Literacy and the Flipped Classroom
Definitions of Literacy
The term “literacy” has taken on a whole new meaning in the digital age. Dobson & Willinsky (2009) claim that digital literacy requires skills in the navigation, acquisition, and understanding of relevant and trustworthy information. They insist that the meaning now goes beyond reading and writing ability, and now includes the ability to comprehend various forms of presented information. Livingstone (2004) defines media literacy similarly as “…the ability to access, analyze, evaluate, and create messages in a variety of forums” (p. 5).
The National Council of Teachers of English (NCTE) has provided more detail in its definition of modern literacy, asserting that the following abilities are required of 21st century readers and writers:
· Develop proficiency with the tools of technology
· Build relationships with others to pose and solve problems collaboratively and cross-culturally
· Design and share information for global communities to meet a variety of purposes
· Manage, analyze, and synthesize multiple streams of simultaneous information
· Create, critique, analyze, and evaluate multi-media texts
· Attend to the ethical responsibilities required by these complex environments (National Council of Teachers of English, 2009, pg 15).
The term “literacy” has taken on a whole new meaning in the digital age. Dobson & Willinsky (2009) claim that digital literacy requires skills in the navigation, acquisition, and understanding of relevant and trustworthy information. They insist that the meaning now goes beyond reading and writing ability, and now includes the ability to comprehend various forms of presented information. Livingstone (2004) defines media literacy similarly as “…the ability to access, analyze, evaluate, and create messages in a variety of forums” (p. 5).
The National Council of Teachers of English (NCTE) has provided more detail in its definition of modern literacy, asserting that the following abilities are required of 21st century readers and writers:
· Develop proficiency with the tools of technology
· Build relationships with others to pose and solve problems collaboratively and cross-culturally
· Design and share information for global communities to meet a variety of purposes
· Manage, analyze, and synthesize multiple streams of simultaneous information
· Create, critique, analyze, and evaluate multi-media texts
· Attend to the ethical responsibilities required by these complex environments (National Council of Teachers of English, 2009, pg 15).
Influence of Technology on Literacy
Bolter (2000) believes that media has gotten more connected as the shift from scroll to World Wide Web has taken place. He claims that hierarchal and associative thinking are now both evident in the text structure of the electronic writing arena. Furthermore, several representation systems can now share the same space in electronic writing, which has the ability to be both inclusive and constructive. These features are highly featured in the aforementioned descriptions of modern literacy. Finally, Bolter insists that print and electronic writing are still interdependent, as “print forms the tradition on which electronic writing depends, and electronic writing is that which goes beyond print” (p. 145). An example of the latter is evident in the interactivity of electronic writing and its ability to combine graphics and text.
Frey, Fisher, & Gonzalez (2010) claim that literacy demand in the digital 21st century has been elevated as a result of the shifts in technology. Functions used for communication and literacy, such as sharing and producing, have become far more important with the increasing availability of tools to achieve such tasks. Furthermore, text-based literacies with regards to vocabulary, comprehension, fluency, etc. are being emphasized even more today in order for people to access the digital tools, according to Frey.
Michael Wesch (2008), a prominent cultural anthropologist who explores the effects of new media on society and culture, believes that technology has significantly changed the way literacy is understood in the digital era. He gives the example of hyperlinking making it possible for information to be in several places at the same time, so that people don’t need to categorize as much now, but rather start with a simple search using keywords. Additionally, websites like Wikipedia teach learners that they can collaboratively create new information, which can compete with the content produced by experts. Finally, Wesch claims that cloud storage sites like RSS have taught people that they can make the information find them rather than the other way around.
