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Definition of Literacy in a Digital Age
NCTE:
11.07.2019
NCTE’s
Definition of Literacy in a Digital Age makes it clear that the continued
evolution of curriculum, assessment, and teaching practice itself is necessary.
Literacy
has always been a collection of communicative and sociocultural practices
shared among communities. As society and technology change, so does literacy.
The world demands that a literate person possess and intentionally apply a wide
range of skills, competencies, and dispositions. These literacies are
interconnected, dynamic, and malleable. As in the past, they are inextricably
linked with histories, narratives, life possibilities, and social trajectories
of all individuals and groups. Active, successful participants in a global
society must be able to
➤ Participate
effectively and critically in a networked world;
➤ Explore
and engage critically, thoughtfully, and across a wide variety of inclusive
texts and tools/modalities;
➤ Consume,
curate, and create actively across contexts;
➤ Advocate
for equitable access to and accessibility of texts, tools, and information;
➤ Build
and sustain intentional global and cross-cultural connections and relationships
with others so to pose and solve problems collaboratively and strengthen
independent thought;
➤ Promote
culturally sustaining communication and recognize the bias and privilege
present in the interactions;
➤ Examine
the rights, responsibilities, and ethical implications of the use and creation
of information;
➤ Determine
how and to what extent texts and tools amplify one’s own and others’ narratives
as well as counter unproductive narratives;
➤ Recognize
and honor the multilingual literacy identities and culture experiences
individuals bring to learning environments, and provide opportunities to promote,
amplify, and encourage these differing variations of language (e.g., dialect,
jargon, register).
Elements
of the Framework for Literacy in a Digital Age
Applied
to learners of English language arts, today’s literacy demands have
implications for how teachers plan, model, support, and assess student
learning. We believe that learning is a lifelong process which invites students
and teachers alike to benefit from reflecting on questions associated with the
continued literacy demands. Understandings of the definition of literacies used
here have implications for learner agency, access, action, and opportunities. READ
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