Elena Forzani

The New Literacies of Online Reading Comprehension: Expanding the Literacy and Learning Curriculum.

This commentary explores a central issue for our times, online reading comprehension. It first defines three issues that have largely gone unnoticed as the Internet enters our classrooms: 1) literacy has become deictic; 2) effective online information use requires additional online reading comprehension practices, skills, and dispositions; and 3) misalignments in public policy, assessment, and instruction impede our ability to prepare students for the effective use of online information and communication. It analyzes the Common Core State Standards for Reading and Writing in the U. S. and the Australian National Curriculum in relation to elements of online reading comprehension. It argues that continued misalignments especially jeopardize opportunities for those students in districts that are economically challenged.

New Literacies for New Learners: The Need for Digital Technologies in Primary Classrooms.

Abstract All students must start learning new literacies skills early if they are to gain the skills they will need as adults. Integrating these skills into classroom instruction at a young age is especially important for economically disadvantaged students. Moreover, the interactive nature of the Internet and other digital tools may hold special learning opportunities for young children. New literacies instruction not only is necessary and appropriate for young children; it will define their future.

Multiple Perspectives on Literacy as It Continuously Changes: Reflections on Opportunities and Challenges When Literacy Is Deictic.

In this joint reflection, Elena Forzani and Donald J. Leu discuss the nature of literacy in relation to “New Literacies: A Dual-Level Theory of the Changing Nature of Literacy, Instruction, and Assessment” (Leu, Kinzer, Coiro, Castek, & Henry, 2013), a chapter reprinted in this issue of the Journal of Education. They reflect on the meaning of a dual-level theory for teaching and research as the nature of literacy continuously changes. Within this context they consider what has changed and what remains the same in todays literacy landscape as well as the implications for future theory, research, and practice.