One reason students phone in their school assignments – and only halfheartedly copy edit and research them – is that they’re keenly aware that there’s no “authentic audience.” Only the teacher is reading it. In contrast, academic studies have found that whenever students write for other actual, live people, they throw their back into the work – producing stuff with better organization and content, and nearly 40 per cent longer than when they write for just their instructor.
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Digital Literacy | The Principal of Change - 0 views
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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 Although I agree with all of the above (the importance of creativity should be emphasized in some manner though), I do believe that we have to drop the term “21st Century” when describing the above. Should this not just be a part of ‘literacy’? Are using these tools that we have to create and communicate not just a part of being literate in our world? You even see terms like “digital literacy” being thrown around often. Do we speak of pencil literacy? Paper literacy? Or do we talk about components of what makes up literacy (reading and writing)?
The effect of text messaging on 9- and 10-year-old children's reading, spelling and pho... - 0 views
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However, within the mobile phone group, there was evidence that use of text abbreviations was positively related to gains in literacy skills.
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These results show that text messaging does not adversely affect the development of literacy skills within this age group, and that the children's use of textisms when text messaging is positively related to improvement in literacy skills, especially spelling.
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