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60 Defining Literacy in the 21st Century: A Guide to Terminology and Skills Jodi Pilgrim University...

60 Defining Literacy in the 21st Century: A Guide to Terminology and Skills Jodi Pilgrim University of Mary Hardin-Baylor Elda E. Martinez University of the Incarnate Word Abstract In the twenty-first century, literacy skills increasingly reflect technology use and the abilities necessary to problem-solve, collaborate, and present information through multi- media. As technology becomes more readily available to all students, concepts of literacy change. Researchers and theorists from various disciplines define and describe 21st century literacies using many terms that are inadvertently interchanged and/or unfamiliar to teachers. The purpose of this article is to review contemporary definitions of literacy to clarify what is currently known about 21st century literacy skills. Literacy generally refers to reading and However, literacy concepts have not writing effectively in a variety of only been changing, they have been contexts. In the 21st century, the overlapping, as information literacy, definition of literacy has increasingly multiliteracies/multiple literacies, new reflected the ability to use technology literacy, digital literacy, and web literacy for gathering and communicating are all used to describe similar skills information. The International Reading necessary for 21st century learning. The Association (IRA) stated that the intent of this literature review is to literacies used by today’s students are document and clarify what is currently much different from those of their known about 21st century literacy skills parents or even those of students from in order to provide clarity and just a decade ago (IRA, 2009). The IRA consistency among educators. position statement reported that in order “to become fully literate in 21st Century Literacies today’s world, students must become Information Literacy proficient in the literacies of the 21st Information literacy has been century technologies” (p.1). historically used to reference the literacy skills needed for information Since IRA’s statement adoption in 2009, access and problem-solving. Paul abundant research has been published Zurkowski, President of the Information about 21st century literacy skills. In Industry Association, included reference addition, the National Education to this term in a 1974 proposal Technology Plan (NETP, 2010) called for recommending the establishment of a an emphasis on 21st century program to promote information competencies at all levels of education. Texas Journal of Literacy Education Volume 1, Issue 1  61 literacy. In 1976, Burchinal explained have advanced, the ways in which information literacy required new skills research and learning transpire have that would “…include how to locate and become entwined with information use information needed for problem- literacy. The American Association of solving and decision-making efficiently School Librarians (AASL) has established and effectively” (p.11). In 1998, a standards to guide practitioners. The report from the American Library four standards state that learners will Association (ALA) explained, “To be use skills, resources and tools to: 1) information literate, a person must be inquire, think critically, and gain able to recognize when information is knowledge; 2) draw conclusions, make needed and have the ability to locate, informed decisions, apply knowledge to evaluate and use effectively the needed new situations, and create knowledge; information” (p.1). In addition, the 3) share knowledge and participate report described those who are ethically and productively as members information literate as people… of our democratic society; and 4) pursue …who have learned how to learn. personal and aesthetic growth (AASL, They know how to learn because 2007). they know how knowledge is organized, how to find information While the term information literacy has and how to use information in such provided the foundation for various a way that others can learn from literacy frameworks, it is somewhat them. They are prepared for lifelong limited as it focuses on the learner’s use learning, because they can always of information; while current find the information needed for any technologies allow the learner to not task of decision at hand. (1998, p. 3). only use, but to construct and disseminate information. The ALA report further outlined six While using information in this areas of competency: 1) recognizing a standard definition suggests a range need for information, 2) identifying of author practices, it exists what information would address a independently from the act of particular problem, 3) finding the creating and sharing information needed information, 4) evaluating the through collaborative ventures. The information found, 5) organizing the definition adopted by ACRL [the information, and 6) using the Association of College and Research information effectively to address the Libraries]…expands upon the ALA specified problem (ALA, 1998). This definition by emphasizing the depth definition has remained the generally of the information needed, the accepted foundational definition in the ability to find the information literature (Campbell, 2004; Spitzer, effectively and efficiently, the Eisenberg & Lowe, 1998). incorporation of new information with existing knowledge, and an Sources of information have changed understanding of the information