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New literacies generally are new forms of literacy made possible by digital technology developments, although new literacies do not necessarily have to involve use of digital technologies to be recognized as such. The term "new literacies" itself is relatively new within the field of literacy studies (the first documented mention of it in an academic article title dates to 1993 in a text by David Buckingham). Its definition remains open, with new literacies being conceptualized in different ways by different groups of scholars. For example, one group of scholars argues that literacy is now deictic, and see it as continually and rapidly changing as new technologies appear and new social practices for literacy emerge. (Leu, 2000). This group aims at developing a single, overarching theory to help explain new literacies (see, for example, Leu, O'Byrne, Zawilinski, McVerry, & Everett-Cacopardo, 2009; see also, below). This orientation towards new literacies is largely psycholinguistic in nature. Other groups of scholars follow a more sociocultural orientation that focuses on literacy as a social practice, which emphasizes the role of literacy with a range of socially patterned and goal-directed ways of getting things done in the world (see, for example, Gee & Hayes, 2012; Lankshear & Knobel, 2011; Kalantzis and Cope 2011). Accompanying the varying conceptualizations of new literacies, there are a range of terms used by different researchers when referring to new literacies, including 21st century literacies, internet literacies, digital literacies, new media literacies, multiliteracies, information literacy, ICT literacies, and computer literacy. In the Handbook of New Literacies Research, Coiro, Knobel, Lankshear, and Leu (2008) note that all these terms "are used to refer to phenomena we would see as falling broadly under a new literacies umbrella" (pg. 10). Commonly recognized examples of new literacies include such practices as instant messaging, blogging, maintaining a website, participating in online social networking spaces, creating and sharing music videos, podcasting and videocasting, photoshopping images and photo sharing, emailing, shopping online, digital storytelling, participating in online discussion lists, emailing and using online chat, conducting and collating online searches, reading, writing and commenting on fan fiction, collaborating on and writing encyclopedic wikis, processing and evaluating online information, creating and sharing digital mashups, etc. (see: Black, 2008; Coiro, 2003; Gee, 2007; Hunter, 2014; Jenkins, 2006; Kist, 2007; Lankshear & Knobel, 2006; Lessig, 2005; Leu, et al. 2004; Prensky, 2006).
References
- Leu, D. J., & Zawilinski, L., Castek, J., Banerjee, M., Housand, B. C., Liu, Y., & O'Neil, M. (2007). What is new About the new literacies of online reading comprehension?. In Secondary School Literacy: What Research Reveals for Classroom Practice (Chapter 3, pp. 37–68). Retrieved from http://teachers.westport.k12.ct.us/ITL/wkspmaterials/NCTE%20chapter.pdf
- Lankshear, C., & Knobel, M. (2006). New literacies: Everyday practices & classroom learning (2nd ed.). pg. 65. New York: Open University Press and McGraw Hill.
- Jenkins, H. (2006). Fans, bloggers and gamers: Exploring participatory culture. New York: New York University Press.
- Lankshear, C., & Knobel, M. (2006). New literacies: Everyday practices & classroom learning (2nd ed.). New York: Open University Press and McGraw Hill.
- Leu, D. J., Kinzer, C. K., Coiro, J., Castek, J., Henry, L. A. (2013). New literacies: A dual level theory of the changing nature of literacy, instruction, and assessment. In Alvermann, D.E., Unrau, N.J., & Ruddell, R.B. (Eds.). (2013). Theoretical models and processes of reading (6th ed.). (pp. 1150-1181). Newark, DE: International Reading Association. Available at: http://www.reading.org/Libraries/books/IRA-710-chapter42.pdf
- Black, R. W. (2007). Digital design: English language learners and reader reviews in online fiction. In M. Knobel & C. Lankshear (Eds.), A New Literacies Sampler, pp. 115–136. New York: Peter Lang.
- Adlington, R., & Hansford, D. (2009). Digital spaces and young people's online authoring: Challenges for teachers. Australian journal of language and literacy, 32(1, 2).
- Coiro, J., Knobel, M., Lankshear, C., & Leu, D. J. (Eds.) (2008). Handbook of new literacies research (pp. 251). New York: Lawrence Erlbaum Associates.
- Gee, J. P. (2008). What video games have to teach us about learning and literacy, revised and updated. Basingstoke: Palgrave Macmillan
- Gerber, H. R. (2009). "From the FPS to the RPG: Using Video Games to encourage reading YAL". The ALAN Review 36 (3): 87–91.
- Squire, Kurt (2011). Video Games and Learning: Teaching and Participatory Culture in the Digital Age. New York: Teachers College Press.
- Lacasa, P., Martinez, R., & Mendez, L. (2008). Developing new literacies using commercial videogames as educational tools. Linguistics and Education, 19.
- Kist, W. (2007). Basement new literacies: Dialogue with a first-year teacher. English Journal, 97(1), 43–48.
- Lankshear, C., & Knobel, M. (2011). New literacies: Everyday practices & classroom learning (3rd ed.). pg. 255. New York: Open University Press and McGraw Hill.
- Leu, D. J. Jr., Coiro, J., Castek, J., Hartman, D. K., Henry, L. A., & Reinking, D. (2008). Research on instruction and assessment of the new literacies of online reading comprehension. In C. C. Block, S. Parris, and P. Afflerbach, (Eds.), Comprehension instruction: Research based best practices. New York: Guilford Press.
