1. New Literacies Teacher
Leader Institute
Inquire. Collaborate. Create.
Hiller A. Spires
July 10, 2012
http://www.flickr.com/photos/lori_greig/2202727502/
2. What will you
contribute as a new
literacies teacher
leader?
http://www.flickr.com/photos/lori_greig/2202727502/
3. Transitioning into a NEW EDUCATIONAL ERA
http://www.flickr.com/photos/mmatasic/3473067292/sizes/m/
6. Digital Literacies & Learning
http://www.fi.ncsu.edu/podcast/white-paper-series/tag/NewLiteracies
7. Digital Literacies: What NC
Teachers Know and Do
# of Te ach e rs
S u rve y Total P articip ants 452
G e nd e r M ale s 74
F e m ale s 378
% of Te ach e rs
E th nicity Am e rican Ind ian 1%
As ian 1%
African Am e rican 7%
C au cas ian 88%
H is p anic 1%
O th e r 2%
E d u cation Bach e lor’ s D e gre e 62%
Mas te r’ s D e gre e 37%
D octoral D e gre e 1%
Ye ars Te ach ing Le s s th an 5 ye ars 21 %
5-9 ye ars 27%
1 0-20 ye ars 33%
M ore th an 20 ye ars 1 9%
Spires, Bartlett, Garry, & Quick (2012). Funded by the Strategic Research Initiative, NCSU
8. Use of Digital Literacies by NC Teachers
Survey Results - LoTi Levels (N=452)
LoTI Level Frequency (Percent)
0 Non-Use 13 (2.9%)
1 Awareness 41 (9.1%)
2 Exploration 131 (29.0%)
3 Infusion 146 (32.3%)
4a Integration (Mechanical) 69 (15.3%)
4b Integration (Routine) 37 (8.3%)
5 Expansion 15 (3.3%)
6 Refinement 0 (0%)
Spires, Bartlett, Garry, & Quick (2012). Funded by the Strategic Research Initiative, NCSU.
9. What NC Teachers Think is
Most Important
Spires, Bartlett, Garry, & Quick (2012). Funded by the Strategic Research Initiative, NCSU.
13. New Global Learning Ecology
http://www.superstock.com/stock-photos-images/1538R-50409
14. EQUITY
What the best and wisest parent wants
for his own child, that must the
community want for all of its children.
John Dewey
http://www.flickr.com/photos/kfordham281/1480737317/sizes/m/
15. The future is already here--it’s
just not evenly distributed.
--William Gibson
16. What will you
contribute as a new
literacies teacher
leader?
http://www.flickr.com/photos/lori_greig/2202727502/
17. Introduction of Dr. Don Leu
John & Maria Neag Endowed
Chair in Literacy & Technology
Professor of Education
Director, New Literacies
Research Lab
University of Connecticut
Notas del editor
A total of 12% teachers fully integrated digital tools and resources in a learner-centered approach (levels 4b – 6), placing an emphasis on student action and higher-level thinking. None of the teachers reached the level of Refinement (level 6), an entirely learner-centered technology approach where disconnects no longer exist between instruction and technology in the classroom.
These four conditions exist within a context that is shaped by policy, technological infrastructure, accountability demands, student abilities, community needs, etc Each NLE is nested within a classroom, school, systems, and even larger contexts. Michael Wesch (2008) defi nes learning as the ability to create signifi cance and distinguishes between semantic and personal signifi cance. Semantic signifi cance means understanding that “a word, concept or idea is not just meaningful for what it is, but also for how it relates, connects, and contrasts with other words, concepts, and ideas” (2008, video lecture). Personal signifi cance, Wesch claims, connotes that meaningful connections are created in the social interaction with others and through the individual’s process of learning to become a successful, contributing member of a community.