Basement New Literacies: Dialogue with a First-Year Teacher

Kist, William

doi:10.2307/30047207

Cited by 10 publications

(4 citation statements)

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“…There is little consensus about what may inhibit the integration of ICTs into instruction in general or into literacy instruction in particular. Possible obstacles have been studied using qualitative methods (Honan, 2008;Kist, 2007;Stolle, 2008;Warschauer, Knobel, & Stone, 2004;Zhao et al, 2002), mixed methods (Bauer & Kenton, 2005), and surveys (National Center for Educational Statistics, 2005;United States Department of Education, 2003). However, there is little consistency across these studies, suggesting that small-scale studies, often across diverse school subjects, do not provide a complete or reliable identification of the obstacles literacy teachers perceive as impeding integration of ICTs into instruction.…”

Section: Obstacles To Integrationmentioning

confidence: 99%

Teachers’ Perceptions of Integrating Information and Communication Technologies Into Literacy Instruction: A National Survey in the United States

Hutchison

Reinking

2011

Reading Research Quarterly

247

196

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This research explores literacy teachers’ perceptions of integrating information communication technologies (ICTs) into literacy instruction. To this end, a national survey of 1,441 literacy teachers in the United States was conducted. The survey provided data concerning the types and levels of reported availability and use of ICTs, beliefs about the importance of integrating ICTs into literacy instruction, and perceived obstacles to doing so. The analysis of data included descriptive statistics, an exploratory factor analysis, and a path analysis used to test a model hypothesizing a relation between teachers’ perceived importance of technology and reported levels of integration. Results revealed relatively low levels of curricular integration, consistent perceptions about obstacles to integration, and technological rather than curricular definitions of ICTs and of integration. The path analysis suggested several characteristics and influences associated with higher levels of integration and use. The findings advance understanding of the extent to which ICTs are being integrated into literacy instruction and what factors should be considered toward profitably increasing integration consistent with expanding definitions of literacy.

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Section: Obstacles To Integrationmentioning

confidence: 99%

Teachers’ Perceptions of Integrating Information and Communication Technologies Into Literacy Instruction: A National Survey in the United States

Hutchison

Reinking

2011

Reading Research Quarterly

247

196

View full text Add to dashboard Cite

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“…We need to educate teachers and policymakers about establishing rationales for the validity of these frameworks in local contexts. Sometimes administrations and policymakers are very eager to invest in more hardware and software for classrooms without a sense of awareness of the levels of confidence in practitioners vis‐à‐vis technology (Boling, ; Kist, ). We forget that not every teacher is fully confident in the use of devices, yet we expect all teachers to be proficient in them.…”

Section: Translating Literacy Into Epistemological Not Instrumentalmentioning

confidence: 99%

Translating Literacy as Global Policy and Advocacy

Mora¹

2016

J Adolescent & Adult Lit

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This column engages readers in reflexivity about the uses and meanings of literacy from a global perspective. Relying on the author's own experiences and current multilingual research, Mora discusses the issue of translating literacy into policy and advocacy. The first idea about translation tackles the importance of translating current ideas and trends about literacy as epistemological, not instrumental, matters. The second idea looks at the ongoing debates related to translating the word literacy and the current trends around it into other languages. The author argues that rather than looking at mere translations of words from English to other languages, the translations are looking more deeply at the epistemological issues that today's discussions of literacy entail.

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“…Understandably, current and developing research in the field of multimedia and literacy addresses these new texts. Both Andes and Claggett (2011) and Kist (2007) challenge educators to incorporate new literacies practices in the classroom as an alternative means to facilitate the development of reading and writing skills among students. In a similar way, McGinnis (2007) focuses on the use of inquiry-based projects for his study of student literacy and language development in relation to their social world.…”

Section: Introductionmentioning

confidence: 99%

“…These new texts involve communication methods that require sophisticated multimedia skills (Andes & Claggett, 2011;Kist, 2007;McGinnis, 2007;Mills, 2010;Rowsell & Burke, 2009). Understandably, current and developing research in the field of multimedia and literacy addresses these new texts.…”

Section: Introductionmentioning

confidence: 99%

Creating Identity: The Online Worlds of Two English Language Learners

Burke

2013

L & L

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The online activities of new English language learners can reveal rich and varied literary behaviors, which are almost invisible in the middle grade classroom. While these nonnative English speakers may experience cultural and linguistic apartness and struggle to express their identities at school, many develop online identities using their literacy skills in a highly productive, engaged, and anonymous fashion.

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Basement New Literacies: Dialogue with a First-Year Teacher

Cited by 10 publications

References 0 publications

Teachers’ Perceptions of Integrating Information and Communication Technologies Into Literacy Instruction: A National Survey in the United States

Teachers’ Perceptions of Integrating Information and Communication Technologies Into Literacy Instruction: A National Survey in the United States

Translating Literacy as Global Policy and Advocacy

Creating Identity: The Online Worlds of Two English Language Learners

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