William Cope
Reda Sadki
May Thet Khine Nyein
Eugenia Arvanitis
Pinakini Shah
Jonathan deHaan
Alessandra Coutinho Fernandes
Ketan HeinLiteracy Teaching and Learning MOOC’s Updates
Section 2c: Literacies for Contemporary Community Life
The nature of the literacies used in everyday community life has also changed dramatically since the classical literacy teaching of the nineteeth and twentieth century school. For one thing, whereas we were mostly consumers of texts and media (readers of newspapers, viewers of television, liteners to radio), we have now become in equal measure writers (on social media for instance), image makers (the images and media we upload online, for our friends or everyone), and curators or makers of audio (in online playlists or podcasts). We call this a 'change in the balance of agency'.
To explore these themes further, read the texts in the 'Literacies for Contemporary Community Life' section of our supporting materials website.
Comment: What are the implications of new media for literacies learning? How do we need to change or adapt our practices?
Make an Update: Choose an example of a new social practice—in the workplace, as a citizen, or as a person using new media in their everyday life. Describe the new practice, analysing its communicative features. What are its implications for literacies pedagogy? Read and comment on others' updates as they come through into your activity stream.
New Social Practice: Collaborative Communication Through Google Suite
In today’s digital age and mostly after Covid19 and the lockdown that resulted from it, tools that support real-time collaboration and communication have become essential in both workplace and educational settings. One prominent example is Google Suite (now known as Google Workspace). This collaborative work platform includes applications like Google Meet, Docs, Sheets, Slides, Drive, and Gmail. These tools (also called apps) represent a new set of professional tools for collaboration that can also be used for, sharing ideas, and co-construct knowledge across time and space.
The tools in Google Suite are defined by their cloud-based, real-time collaborative features. Multiple users in different parts of the world can edit a document or spreadsheet simultaneously, observe others’ inputs live, leave comments, and suggest revisions—creating a dynamic, dialogic space. This new work paradigm aligns with Kalantzis and Cope’s (2011) view of writing in the digital age as no longer an individual, isolated act but a social, collaborative activity, shaped by the possibilities of digital fast and easy reproducibility and interactive participation.
The communicative features of Google Suite are distinctly multimodal since they involve the possibility of using text, visuals, sound, and voice at the same time, with the added benefit of not having to be in the same space at the same time. As Heath (1983) noted in her ethnographic study of language in communities and classrooms, literacy practices are deeply embedded in social contexts. The use of Google Suite is a clear example of this change in the actual work practices, as literacy has become an activity where anyone can participate and everyone can become a content creator, making literacy an inclusive activity and not a privilege a few had.
The implications for literacy pedagogy are important. Educators have the complex task of preparing students not just to write, but to do it in a collaborative way as digital spaces like Google require. As Cope and Kalantzis (1997) argued in Productive Diversity, effective communication in diverse, modern workplaces relies on shared understandings and collaborative problem-solving. Google Suite embodies this, enabling students to co-construct knowledge in real-time across multiple modes of expression.
It is also important to remember that the process of collaborative authorship requires a shift in assessment practices. Instead of only focusing on the final product, educators need to assess participation, the development of ideas as a process, and the ability to accept points of view that are different. This also echoes Wagner’s (2008) concern that schools are not teaching the new survival skills needed for today’s workforce—skills like teamwork, adaptability, and communication.
Lastly, the use of Google Suite requires critical reflection on digital authorship, access, and platform dependency and the ability to filter through all the information that can be found online. From the moment GenAI became available to everyone, the need to reflect on the ethical use of such platforms has become critical.
In summary, Google Suite has become more than a set of tools—it has transformed how we learn, write, and collaborate. Education has to change to answer the new needs of this new way of seeing the world and the way we communicate.
Cope, Bill and Mary Kalantzis. 1997. Productive Diversity: A New Approach to Work and Management. Sydney: Pluto Press.
Heath, S. B. 1983. Ways With Words: Language, Life, and Work in Communities and Classrooms.Cambridge: Cambridge University Press, pp.28-29, 232-232, 260-261.
Kalantzis, Mary and Bill Cope. 2011. “The Work of Writing in the Age of Its Digital Reproducibility.” in Rethinking Identity and Literacy Education in the 21st Century, vol. 110: 1, edited by S. S. Abrams and J. Rowsell. New York: Teachers College Press.