Dobson & Willinsky (2009) also identify ways in which technology has brought about changes in literacy. First, social software has enabled people not only to receive information but also to contribute to it in the form of collective common sites like Wikipedia. Technological advances in digital literacy that facilitate writing, allow one to better link ideas with texts, and advertise ubiquitous knowledge access have led to greater literate participation in various activities. Dobson and Willinsky have identified limitations and strengths with regards to digital literacy. In terms of drawbacks, they mention that gender stereotypes and gaps between the rich and poor still affect opportunities to use digital technology. Furthermore, dangers such as surveillance and tracking exist online, while groups engaging in criminal activities are aided by literacy. Finally, the issue concerning too much information can negatively impact digital literacy. On the other hand, Dobson & Willinsky mention that there is an ever-growing amount of text resources made available electronically, in the form of scholarly work that is currently being published, as well as a great deal of work that was only previously available in print.
Bolter (2000) believes that media has gotten more connected as the shift from scroll to World Wide Web has taken place. He claims that hierarchal and associative thinking are now both evident in the text structure of the electronic writing arena. Furthermore, several representation systems can now share the same space in electronic writing, which has the ability to be both inclusive and constructive. These features are highly featured in the aforementioned descriptions of modern literacy. Finally, Bolter insists that print and electronic writing are still interdependent, as “print forms the tradition on which electronic writing depends, and electronic writing is that which goes beyond print” (p. 145). An example of the latter is evident in the interactivity of electronic writing and its ability to combine graphics and text.
Frey, Fisher, & Gonzalez (2010) claim that literacy demand in the digital 21st century has been elevated as a result of the shifts in technology. Functions used for communication and literacy, such as sharing and producing, have become far more important with the increasing availability of tools to achieve such tasks. Furthermore, text-based literacies with regards to vocabulary, comprehension, fluency, etc. are being emphasized even more today in order for people to access the digital tools, according to Frey.
Michael Wesch (2008), a prominent cultural anthropologist who explores the effects of new media on society and culture, believes that technology has significantly changed the way literacy is understood in the digital era. He gives the example of hyperlinking making it possible for information to be in several places at the same time, so that people don’t need to categorize as much now, but rather start with a simple search using keywords. Additionally, websites like Wikipedia teach learners that they can collaboratively create new information, which can compete with the content produced by experts. Finally, Wesch claims that cloud storage sites like RSS have taught people that they can make the information find them rather than the other way around.
Dobson & Willinsky (2009) also identify ways in which technology has brought about changes in literacy. First, social software has enabled people not only to receive information but also to contribute to it in the form of collective common sites like Wikipedia. Technological advances in digital literacy that facilitate writing, allow one to better link ideas with texts, and advertise ubiquitous knowledge access have led to greater literate participation in various activities. Dobson and Willinsky have identified limitations and strengths with regards to digital literacy. In terms of drawbacks, they mention that gender stereotypes and gaps between the rich and poor still affect opportunities to use digital technology. Furthermore, dangers such as surveillance and tracking exist online, while groups engaging in criminal activities are aided by literacy. Finally, the issue concerning too much information can negatively impact digital literacy. On the other hand, Dobson & Willinsky mention that there is an ever-growing amount of text resources made available electronically, in the form of scholarly work that is currently being published, as well as a great deal of work that was only previously available in print.
Impact of Digital Literacy on Education
The International Reading Association (IRA) established conditions that must be in place for students to become competent in the new literacies:
· Teachers who use ICTs skillfully for teaching and learning effectively
· Peers who use ICTs responsibly and who share their knowledge
· A literacy curriculum that offers opportunities for collaboration with peers from around the world
· Instruction that embeds critical and culturally sensitive thinking into practice
· Standards and assessments that include new literacies
· Leaders and policymakers who are committed advocates of ICTs for teaching and learning
· Equal access to ICTs (International Reading Association, 2009)
Wesch (2008) has identified what teachers need to help students achieve literacy in the digital world of today. First, he states that a narrative must be found in order to make learning meaningful for the students. Also, a learning environment must be fostered that both values and gives power to the students. Finally, the first two things must be done in a way that enables students to recognize the educational value of the current media environment, and empowers them to use it for learning and in some way serving others who use it. Wesch (2008) recognizes that many of the past notions of education have been dispelled as a result of this new understanding of modern literacy. These include the ideas of power in education, complying with those in power, the inability to question or discuss authorized information, the inaccessibility of this information, and the notion that simply acquiring information is learning.
