story by Claire Miller
The Georgia Council on Literacy is working with educators, state agencies and other experts to create a state literacy plan. It will include academic research, a series of literacy goals and action plans to achieve them, and recommendations for statewide implementation.
Joyce Many, the College of Education & Human Development’s (CEHD) Ferrer Endowed Professor of Multiple Literacies, recently contributed a review of published research on technology and reading to these efforts.
Her review focused specifically on “new literacies that have emerged in the digital age, the impact of screen time on children and adolescents and ethical use of the Internet and artificial intelligence,” which will help the state incorporate digital literacy into its plan for improving K-12 students’ literacy skills.
This month, the United Nations Educational, Scientific and Cultural Organization (UNESCO) will celebrate International Literacy Day by focusing on “promoting literacy in the digital era,” emphasizing the policies and practices that promote digital literacy skills across the globe.
Educators at all levels can use this international holiday as an opportunity to consider how they support children and adults’ digital learning.
Preparing K-12 Students, Future Educators for Digital Literacy
One key element of digital literacy is learning to find accurate, reliable sources of information online.
For example, middle and high school teachers can encourage students to be critical thinkers in this area by remembering the acronym CRAAP when evaluating internet sources:
- Currency: How timely is the information?
- Relevance: How well does this information fit your needs?
- Authority: What is the source of the information?
- Accuracy: Is the information reliable and correct?
- Purpose: Who was this written for and why?
“Students can use these questions to evaluate multiple sites focusing on the same information and read across the sources, comparing perspectives and quality of information,” Many explained.
As researchers work to better understand how digital literacy impacts K-12 students’ learning, collegiate teacher preparation programs can encourage future teachers to incorporate digital literacy skills across academic disciplines and continue learning about technological advances as they develop.
“We need to continue to support pre-service and in-service teachers’ understanding of ways to integrate digital tools in all content areas,” Many said. “With the incredible pace of innovation, new ways of learning through technology and on the internet are being developed constantly. So are new, creative tools for sharing knowledge and what has been learned. We need to support educators in learning about new literacies that are needed in today’s world.”
Digital Literacy for Adult Learners
UNESCO’S International Literacy Day celebrations will not only consider digital literacy for children and adolescents, but also for adults – and how adults with literacy challenges may face a tougher road than most.
“While digital tools can help expand learning opportunities for marginalized groups, including 739 million young people and adults who lack basic literacy skills, this digital shift also risks creating double marginalization – exclusion not only from traditional literacy learning but also from the benefits of the digital age,” UNESCO wrote on its website. “Digitalization also raises other concerns, including privacy issues, digital surveillance, reinforced biases, ethics, the risk of passive consumption and environmental impacts. Literacy is a key for making these transformations inclusive, relevant and meaningful.”
Daphne Greenberg, Regents’ Professor and director of the college’s Adult Literacy Research Center, notes that adults who have difficulties with literacy skills can face several roadblocks to engaging fully in digital spaces. These can include a lack of access to high-speed internet and electronic devices, trouble discerning whether what they’re reading online is accurate and saving and accessing documents.
However, adult literacy programs can give these individuals the knowledge and resources needed to address their technological challenges.
“Many adults with lower literacy skills lack resilience when facing technological difficulties and do not realize that everyone – regardless of literacy proficiency levels – has technological difficulties. Too many adults do not have the tools and/or resources to persevere when confronted with technological obstacles,” Greenberg said. “Adult literacy programs can provide access to technology and teach adults the digital skills and resilience that will help them navigate the electronic world of daily adult life, such as health, employment and correspondence with their children’s teachers.”
Learn more about the college’s efforts to teach strong literacy practices across all disciplines in this Georgia State University Magazine story.
Learn more about International Literacy Day.