Source: Journal of Computing in Teacher Education, Volume 26, No. 2, Winter 2009-2010.
Literacy skills honed from reading books and writing papers has long been recognized as invaluable to building and sustaining intellect. Educators are charged with strengthening literacy programs,. They also typically rely on conventional practices and increased time focusing on text-based media to do so, yet their efforts have not significantly increased test scores (Baer, Baldi, Ayotte, & Green, 2007; U.S. Department of Education, 2005).
At the same time, these traditional classrooms neglect the rich digital literacy opportunities Web 2.0 tools offer to improve literacy programs and meet individual needs.
This article investigates issues surrounding definitions of "new literacy" practices as they relate to Web 2.0 tools while drawing on pertinent, emerging research to discuss the value of integrating digital literacy applications in K–12 and higher education classrooms.
Baer, J., Baldi, S., Ayotte, K., and Green, P. (2007). The Reading Literacy of U.S. Fourth-Grade Students in an International Context: Results From the 2001 and 2006 Progress in International Reading Literacy Study (PIRLS) (NCES 2008–017). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.