Wesch (2008) as well as Frey et al. (2010) insist that technology must be powered up and brought into the classroom rather than ignored or kept out. Students should use these tools to better engage with the curriculum and with their fellow learners, as well as to better use the media tools while learning their affordances and drawbacks. Frey et al. (2010) stress that when deciding on technology tools for lessons, educators must focus on the literacy functions they want students to develop, rather than the tools themselves. It can be reassuring for a teacher who feels overwhelmed by the vast amount of educational technology to realize that while tools have changed in the 21st century, the literacy functions remain constant.
Frey et al. (2010) advocate a model called the gradual release of responsibility, in which teachers must help students transition from functioning with a great deal of support to working independently, so that they can be competent 21st century learners. Frey et al. recognize four components in their teaching approach:
1. Focus Lesson – students are provided with a purpose for learning and a model of the ideal learning behavior demonstrated by their teacher.
2. Guided Instruction – students do some cognitive work via the teacher’s timely and well-planned cues, prompts, and questions. These enable the teacher to determine the students’ thought process, and to provide a scaffold for those who need it.
3. Productive Group Work – the teacher assigns a group task that enables the students to apply their learning collaboratively, yet still be held accountable for their individual contributions. This provides the teacher with much needed formative assessment.
4. Independent Learning - in this final stage, students apply the learned material to complete an independent creative task or assignment, usually with guidance from the teacher, or access to a collaborative social network if help is required outside of school time.
Kincheloe, Steinberg, & Schmidt (2009) encourage teachers to use a workshop approach to create a positive educational atmosphere in which both students and the teachers themselves are learners. They believe that such an approach would be more likely to result in successful literacy growth.
The International Reading Association (IRA) established conditions that must be in place for students to become competent in the new literacies:
· Teachers who use ICTs skillfully for teaching and learning effectively
· Peers who use ICTs responsibly and who share their knowledge
· A literacy curriculum that offers opportunities for collaboration with peers from around the world
· Instruction that embeds critical and culturally sensitive thinking into practice
· Standards and assessments that include new literacies
· Leaders and policymakers who are committed advocates of ICTs for teaching and learning
· Equal access to ICTs (International Reading Association, 2009)
Wesch (2008) has identified what teachers need to help students achieve literacy in the digital world of today. First, he states that a narrative must be found in order to make learning meaningful for the students. Also, a learning environment must be fostered that both values and gives power to the students. Finally, the first two things must be done in a way that enables students to recognize the educational value of the current media environment, and empowers them to use it for learning and in some way serving others who use it. Wesch (2008) recognizes that many of the past notions of education have been dispelled as a result of this new understanding of modern literacy. These include the ideas of power in education, complying with those in power, the inability to question or discuss authorized information, the inaccessibility of this information, and the notion that simply acquiring information is learning.
Wesch (2008) as well as Frey et al. (2010) insist that technology must be powered up and brought into the classroom rather than ignored or kept out. Students should use these tools to better engage with the curriculum and with their fellow learners, as well as to better use the media tools while learning their affordances and drawbacks. Frey et al. (2010) stress that when deciding on technology tools for lessons, educators must focus on the literacy functions they want students to develop, rather than the tools themselves. It can be reassuring for a teacher who feels overwhelmed by the vast amount of educational technology to realize that while tools have changed in the 21st century, the literacy functions remain constant.
Frey et al. (2010) advocate a model called the gradual release of responsibility, in which teachers must help students transition from functioning with a great deal of support to working independently, so that they can be competent 21st century learners. Frey et al. recognize four components in their teaching approach:
1. Focus Lesson – students are provided with a purpose for learning and a model of the ideal learning behavior demonstrated by their teacher.