Wagner, Tony. 2008. The Global Achievement Gap: Why Even our Best Schools Don’t Teach the New Survival Skills our Children Need, and What We Can Do About It. New York: Basic Books, pp.1-41.
The rise of new media has changed literacy from just reading and understanding texts to actively creating and sharing information. In the past, students were passive consumers of knowledge, relying on textbooks and lectures. Today, with platforms like social media and online content, everyone can be both a reader and a writer, shaping discussions and ideas. To adapt, literacy education must go beyond basic reading and writing. Students need critical skills to evaluate information, navigate digital spaces, and communicate effectively using text, images, and video. Classrooms should encourage participation, allowing students to create and collaborate, not just absorb information. In a world full of endless content, the ability to think critically and express ideas clearly is more important than ever.
Hello Serly,
I believe it's amazing how in the last decades we have become creators and stopped being just consumers of information. Before, only a few were the privileged one that could produce content and the rest of us were on the recipient side, now anyone can share their opinions and knowledge on life and reality. This is a great progress in inclusion practices, but it also makes it important and necessary to develop critical thinking in people so they don't believe everything they read.
New media has transformed the way humans interact with information, blurring the lines between content consumers and producers. In the digital era, anyone can create and distribute information, but this also presents challenges in distinguishing what is true and relevant. Literacy is no longer just about understanding texts but also about thinking critically while navigating the flood of information from various sources. Education should not only focus on reading comprehension but also equip individuals with writing skills, active participation, and meaning-making in digital environments. While new media offers great opportunities, challenges such as superficial information, exhibitionism, and corporate control over user data must be critically examined to ensure digital literacy remains meaningful and empowering.
The rise of digital and artificial intelligence tools in the late 20th and 21st centuries has changed the ways we find information, process it, formulate our presentations and communicate the same (Chaudhry and Kazim, 2021). This development affects all walks of life, including the field of education. Generations X, Y and Z are digital natives (Kreinsen and Schulz, 2023). Therefore, for educators today, digital literacies have become integral to their pedagogical practices, changing how education is imparted and acquired (Kreinsen and Schulz, 2023).
One of the artificial intelligence (AI) tools, Grammarly, an AI-powered writing assistant, is used by many educators and students worldwide. This writing assistant helps individuals refine their text by giving real-time suggestions for correct grammar usage, spelling, sentence structure, correct tenses, synonyms, and making more concise sentences (Alotaibi, 2023). Grammarly helps improve the written English language of non-native English speakers who would earlier struggle in these aspects of the English language (Alotaibi, 2023) and allows for more equitable inclusion (Fitria, 2021). Different studies show that Grammarly helps improve the written works of students, specifically those who have English as a Foreign or Second Language (Alam et al., 2023; Alotaibi, 2023; Fitria, 2021). Many educational institutions recommend Grammarly for students and academicians to check the language in their formal writing pieces, specifically academic writing (Zinkevich and Ledeneva, 2021). The responsibility of the individuals is to construct their thoughts and analysis in a comprehensive essay. Then an AI tool, such as Grammarly, can help with corrections aligned with English language conventions (Alam et al., 2023).
With the advancement in digital literacies and artificial intelligence, it is the need of the hour in the 21st century for educators to become equipped with skills to use artificial intelligence literacies and integrate these into their pedagogical skills. Educators can help their students develop the skill of evaluating digital and artificial intelligence tools to determine their authenticity and appropriate use with digital citizenship.
References
Alam, S., Usama, M., Alam, M. M., Jabeen, I., & Ahmad, F. (2023). Artificial Intelligence in Global World: A Case Study of Grammarly as e-Tool on ESL Learners’ Writing of Darul Uloom Nadwa. International Journal of Information and Education Technology, 13(11).
Alotaibi, A. H. E. (2023). The impact of AI-powered Grammarly on enhancing grammar proficiency among Saudi EFL students. Remittances Review, 8(4).
Chaudhry, M. A., & Kazim, E. (2022). Artificial Intelligence in Education (AIEd): A high-level academic and industry note 2021. AI and Ethics, 2(1), 157-165.
Fitria, T. N. (2021). Grammarly as AI-powered English writing assistant: Students’ alternative for writing English. Metathesis: Journal of English Language, Literature, and Teaching, 5(1), 65-78.
