of computer facilities and/or services, and misuse of
student identification cards. Incidents of alleged academic misconduct will be handled through the established
procedures of the University Judiciary Program, which includes either an “informal” resolution by a faculty member,
resulting in a grade adjustment, or a formal hearing procedure, which may subject a student to the Code of
Conduct’s minimum one semester suspension requirement.
XII. ATTENDANCE POLICY:
The expectations for attending class are in accordance with the Undergraduate Catalogue. All students are expected
to attend classes in accordance with the scheduled time of the course. Should you be absent, you are responsible for
making up the work missed. In-class activities and presentations may not be made up. Please provide prior
notice if you are to be absent as this is a sign of professionalism. If you miss more than 3 class periods,
professionalism may be called into question.
XII. COURSE OUTLINE:
What follows is a tentative schedule of course topics.
Week 1 – Universal Design
Week 2 – The Changes in Literacy
Week 3 – Defining Literacy – New Literacies
Week 4 – More on New Literacies – Choosing a Research Topic
Week 5 – Print, non-Print, and Digital Texts
Week 6 – Analyzing and Evaluating Texts
Week 7 – Media Literacy
Week 8 – Digital Literacy
Week 9 – Global Literacy
Week 10 – Critical Literacy
Week 11 – Content Specific Literacy
Week 12 – Implications for the Classroom
Week 13 – In School and Real World Literacy
Week 14 – Mulitple Literacies as Motivations for Lifelong Reading and Writing
Week 15 – Multiple LIteracies as Motivation for Lifelong Reading and Writing
Week 16 – Final Presentations
EDRD 3360 Fall 2010
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XIII. REFERENCES AND BIBLIOGRAPHY:
Journals
The ALAN Review
SIGNAL Journal
Voices from the Middle
Journal of Adolescent and Adult Literacy
Jounral of Content Area Literacy
English Journal
The Reading Teacher
Social Education
School Library Journal
The Middle School Journal
Mathematics Teacher
Mathematics Teaching in the Middle School
Science Teacher
Science Scope
Middle
Organization Websites
American Library Association (ALA)
National Council of Teachers of English (NCTE)
ALAN (www.alan-ya.org)
International Reading Association (IRA—reading.org)
National Science Teachers Association (NSTA)
National Council of Teachers of Mathematics (NCTM)
National Council of Teachers of English (NCTE)
National Council for the Social Studies (NCSS)
References
Anstey, M., & Bull, G. (2006). Teaching and learning multiliteracies : changing times, changing literacies. Newark, Del.:
International Reading Association.
Baker, F. (2004). Media Literacy: One of the New Literacy Skills for the 21st Century. Ohio Media Spectrum, 56(1), 39-39.
Bayley, R., & Schecter, S. R. (2003). Language socialization in bilingual and multilingual societies / edited by Robert Bayley
and Sandra R. Schecter. Clevedon ; Buffalo: Multilingual Matters.
Cole, D. R., & Pullen, D. L. Multiliteracies in motion : current theory and practice. New York: Routledge.
Compton-Lilly, C. (2009). Breaking the silence : recognizing the social and cultural resources students bring to the
classroom. Newark, DE: International Reading Association.
Cope, B., Kalantzis, M., & New London Group. (2000). Multiliteracies : literacy learning and the design of social futures.
London ; New York: Routledge.
Danaher, P. A., Moriarty, B., & Danaher, G. (2009). Mobile learning communities : creating new educational futures. New
York: Routledge.
Healy, A. (2008). Multiliteracies and diversity in education : new pedagogies for expanding landscapes. Oxford ; New York:
Oxford University Press.
Leithwood, K. A. (2006). Teaching for deep understanding : what every educator should know. Thousand Oaks, Calif.:
Corwin Press.
Li, G. (2008). Culturally contested literacies : America's "rainbow underclass" and urban schools. New York: Routledge.
Lockard, J., & Pegrum, M. (2007). Brave new classrooms : democratic education & the Internet. New York: Peter Lang.
Mahiri, J. (1998). Shooting for excellence : African American and youth culture in new century schools. Urbana, Ill.
New York: National Council of Teachers of English; Teachers College Press.
Mahiri, J. (2004). What they don't learn in school : literacy in the lives of urban youth. New York: P. Lang.
McInerney, D. M., Van Etten, S., & Dowson, M. (2007). Standards in education. Charlotte, NC: IAP/Information Age Pub.
Newman, D. L. (2008). Videoconferencing technology in K-12 instruction : best practices and trends. Hershey: Information
Science Reference.
Newman, M. (2002). The designs of academic literacy : a multiliteracies examination of academic achievement. Westport,
Conn.: Bergin & Garvey.
Pahl, K., & Rowsell, J. (2005). Literacy and education : understanding the new literacy studies in the classroom. London:
Paul Chapman.
Pullen, D. L., & Cole, D. R. (2009). Multiliteracies and technology enhanced education : social practice and the global
classroom. Hershey PA: Information Science Reference.
Reyhner, J. A. (2006). Travel notes from the new literacy studies instances of practice. [Book Review]. Choice: Current
Reviews for Academic Libraries, 44(2), 348-348.
Selber, S. A. (2004). Multiliteracies for a digital age. Carbondale: Southern Illinois University Press.
Spolsky, B., & Hult, F. M. (2008). The handbook of educational linguistics. Malden, MA: Blackwell Pub.
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St Clair, G. (1991). The 'new' literacy: do special librarians have a role? Special Libraries, 82(3), 99-105.
Street, B. V. (2005). Literacies across educational contexts : mediating learning and teaching. Philadelphia: Caslon Pub.
Thüne, E.-M., Leonardi, S., & Bazzanella, C. (2006). Gender, language and new literacy. London ; New York: Continuum.
Unsworth, L. (2001). Teaching multiliteracies across the curriculum : changing contexts of text and image in classroom
practice. Buckingham [England] ; Phildelphia: Open University.
Warlick, D. (2004). Redefining literacy for the 21st century. Worthington, Ohio: Linworth Pub.
Warlick, D. F. (2009). Redefining literacy 2.0 (2nd ed.). Columbus, Ohio: Linworth Pub.
Wilkinson, L. C., Morrow, L. M., & Chou, V. (2008). Improving literacy achievement in urban schools : critical elements in
teacher preparation. Newark, DE: International Reading Association.
Xu, S. H., Perkins, R. S., & Zunich, L. O. (2005). Trading cards to comic strips : popular culture texts and literacy learning in
grades K-8. Newark, Del.: International Reading Association.
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