since the original definitions of environment. (Mackey & Jacobson, information literacy and as technologies 2011, p.63) Texas Journal of Literacy Education Volume 1, Issue 1  62 This extension is a necessary (Kress, 2010). These various modes of consideration as learners become communication affect the way readers literate in the information age and as approach text. For example, graphic literacy is evaluated from emerging novels, a more complex version of the perspectives. traditional comic strip (Schwarz, 2006), require visual literacy skills to Multiliteracies/Multiple Literacies comprehend both the text and the In 1996, the New London Group coined illustrations used by the author to the term multiliteracies to describe a represent meaning. The dimensions of more contemporary view of literacy that multimodal literacy add to the reflected multiple communication forms complexity of online learning and and a context of cultural and linguistic expand the ways readers acquire diversity within a globalized society. information and comprehend concepts. Thus, multiliteracies was defined as the Thus, teachers need to understand the multiple ways of communicating and literacy skills involved in comprehending making meaning, including such modes text or media that utilizes various as visual, audio, spatial, behavioral, and models of presentation. gestural (New London Group, 1996). Reading is a cognitive process as well as A similar term, multiple literacies, also a social/linguistic process. Multiple depicts the ways people read and write literacies include the varied forms of in their lives. This definition includes a text as well as the cultural identities variety of static texts, such as books, expressed during communication, magazines, labels, and pamphlets as known as discourse (Sheridan-Thomas, well as non-print media such as music, 2007). Sociolinguists discuss discourse, art, film, and television. In other words, semiotics and other terms relating to multiple modes of communication are the use of symbols to convey meaning possible, and these modes affect the with and emphasize culture and the role ways readers approach a literacy it plays (Gee, 1996). Many cognitive situation. researchers seek to understand the skills, strategies, and dispositions Kress (2003) attributed the changes in required for effective online reading concepts of literacy to the media. He comprehension (Coiro & Dobler, 2007; specifically discussed media shifts from Jetton & Shanahan, 2012). The multiple book to screen, which enabled the use disciplines/theories involved in defining of a variety of modes of communication. literacy contribute to the complexity of Therefore, the term multimodality this topic. describes the various ways print and media are represented and are a huge New Literacy component of new concepts about What is “new” about literacy? literacy. Multimodal forms of Researchers suggested that concepts of information include visual and audio literacy beyond the traditional views of modes of communication presented alphabetic writing, vocabulary through print, photos, videos, or graphs knowledge, and recall of information Texas Journal of Literacy Education Volume 1, Issue 1  63 may be considered new (Coiro, Knobel, 2008). Because the research comes Lankshear, & Leu, 2008). Definitions of from various fields such as cognitive literacy depend on emerging technology science, sociolinguistics, cultural tools which require different ways of anthropology, information science, and conceiving and communicating meaning others, it can be difficult to understand presented in multiple media and the varying terminology. Leu, Kinzer, modality forms as a part of literacy. The Coiro, and Cammack, (2004) stated that Internet has greatly impacted literacy new literacies allow individuals to use and has contributed to changing views the Internet “to identify important of literacy (Coiro et al., 2008). New questions, locate information, critically web-based tools emerge on the Internet evaluate the usefulness of that constantly and require specific, new, information, synthesize information to skills. answer those questions, and then communicate the answers to others” (p. The terms multiple literacies and new 1570). Therefore, one might consider literacies signify a broad range of any technique requiring new perspectives on literacy similar in that technological reading and writing skills they convey an understanding of to be a new literacy. For example, literacies as social and cultural practices blogging is an online form of a journal that are continuously changing. that requires new skills for users. Media However, discussion of new literacies sharing, such as photo and video tends to involve new technologies, and sharing, also requires new skills for literacy education (Cervetti, Damico, & users (Pilgrim & Bledsoe, 2013). Pearson, 2006). These two concepts tend to involve many literacies and Leu et al. (2004) presented a difference modalities beyond print literacy between the terms new literacies (lower (including new literacies) as well as an case) and New Literacies (upper case). emphasis on cultural considerations This difference may best be explained (Cervetti, Damico, & Pearson, 2006). with the familiar umbrella analogy. Many terms are associated with new Consider the overarching umbrella to be literacies. Digital literacy, 21st century New Literacies. Everything in the field literacies, internet literacy, media under the umbrella, including topics in literacies, information