Kreinsen, M., & Schulz, S. (2023). Towards the triad of digital literacy, data literacy and AI literacy in teacher education–A discussion in light of the accessibility of novel generative AI.
Zinkevich, N. A., & Ledeneva, T. V. (2021). Using Grammarly to enhance students’ academic writing skills. Professional Discourse & Communication, 3(4), 51-63.
saya setuju dengan anda, penggunaan AI sangat berpengaruh sekali seperti dalam cara penulisan, terkhusus membantu dalam pendidikan dalam proses mengajar dan pembelajaran
The use of new media will influence not only how students learn, but only if teachers understand how to implement digital pedagogies in a meaningful way. Although the use of Artificial Intelligence may not be considered new media in the classic sense, but this monumental shift in how information is stored, disseminated and stored is one that needs addressing. AI will shift the way that media is conceived, produced and consumed. For this reason, I chose to discuss AI in the context of new media.
The influence of Artificial Intelligence (AI) on teaching and learning has not yet made full impact in the educational world as of yet, but as computer scientists and tech start ups convince schools, districts and university Deans to trust AI as a learning tool, this use will greatly expand not only as a tool or an add-on, but in shaping the face of pedagogy.
Although the fear of using AI in the classroom centered on fear of cheating and that the bot will write the paper, many educators have gotten over this fear due to a plethora of blogs, articles and workshops on the use of AI. At this point, many schools on the K-12 level do not allow AI to be used at all. There is not doubt that this is a new technology that will be investigated for chinks in the armor. There is a need for more research on how to handle the values, morals and ethics of using AI in academics. But as teacher educators and teachers start to explore AI for themselves, there is a sense that use of AI could expand beyond the surface level uses. Using AI to write a paper is definitely out, but using AI to check a piece of writing or to contrast with a piece of student writing can be a worthwhile endeavor.
The use of Artificial Intelligence will shape the facing of teaching and learning. AI is social in that these networks have memory that is generated by information that humans input. Learning is then reconfigured as humans respond to prompts with input of their own. The third structure of learning is in the teacher-planned activity.
Learning with AI may not require the tried and true methods as we know it. But the potential for social interaction and social learning is wide-open.
How can teachers structure the use of AI to foster critical thinking, balance and collaboration? This is a wide-open question that deserves its own forum. I will share out just a few ideas that I have tried or have picked up in various conferences.
-Formulate their own questions on a subject by prompting Chapt GPT 3 to do so.
Use Chat GPT3 to create an outline for a presentation.
-Use Google Gemini to create content for a Slide Show.
-Use Grammarly AI to tighten up an article for a school newspaper.
-Use Adobe Firefly to create an illustration for class book.
There are limitless ways to use AI in the classroom to increase social learning The first step is replacing fear of AI with a willingness to experiment.
Betul AI Tidak bisa menggantikan guru walaupun dia sangat berpengaruh dalam pendidikan dan pengajaran, karean pengajaran akan lebih efektif dengan adanya guru sebagai fasilitator dan adanya interaksi antara guru dan siswa.
I agree with you, Ms. Klien, that AI cannot substitute us. But we can use the AI tools to our advantage to refine our learning.
The use of new media will influence not only how students learn, but only if teachers understand how to implement digital pedagogies in a meaningful way. Although the use of Artificial Intelligence may not be considered new media in the classic sense, but this monumental shift in how information is stored, disseminated and stored is one that needs addressing. AI will shift the way that media is conceived, produced and consumed. For this reason, I chose to discuss AI in the context of new media.
The influence of Artificial Intelligence (AI) on teaching and learning has not yet made full impact in the educational world as of yet, but as computer scientists and tech start ups convince schools, districts and university Deans to trust AI as a learning tool, this use will greatly expand not only as a tool or an add-on, but in shaping the face of pedagogy.
Although the fear of using AI in the classroom centered on fear of cheating and that the bot will write the paper, many educators have gotten over this fear due to a plethora of blogs, articles and workshops on the use of AI. At this point, many schools on the K-12 level do not allow AI to be used at all. There is not doubt that this is a new technology that will be investigated for chinks in the armor. There is a need for more research on how to handle the values, morals and ethics of using AI in academics. But as teacher educators and teachers start to explore AI for themselves, there is a sense that use of AI could expand beyond the surface level uses. Using AI to write a paper is definitely out, but using AI to check a piece of writing or to contrast with a piece of student writing can be a worthwhile endeavor.