2. Guided Instruction – students do some cognitive work via the teacher’s timely and well-planned cues, prompts, and questions. These enable the teacher to determine the students’ thought process, and to provide a scaffold for those who need it.
3. Productive Group Work – the teacher assigns a group task that enables the students to apply their learning collaboratively, yet still be held accountable for their individual contributions. This provides the teacher with much needed formative assessment.
4. Independent Learning - in this final stage, students apply the learned material to complete an independent creative task or assignment, usually with guidance from the teacher, or access to a collaborative social network if help is required outside of school time.
Kincheloe, Steinberg, & Schmidt (2009) encourage teachers to use a workshop approach to create a positive educational atmosphere in which both students and the teachers themselves are learners. They believe that such an approach would be more likely to result in successful literacy growth.
Flipped Classroom Model as a Means of Achieving Literacy
As mentioned in the video on the “Introduction” page, this teaching model facilitates student-centered learning that is blended, collaborative, constructive, and conducive for developing a wide range of digital literacy skills. Teachers who flip their classrooms are able to provide their students with opportunities to develop these abilities at school, especially when the educators create learning environments where students spend more of the freed up class time engaging in interactive problem-based and project-based tasks. Furthermore, they can use this time to model the desired learning in class, as well as informally assess and guide individual students who need more one-on-one assistance. Through a flipped learning model, the students can also develop proficiency with various technological tools, which they utilize to access lecture material, complete online post-lecture feedback activities, and build social study networks from home.
As mentioned in the video on the “Introduction” page, this teaching model facilitates student-centered learning that is blended, collaborative, constructive, and conducive for developing a wide range of digital literacy skills. Teachers who flip their classrooms are able to provide their students with opportunities to develop these abilities at school, especially when the educators create learning environments where students spend more of the freed up class time engaging in interactive problem-based and project-based tasks. Furthermore, they can use this time to model the desired learning in class, as well as informally assess and guide individual students who need more one-on-one assistance. Through a flipped learning model, the students can also develop proficiency with various technological tools, which they utilize to access lecture material, complete online post-lecture feedback activities, and build social study networks from home.
The four teaching components proposed in the gradual release of responsibility model by Frey et al. (2010) might very well be incorporated into a flipped teaching model advocated by flipped learning spokesmen such as Ramsey Mussallam. For example, the “focus lesson” and “guided instruction” components could be combined into one learning stage of Musallam’s flipped teaching model, in which teacher demonstration of ideal learning behavior, a teacher –created video, and strategic prompts, cues, and questions are all included. However, Musallam would insist that the video be preceded by a “hook” in class that provides students with their purpose for learning in an engaging manner. Finally, the last two components of Frey’s model are both addressed in a class problem- or project-based task, which students would try to successfully complete by working collaboratively and creatively, with some guidance offered by the instructor when needed. This example illustrates that although the buzz word “flip” does not appear in the literature, experts in literacy and educational technology do indeed support a flipped teaching approach.
The flipped classroom teaching approach offers educators a solution to address the problem of how to teach the 21st century learner in our schools. This model, if applied effectively by middle and high school instructors in any subject area, can provide students with a learning experience that is desirable for meeting the needs addressed in the aforementioned literature on literacy.
The flipped classroom teaching approach offers educators a solution to address the problem of how to teach the 21st century learner in our schools. This model, if applied effectively by middle and high school instructors in any subject area, can provide students with a learning experience that is desirable for meeting the needs addressed in the aforementioned literature on literacy.
Discussion
Do you think that the flipped learning approach is most effective for teaching 21st century middle and high school students in any school? in any subject area? in any developed country? Please respond, or share any other ideas, questions, or remarks that you may have about literacy and the flipped classroom by posting in the comment box below.
Do you think that the flipped learning approach is most effective for teaching 21st century middle and high school students in any school? in any subject area? in any developed country? Please respond, or share any other ideas, questions, or remarks that you may have about literacy and the flipped classroom by posting in the comment box below.