literacy, ICT this article, includes new literacies. literacies, and computer literacy refer to According to Leu (2011), lower case terms which evolved to describe theories reflect the rapidly changing literacies associated with ways to gather nature of literacy in a deictic world since and communicate information using the they are closer to the specific types of Internet and new technologies (Coiro et changes that are taking place and al., 2008). interest those who study them. Lower case theories enable the use of multiple Many disciplines recognize and define lenses that are used and the new literacies, and a new literacies technologies and contexts that are perspective has emerged based on a studied. All theoretical insights are wide range of research (Coiro et al., valued, even if they do not share a Texas Journal of Literacy Education Volume 1, Issue 1  64 particular lens, technology, or context literacy in this new milieu. Using the (Leu, 2011). same skills used for centuries- analysis, synthesis, and evaluation- Digital Literacy we must look at digital literacy as Digital literacy describes reading and another realm within which to apply writing tasks utilizing media powered by elements of critical thinking. (Jones- technology. Digital literacy is the ability Kavalier & Flannigan, 2008, p.14) to find, evaluate, utilize, share, and create content using information The Department of Education used the technologies and the Internet (Cornell term digital literacy in the National University, 2009, para. 1). This is a very Education Technology Plan (U.S. general, broad term related to skills Department of Education, 2010) in necessary in the 21st century and often reference to skills teachers need for the used interchangeably with new literacy development of appropriate and information literacy. Jones-Kavalier assignments for students to improve & Flannigan (2008) narrowed the learning, assessment, and instructional definition of digital literacy as “…the practice. This extensive plan for ability to read and interpret media (text, transforming education referenced the sound, images), to reproduce data and ISTE standards for additional images through digital manipulation, information about what it means to be and to evaluate and apply new digitally literate in an age of evolving knowledge gained from digital technology. According to The environments” ( p.14). International Society for Technology in Education (ISTE), “Today's students Digital literacy has become a more need to be able to use technology to common term since Marc Prensky analyze, learn, and explore. Digital age (2001) coined the terms digital native skills are critical for preparing students and digital immigrant to describe to work, live, and contribute to the generational differences among social and civic fabric of their learners. According to Prensky, a digital communities” (ISTE, 2012, para. 2). ISTE native was born in the digital age with developed the National Educational access to technology. A digital Technology Standards (NETS) for immigrant refers to one lacking student success in a digital age which exposure to technology until later in life. include skills related to creativity and However, just because one is born in innovation; communication and the digital age does not mean the digital collaboration; research and information natives have instinctively learned how fluency; critical thinking, problem to use technology effectively. It cannot solving and decision making; digital be assumed they know how to citizenship; and technology operations synthesize and analyze what they and concepts. access, as …. the greatest challenge is moving Web Literacy beyond the glitz and pizazz of the Web literacy refers to the skills needed flashy technology to teach [new] for successful web navigation Texas Journal of Literacy Education Volume 1, Issue 1  65 (November, 2008). Online reading requires specific skills, and these skills Blanchard and Farstrup (2011) are often referred to by educators in K- suggested that Internet searching skills 12 settings as web literacy skills. are essential for secondary students and Classroom practices often involve they are in need of instructional research and “the rules of research have support. Many educators in higher changed with society’s move from education have left the dissemination of paper to digital information” literacy knowledge and search skills to (November, 2008, p. 6). Web literacy the technology experts. However, web may fit under the umbrella of New literacy skills are a component of all Literacies in that it relates directly to disciplines and should be integrated into skills needed to locate information the curriculum. According to Pilgrim accurately and effectively. Web literacy and Bledsoe (2012), teachers in a is also reflective of digital literacies, as it middle school utilizing a one-to-one is a term used to explain knowledge an iPad initiative reported concerns with individual needs to find information, to plagiarism and with students skimming examine content, to find out who online information. Teachers reported published a Web site, and to see who is students lacked skills needed to find linked to a site (November, 2008). information in an online setting. Middle school students seemed to skim the text Web literacy skills are similar to and focus on pictures, unable to find traditional reference skills used to and retain the important information in navigate textbooks and paper based the text. These concerns mirror