The use of Artificial Intelligence will shape the facing of teaching and learning. AI is social in that these networks have memory that is generated by information that humans input. Learning is then reconfigured as humans respond to prompts with input of their own. The third structure of learning is in the teacher-planned activity.
Learning with AI may not require the tried and true methods as we know it. But the potential for social interaction and social learning is wide-open.
How can teachers structure the use of AI to foster critical thinking, balance and collaboration? This is a wide-open question that deserves its own forum. I will share out just a few ideas that I have tried or have picked up in various conferences.
-Formulate their own questions on a subject by prompting Chapt GPT 3 to do so.
Use Chat GPT3 to create an outline for a presentation.
-Use Google Gemini to create content for a Slide Show.
-Use Grammarly AI to tighten up an article for a school newspaper.
-Use Adobe Firefly to create an illustration for class book.
There are limitless ways to use AI in the classroom to increase social learning The first step is replacing fear of AI with a willingness to experiment.
Hi Elizabeth,
As a teacher I understand the fear that many of my colleagues have of AI and the use their students can do of it. Of course the first thing that comes to our minds is cheating and students not doing the work assigned, and this may happen. But I believe that we can't close our eyes to AI and that we have to learn how we can use it to our advantage and to our student's. Teaching our young how to use it honestly and in a way that allows them to learn means that we have to learn how to use it that way to.
The use of new media will influence not only how students learn, but only if teachers understand how to implement digital pedagogies in a meaningful way. Although the use of Artificial Intelligence may not be considered new media in the classic sense, but this monumental shift in how information is stored, disseminated and stored is one that needs addressing. AI will shift the way that media is conceived, produced and consumed. For this reason, I chose to discuss AI in the context of new media.
The influence of Artificial Intelligence (AI) on teaching and learning has not yet made full impact in the educational world as of yet, but as computer scientists and tech start ups convince schools, districts and university Deans to trust AI as a learning tool, this use will greatly expand not only as a tool or an add-on, but in shaping the face of pedagogy.
Although the fear of using AI in the classroom centered on fear of cheating and that the bot will write the paper, many educators have gotten over this fear due to a plethora of blogs, articles and workshops on the use of AI. At this point, many schools on the K-12 level do not allow AI to be used at all. There is not doubt that this is a new technology that will be investigated for chinks in the armor. There is a need for more research on how to handle the values, morals and ethics of using AI in academics. But as teacher educators and teachers start to explore AI for themselves, there is a sense that use of AI could expand beyond the surface level uses. Using AI to write a paper is definitely out, but using AI to check a piece of writing or to contrast with a piece of student writing can be a worthwhile endeavor.
The use of Artificial Intelligence will shape the facing of teaching and learning. AI is social in that these networks have memory that is generated by information that humans input. Learning is then reconfigured as humans respond to prompts with input of their own. The third structure of learning is in the teacher-planned activity.
Learning with AI may not require the tried and true methods as we know it. But the potential for social interaction and social learning is wide-open.
How can teachers structure the use of AI to foster critical thinking, balance and collaboration? This is a wide-open question that deserves its own forum. I will share out just a few ideas that I have tried or have picked up in various conferences.
-Formulate their own questions on a subject by prompting Chapt GPT 3 to do so.
Use Chat GPT3 to create an outline for a presentation.
-Use Google Gemini to create content for a Slide Show.
-Use Grammarly AI to tighten up an article for a school newspaper.
-Use Adobe Firefly to create an illustration for class book.
There are limitless ways to use AI in the classroom to increase social learning The first step is replacing fear of AI with a willingness to experiment.
The use of new media will influence not only how students learn, but only if teachers understand how to implement digital pedagogies in a meaningful way. Although the use of Artificial Intelligence may not be considered new media in the classic sense, but this monumental shift in how information is stored, disseminated and stored is one that needs addressing. AI will shift the way that media is conceived, produced and consumed. For this reason, I chose to discuss AI in the context of new media.
The influence of Artificial Intelligence (AI) on teaching and learning has not yet made full impact in the educational world as of yet, but as computer scientists and tech start ups convince schools, districts and university Deans to trust AI as a learning tool, this use will greatly expand not only as a tool or an add-on, but in shaping the face of pedagogy.
