Date Approved
8-3-2022
Graduate Degree Type
Project
Degree Name
Education-Literacy Studies: Reading (M.Ed.)
Degree Program
College of Education
First Advisor
Elizabeth Stolle
Academic Year
2021/2022
Abstract
The use of New Literacies within the classroom has become commonplace over the last few years, as educators work to stay engaging and meet the needs of students in our rapidly changing world. While there are many potential benefits in using these technologies, this project asserts the importance of explicit instruction in the realm of new literacy mediums, as research indicates that reading and writing practices face different struggles between traditional mediums and digital mediums. In spite of this, most educators are unaware that new literacies need to be addressed in a different manner than traditional literacies and continue to treat these mediums in the same manner.
This project works to compile the research into guides for educators and students, highlighting the specific skills that students tend to struggle with when working on new literacies, as well as calling attention to other skills that need to be explicitly taught for students to be most successful when interacting with digital mediums. Additionally, the project proposes plans that will assist educators in making this explicit instruction a reality by giving examples of lessons attending to many of these concerns. Finally, the project suggests a reflective component for educators, assuring specific new literacy instruction will stay at the forefront of their minds throughout the year as they work within their own classrooms.
ScholarWorks Citation
Holsclaw, Brenna A., "New Literacies in the Classroom: An Exploration of the Differences in Reading Comprehension Between New and Traditional Literacies" (2022). Culminating Experience Projects. 149.
https://scholarworks.gvsu.edu/gradprojects/149
