Understanding New Media Literacy: A Research Project and Digital Prototype for Literacy Instruction and Assessment
Katherine Kortes, Teachers College, Columbia University, United States ; Lisa Larson, Saint Cloud State University, United States
EdMedia + Innovate Learning, in Lugano, Switzerland ISBN 978-1-880094-53-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This paper reports on a research project which attempts to define literacy in ways meaningful for the information age, particularly for educators teaching diverse student populations. The project offers a prototype for the development of computer-based learning and assessment modules that incorporate a range of media, including print, still images, and time-based media such as film and video, both as source material and as tools for student production. For the research project, the ten modules were developed and then incorporated into two ten-month Language Arts courses at Willow Glen High School in San Jose, California. Qualitative and quantitative methods were used to examine how participants experienced the modules, what the relationship is between technical literacy and the other forms of literacy encountered in the modules, and what the relationship is between the subject matter of source material, cultural affiliations of author and text, and student cultural affiliations.
Kortes, K. & Larson, L. (2004). Understanding New Media Literacy: A Research Project and Digital Prototype for Literacy Instruction and Assessment. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 4774-4781). Lugano, Switzerland: Association for the Advancement of Computing in Education (AACE).
© 2004 Association for the Advancement of Computing in Education (AACE)