Although the fear of using AI in the classroom centered on fear of cheating and that the bot will write the paper, many educators have gotten over this fear due to a plethora of blogs, articles and workshops on the use of AI. At this point, many schools on the K-12 level do not allow AI to be used at all. There is not doubt that this is a new technology that will be investigated for chinks in the armor. There is a need for more research on how to handle the values, morals and ethics of using AI in academics. But as teacher educators and teachers start to explore AI for themselves, there is a sense that use of AI could expand beyond the surface level uses. Using AI to write a paper is definitely out, but using AI to check a piece of writing or to contrast with a piece of student writing can be a worthwhile endeavor.
The use of Artificial Intelligence will shape the facing of teaching and learning. AI is social in that these networks have memory that is generated by information that humans input. Learning is then reconfigured as humans respond to prompts with input of their own. The third structure of learning is in the teacher-planned activity.
Learning with AI may not require the tried and true methods as we know it. But the potential for social interaction and social learning is wide-open.
How can teachers structure the use of AI to foster critical thinking, balance and collaboration? This is a wide-open question that deserves its own forum. I will share out just a few ideas that I have tried or have picked up in various conferences.
-Formulate their own questions on a subject by prompting Chapt GPT 3 to do so.
Use Chat GPT3 to create an outline for a presentation.
-Use Google Gemini to create content for a Slide Show.
-Use Grammarly AI to tighten up an article for a school newspaper.
-Use Adobe Firefly to create an illustration for class book.
There are limitless ways to use AI in the classroom to increase social learning The first step is replacing fear of AI with a willingness to experiment.
Earlier, students were mere recipients of education given by educators in traditional classrooms. From the late 20th century, the influx of multimedia has changed the daily lives of many people all over the world. The access to information through the internet, the multiple platforms of digital communication, and the opportunities to produce content and publish it on different social media platforms have changed the daily lives of individuals. We are no longer recipients, but participators, creators and consumers of content and who interact with different people all over the world. This has influenced the change in education and literacies that now need to focus on helping students develop these multimedia and literacy skills for them to function successfully in their daily lives.
In my own classroom, I live by the 4Cs of 21st Century learning: Communication, Collaboration, Critical Thinking, and Creativity. The teacher is no longer the keeper of the keys, and we must guide students in their exploration of discovering the right answer.
Critical literacies pedagogy focuses on developing students' abilities to analyze, question, and critique information and media in a socio-political context. An illustrative example in practice is media literacy education. This approach aims to empower students to navigate the media landscape critically, understanding the power dynamics, biases, and persuasive techniques employed by various media sources.
In a media literacy curriculum, students learn to deconstruct messages in advertisements, news articles, and social media. They engage in activities that involve identifying biases, evaluating sources for credibility, and understanding the impact of media on societal beliefs and attitudes. The teaching methods often include discussions, media analysis projects, and collaborative activities that encourage students to question and challenge the information they encounter.
The strengths of critical literacies pedagogy, as demonstrated in media literacy education, are manifold. Firstly, it cultivates a discerning and questioning mindset, promoting an active and informed citizenship. Students develop the skills to recognize misinformation, discern propaganda, and critically assess the credibility of sources. Secondly, it encourages a deeper understanding of societal issues, fostering empathy and a sense of social responsibility.
However, challenges may arise in terms of the evolving nature of media and technology. Keeping pace with the rapid changes in media platforms and formats requires constant adaptation in teaching methods and materials. Additionally, there may be resistance to critical perspectives, as questioning established narratives can be uncomfortable for some.
Comparing critical literacies pedagogy with functional literacy pedagogy reveals both similarities and differences. While functional literacy emphasizes practical skills for real-life situations, critical literacies delve into the broader socio-political context. Both aim to empower students, but functional literacy tends to focus on individual competencies, while critical literacies extend to collective societal understanding and engagement.
In conclusion, critical literacies pedagogy, exemplified by media literacy education, equips students with the skills to navigate and critique the complex media landscape. Its strengths lie in fostering critical thinking and societal awareness, but challenges persist in adapting to technological advancements. When compared to functional literacy, the differences in scope highlight the importance of not only practical skills but also a critical understanding of the world in which those skills are applied.
keduanya sangat penting dan berpengaruh dalam kehidupan baik pedagogi literasi fungsional maupun pedagogi literasi kritis pak
I agree. AI tools especially help with differentiation for equitable inclusion.