1. An Electronic Literacy Approach to Network-Based Language Teaching By Heidi Shetzer & Mark Warschauer EFL 537 Professor: Lyra Riabov Donna Papanikolau & Larry Warhall January 15, 2004

2. Topics A brief exploration of literacy to help conceptualize and define electronic literacy A framework for electronic literacy Skills that are distinct to electronic literacy The development and application of such skills in the classroom and beyond The necessity of an electronic literacy approach to net- work based language teaching

3. Senses of Literacy Literacy: the technologizing of the word (Walter J. Ong) Literacy Cultural Literacy Computer literacy Information literacy Electronic literacy

4. Literacy The ability to read and write words and such The technology: alphabets, markings, and words on a page, or symbols Before alphabets and symbols, we only had spoken words After alphabets and symbols, we have written words and literacy Literacy, in other words, is the technologizing of the word In a limited sense, literacy is a skill

5. Cultural Literacy Cultural literacy differs from straightforward literacy Cultural literacy refers to the knowledge one possesses about one’s culture or society Generally it is independent of written words, and may be entirely so One may culturally literate even though one is illiterate; Or, “it depends...”

6. Computer Literacy Computer literacy is both a skill and a knowledge based literacy Computer literacy is concerned with machines, hardware, software, and peripherals; these are its letters and written words Computer literacy could be replaced with the term machine literacy, or even computer system literacy Computer literacy knowledge involves machine or computer system knowledge, as well as skills

7. Information Literacy Information literacy, or information systems literacy, is more of a knowledge based literacy Information literacy is knowledge about manners and ways of gathering, organizing, and retrieving information Certainly, skills are involved; certainly, computers enhance such skills Information literacy’s independence of computers may be likened to traveling without a vehicle

8. Electronic Literacy Electronic literacy is not a literacy that involves the replacement of electrons for written words and symbols Electronic literacy involves: literacy, cultural literacy, computer literacy, information literacy, and more—all rolled into one literacy

9. Electronic Literacy Today We are in the Information Age; in the United States, there are 62.3 computers per 100 people; computers are involved, indirectly and directly, in everything that we do It is the tomorrow for today’s ever-changing world It is the key to accessing the Information Age wherein all media are about to converge into one medium via the Internet To be electronically illiterate in such an age is equivalent to being illiterate in previous ages

10. Electronic Literacy Framework Electronic literacy, as a distinct kind of literacy, both calls for and uses a distinct set of skills in its development Electronic literacy skills may be divided into three broad overlapping areas: communication, construction, and research Particularities and peculiarities of each of these areas will be addressed, then classroom applications to enhance their development will follow

11. Communication The internet provides access to an enormous audience of interlocutors Communications are recordable, recoverable, refinable, and negotiable Certain characteristics are typical of written and spoken communication; yet, certain characteristics are unique to the computer medium (greetings, abbreviations, symbols, spelling, etc.) In various ways, time is suspended, sped up, and/or always available

12. Communication Skills and Language Use How to contact individuals to ask a question, give an opinion or advice, share knowledge and survey; how to be contacted to receive an answer to a question, receive feedback or advice How to contact groups of people using a variety of online technologies in order to participate communicatively How to participate in collaborative projects with people from different places to accomplish a shared goal How to select the available asynchronous technologies (email, email lists, web bulletin boards, newsgroups etc.) How to select synchronous technologies ( MOO’s, chat rooms, IIRC, person to person or group videoconferencing) Understanding implications (netiquette, privacy, safety and corporate advertising issues)

13. Construction Corresponds to “writing” in traditional pedagogy, but with three important shifts: from essay to hypertext from words to multimedia, or even to hypermedia from author to co-constructor

14. Construction Skills and Language Usage How to create Web pages and sites, individually and collaboratively How to store, maintain, and manage Web sites so they can be viewed locally or globally How to market Web sites, and encourage communication about the topic How to select available Web technologies Understanding the implications (copyright issues, intellectual property, corporate, advertising, and safety issues)

15. Research The most crucial of electronic literacy skills In 1999, there were 300 million documents available on the world wide web; thousands of new documents are appearing each day One must know how to navigate Internet sources, search for information, and critically evaluate and interpret what is found (involves: literacy, cultural literacy, computer literacy, information literacy—electronic literacy)

16. Research Skills and Language Usage How to formulate questions to investigate, how to develop keywords, categorize and subcategorize, and how to map ideas How to find information online using Web indices, search engines and other specialized search tools How to evaluate and analyze the value of information and tools How to determine authority and expertise How to identify rhetorical techniques of persuasion How to distinguish primary and secondary sources How to cite online sources and give credit to others Understanding the implications (corporate, authority,privacy, quality and theft/crime issues)

17. Earlier ApproachesElectronic Literacy Approach CommunicationBased on speaking and listeningAlso includes computer mediated communication ConstructionBased on linear textsAlso includes hypertexts Excludes non-print mediaCombines text and other media Tends to focus on individual writing Strong focus on collaboration Reading & ResearchRestricted to print sourcesIncludes online sources Focuses on linear textsAlso includes hypertexts Excludes non-print mediaCombines texts and other media Tends to separate reading skills from critical evaluation skills Views critical evaluation as central to reading Focuses on library search skillsIncludes searching and navigating online sources Learning ParadigmOften based on curricular learning paradigm Based on interactive learning paradigm, with emphasis on autonomous learning Earlier Approaches To Literacy Versus An Electronic Literacy Approach

18. In Closing: Electronic literacy involves: literacy, cultural literacy, computer literacy, information literacy, and more—all rolled into one new literacy Having an electronic literacy is a necessity to both network based language teaching and learning Teachers need it to teach Students need it to access network based language learning environments, just as words and symbols are needed to access literacy environments