Further Defining Digital Literacies: Global Connections And Intentional Relationships
dogtrax, Kevin's Meandering Mind, Dec 07, 2019
I’m slowly reading and digesting, and appreciating, the National Council of Teachers of English revised definition of Literacy in a Digital Age, and I am appreciating the depth of the inquiry. I teach in a pretty insular community, in a classroom that is set off from other parts of the building (it’s inside the school but […]

Defining Digital Literacies NCTE collaborationsI’m slowly reading and digesting, and appreciating, the National Council of Teachers of English revised definition of Literacy in a Digital Age, and I am appreciating the depth of the inquiry.

I teach in a pretty insular community, in a classroom that is set off from other parts of the building (it’s inside the school but not near any other classrooms). It can be a pretty isolating experience, both from a teaching experience (no adjoining door to say hello to a neighbor) and a learning experience (the town is overwhelmingly white middle class suburbia).

This boxed-in mentality has often spurred me to try to find ways to connect my students to the larger world, and this section of the definition by NCTE speaks to that aspect, I think. Solving problems and pushing into shared inquiry, through help of larger connections and relationships, seems important in an ever-connected world where more and more of the work we do, and the learning we tackle, requires collaboration and teams.

The phrasing of “technology allows a wider range of voices to be heard” resonates with me, for I fear I don’t do this nearly enough, often to the detriment of my students’ experiences in the larger world. That said, past projects like Voices on the Gulf and Youth Radio and current projects like Connecting the Coasts (where my students in Massachusetts have been sharing and connecting with California friends via Flipgrid) have opened doors for some relationships and connections, pulling my sixth graders into something broader than the town they live, in progressive Western Massachusetts (although the town I teach is very conservative, an outlier in our area).

The definition talks about helping learners find voices different from their own, and perspectives different than their own, and this can be another sort of challenge. I often felt as if the Letters to the Next President project — while incredibly powerful in the way it brought writing and argument of high school writers to the surface in an array of important topics — did not do justice to the conservative voices of youth, that the platform had an overwhelming progressive vibe to it (which resonated with me and my views, perhaps, but seeing it through young writer’s eyes who has opposing views, it could be daunting). This is not a criticism of the work done by facilitators of Letters to the Next President — they worked hard to surface many diverse voices.

This surfacing of ideas in online spaces, in particular, is always a challenge — how to teach young people to be strong in opinions, and civil in their discussions –how to be persuasive in their arguments but open to other points to view. Heck, this is not just a challenge for young people. This is the challenge for all of us these days.

Anyway, I appreciated this part of the defining of Digital Literacies, for it forced me to reflect again critically on what I am doing, or am not doing, and what I have done, and can still yet do, better — both within my classroom itself, and by connecting my classroom to the larger and more diverse world beyond.

Peace (opening doors),
Kevin