Return-Path: <nifl-technology@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id f1FL2U921575; Thu, 15 Feb 2001 16:02:30 -0500 (EST) Date: Thu, 15 Feb 2001 16:02:30 -0500 (EST) Message-Id: <p04330126b6b19cff004c@[128.195.187.22]> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-technology@literacy.nifl.gov Originator: nifl-technology@literacy.nifl.gov Sender: nifl-technology@literacy.nifl.gov Precedence: bulk From: Mark Warschauer <markw@uci.edu> To: Multiple recipients of list <nifl-technology@literacy.nifl.gov> Subject: [NIFL-TECHNOLOGY:1601] concluding thoughts/resources X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset="us-ascii" ; format="flowed" Status: O Content-Length: 3520 Lines: 74 I would like to thank, Emily for having given me the opportunity to join in your discussions the last couple of weeks. It's been a very good learning experience for me. I know that this forum and discussion is ongoing, but I would like to raise some conclusions based on the last couple of week's discussion, and then suggest a few resources. One valuable lesson is that there is not a single construct of "literacy" but that there are many literacies, i.e., many different types of reading, writing, and interpreting that involve different genres, styles, media, formats, etc. A second lesson, closely related to the above, is that literacy instruction must correspond to the needs of learners, i.e., we should strive to teach the kinds of literacies that particular learners need. This is especially important regarding the use of new technologies. New technologies can be valuable for many learners, but not necessarily for all. Excellent examples were brought up of elderly non-readers who may have very different priorities than learning how to surf the web. A third lesson is that literacy is a moving target, depending in part on what's deemed valuable in particular societies. New information and communication technologies are expanding the requirements of literacy, both for the workplace and for full partication in civic life. Skills such as finding and interpreting online information, skimming and scanning on computer, or communicating via email, are important new literacies that many learners will value and need. A fourth lesson is that, for many learners, the integration of technology can be a highly motivating experience, especially when it strengthens learners own autonomy. Examples were given of project-based learning that allow learners to pursue their own interests and concerns while learning new language and technology skills. A fifth lesson is that integration of technology can be difficult and demanding, and depends a lot on teacher preparation. Teachers needs a lot of support and preparation to be able to integrate technology well, and that this kind of support and preparation should be developed as part of a successful program. As for further resources, let me suggest a few: (1) The Brooklyn Public Literacy Program has put together an excellent Technology Toolkit. I understand that it will soon be available on ERIC. (For further information, contact list member Susan O'Conner <S.Oconnor@BrooklynPublicLibrary.org>. (2) Many of you might already be familiar with Susan Gaer's Website with lists of technology-based projects used with adult ESOL learners (http://www.otan.dni.us/webfarm/emailproject/email.htm) (3) You might also be familiar with David Rosen's list of online resources for Adult Literacy, Basic Education, and ESOL (http://www2.wgbh.org/mbcweis/ltc/alri/LiteracyList.html). (4) Those working with ESOL learners in school settings might find of interest my new co-authored book, Internet for English Teaching, available from TESOL Publications (http://www.tesol.org) (5) I also edit an email news service called Papyrus News where I send out a few messages a week on topics I'm interested in, which include, among other things, the impact of new technologies on language, literacy, and education. Further info at <http://www.gse.uci.edu/markw/papyrus-news.html> cheers, Mark Mark Warschauer Department of Education, University of California, Irvine markw@uci.edu, http://www.gse.uci.edu/markw
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