For many teachers and parents, those text abbreviations may spell the end of literacy as we know it, but a growing body of research indicates that text messages can actually help students' ability to spell.
Though research on the subject is still emerging, experts say that part of the perception problem may just have to do with the dynamics of change.
"Basically what you have is a small line of research showing that texting helps people read and helps them write, both, and then you have a lot of anecdotes and anxiety," said Kathleen Blake Yancey, the Kellogg W. Hunt professor of English at Florida State University. "That's basically it."
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"Sometimes, there's an assumption that kids are more stupid than they actually are, to be quite blunt, and it's just not the case," said Clare Wood, a senior lecturer in the psychology department at Coventry University in the U.K. "Their use of the texting abbreviations everyone gets so worried about, they're not hurting your kids' literacy development. They actually seem to be helping it."
One of the main reasons I blog with my students in to provide an authentic avenue for developing their literacy skills. Over 2010, I documented the improvements in my students literacy skills which you can read about here. When you invest the time in teaching, modelling, revising and promoting high quality writing of comments, students can make great gains in their overall literacy development.
Transliteracy for Librarians wiki - 2 views
- transliteracy is potentially a unifying concept for what it means to be literate in the digital age
- extends transliteracy in 21st century to include multiple discourses, communication platforms and tools
- calls for change of perspective away from battles over print / digital, moves instead towards unifying ecology of media / all literacies relevant to reading, writing, interaction and culture, both past and present
- not intended to replace other terms that refer to print literacy; encompasses both media and digital literacy and (media) convergence
- not just computer–based materials, but all communication types across time and culture
- emphasizes lateral approach to historical, contextual and cultural issues / literacies; bridges and connects past, present and future modalities
- situated in a liminal space between being a new cognitive tool and the recovery of an old one
- refuses to presuppose any kind of offline/online divide
- considers ability to understand multiple media and modes of communication and kinds of literacy we apply online