Kymes’ reference materials. For example, (2005) research, in which he described a where a student may use key words at “snatch and grab” (p. 494) strategy the top of a dictionary to help them where readers skimmed and scanned navigate the resource, they may use online information in order to navigate words/symbols in a URL (uniform overwhelming amounts of information. resource locater) to help them navigate a website. A student may use web In addition, online information is literacy skills to determine the author of “linked” in ways that vary from trade- a website, or he/she may use tional text. For example, information is knowledge of domain names interconnected through hyperlinks and (edu,.org,.com) to determine what visuals in multiple ways, and type of website is available. As more understanding online text can be a and more online research is required of complex process (Coiro & Dobler, 2007). students, educators need to understand Intertextuality and text navigation the importance of knowledge about become critical variables in constructing Internets searches, hyperlinks, search meaning (Jetton & Shanahan, 2012) and engines, and other components of have contributed to the new notions of Internet searches. This knowledge is literacy. crucial to help students find reliable information online, while keeping them safe in the process. Texas Journal of Literacy Education Volume 1, Issue 1  66 Conclusions and article is technology. Table 1 presents a summary of the aforementioned terms. Recommendations The Texas College and Career Readiness The chart shows that while all of the Standards addressed technology skills literacy concepts presented include and literacy applications, including the technology, while new literacies or ability to gather, organize, manage, multiple literacies extend beyond analyze, and communicate information technology-related literacy skills to (Texas Higher Education Coordinating include visual media. In addition, all the Board, 2009). As teachers integrate terms deal with how knowledge is these skills into classroom instruction, gained. And, even though information they need to have a clear understanding literacy was initially used to recognize of what it means to be literate in the information gathering using reference 21st century. materials housed in libraries, the definition today is used infrequently in A review of the literature provided library and information science some insight into various 21st century literature to include skills necessary for literacy terms as well as skills needed successful information access through for 21st century learning, as online Internet navigation. Thus, teachers reading tasks differ from offline tasks. must address the students’ ability to Teachers need to understand the read nonlinear text in an online similarities and differences in order to environment. use reading and writing strategies and apply skills within an online reading The two terms that seem most environment (Coiro, 2011). Text practitioner-friendly are web literacy features presented in online reading, and digital literacy. Web literacy, as the such as hyperlinks, digitized speech, term implies, describes a user’s Internet embedded glossaries, and interactive navigation skills as well as critical questions, affect the online thinking skills required to evaluate environment (Gunning, 2012). Students online information. This term is not as encounter a great deal of information broad as digital literacy, but the skills during online reading tasks and need to provide teachers with concrete ways to know how to navigate the information help students search for accurate and in an effective manner. As teachers reliable information in a safe Internet address these skills in the classroom, we environment (November, 2008). This recommend consistency in term usage type of information and support for in both practice and in teacher teachers has enabled educators to preparation programs. develop curriculum for teaching literacy skills. Understanding the distinctions of these terms allows teachers to effectively Definitions of literacy will continue to integrate the specific discerning change as new technologies emerge associated skills. The common thread (Leu et al., 2004). Additionally, these across all literacy terms defined in this new technologies will continue to Texas Journal of Literacy Education Volume 1, Issue 1  67 impact education and how teachers literacy skills and the roles they will play address literacy tasks. Thus, educators in classroom instruction. need to understand 21st century Table 1 Summary of 21st Century Literacy Terminology Term Description Information Literacy The ability to recognize when information is needed and to have the ability to locate, evaluate, and use effectively the needed information (ALA, 1989). Multiliteracies The multiple ways of communicating and making meaning, including such modes as visual, audio, spatial, behavioral, and gestural (New London Group, 1996). New Literacy The use of new technologies to gather and communicate information (Coiro et al., 2008). Digital Literacy The ability to find, evaluate, utilize, share, and create content using information technologies and the Internet (Cornell University, 2009). Web Literacy The knowledge and use of specific skills needed to locate, analyze, and communicate information found online. References American Association of School Librarians (2007). Standards for the 21st century learner. 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