The New Literacies have been and continue to be a journey - one that grows traditional literacies, like reading, writing, and arithmetic into the vernacular and ideas that are timeless, approachable, and pertinent to learners and educators today.  We believe that contemporary teachers and learners should be using contemporary tools, and recognize that this transition requires continuous, relevant, and timely support.

The New Literacies were shaped using a range of resources including The 7 Literacies by Dan Churchill, International Baccalaureate Organization technology documents, the NETS/ISTE framework, the Florida Tech matrix, The P21 Framework For 21st Century Learning, and Bloom’s taxonomy.  

The New Literacies have been pared from seven, to five, to four, and finally to three encompassing literacies, namely: Tools, Information, and Community.  It took nearly a year for a member of the New Literacy Team to notice that the first letters of the literacies could be rearranged to ICT.  This was of pure, but serendipitous, coincidence.

This resource was created because we recognized that a gap existed between the documents listed above and the curricular and pedagogical work being done by our teachers and students. We understood that this gap would result in a reduced understandings about the role of technology in our school - specifically, for the improvement of learning.

Understand that this is a living, breathing document that has plans to be edited, stepped-out, continually aggregated, hierarchically organized.  The New Literacies are intended for classroom teachers, technology leaders, librarians, curriculum leaders, and principals as they support students’ use of technology to improve learning. Please enjoy it, use it, make it your own, and give feedback about it to members of the New Literacy Team.

Information Literacy

- Questioning, defining, selecting, analyzing, evaluating, applying, and creating information using digital tools.

Summary

PYP

MYP

DP

01. Inquiry Topic

Identify and define authentic inquiry topics using valid information within new and evolving learning spaces. PYP IL-1

Recognise and define the information needed for a general topic and create a research question.

Succinctly state the scope of the research and outline the possible challenges.

02. Questions

Generate appropriate questions for investigation. Be aware that questions can and should develop and change throughout the investigation.

Take a general topic and develop key questions and key search terms to access information about that topic. Actively develop questions throughout the investigation as the inquiry expands or contracts.

Take a general topic and generate significant questions for investigation. Craft and revise questions, hypotheses and topic focus throughout the investigation as the inquiry expands and contracts.

03. Purpose

Begin to identify purpose research, create hypothesis, collect, analyse information, draw conclusions, and present conclusions.

Develop the ability to identify purpose research, create hypothesis, collect, analyse information, draw conclusions, and present conclusions.

Demonstrate the ability to identify purpose, research, create hypothesis, collect, analyse information, draw conclusions, and present conclusions.

04. Search Terms

Explore key search terms and how they can assist with locating information in a variety of sources.

Expand and contract key search terms according to effectiveness in a search string. Use advanced search on a variety of search engines and databases.

Expand and contract key search terms according to effectiveness in a search string. Use advanced search on a variety of search engines and databases with emphasis on peer-reviewed journals and data-mining.

05. Search Strategies

Explore a variety of specific strategies to guide inquiry in new and evolving learning spaces.

Select specific strategies appropriate to the task to guide inquiry and evaluate effectiveness.

Create specific strategies appropriate to the task to guide inquiry and evaluate effectiveness.

06. Relevant Information

Explore a range of sources and resources to locate relevant information.

Use appropriate, validated sources and resources to locate relevant information. Seek a range of resources that offer differing perspectives.

Use appropriate, validated,  triangulated sources and resources to locate relevant information. Seek a range of resources that offer a range of differing perspectives.

07. Input Skills

Develop a range of reading, listening and viewing skills to locate information in a range of sources and resources.

Use a range of reading, listening and viewing skills to locate information in a range of sources and resources.

Use the sophisticated reading, listening and viewing skills to locate information in a range of sources and resources

08. Perspectives

Select or reject information based on relevance, timeliness, and reliability. Seek divergent perspectives.

Select or reject information based on relevance, timeliness, and reliability. Seek divergent perspectives. Scrutinize information to discern possible bias.

Select or reject information based on relevance, timeliness, authorship, and reliability. Seek divergent perspectives. Be critically aware of the bias.

09. Organization

Use a variety of methods to record, store, organise, and back-up information.

Select appropriate methods to record, store, organise, and back-up information.

Select appropriate methods to record, store, organise, archive, delete, and back-up through transfer of format information.

10. Reflection

Evaluate and reflect on own strengths and weaknesses in using the research process during the investigation.

Evaluate and reflect on own strengths and weaknesses in using the research process during the investigation.

Develop meta-cognitive awareness to evaluate strengths and weaknesses in using the research process during the investigation.

11. Citing

Acknowledge the source of information used within the context of the Inquiry. Begin to use a prescribed citation format to create a bibliography.

Acknowledge all sources of information used within the context of the research. Use a recognised prescribed format to create a bibliography and begin to use in text citations.

Acknowledge all sources of information used within the context of the research. Use a prescribed citation format to create a bibliography and use in text citations.

12. Meaning Making

Explain how messages work and how they produce meanings

Recognize that each messages type has a unique syntax and is able to demonstrate effective use in new creations.

Recognize that each message type has a unique syntax and is able to demonstrate effective use in new creations.

13. Media Linking

Use one form of media to link to another to provide different purpose or depth.

Recognize the interdependence of different media types and be able to use one form of media to link to another to provide different purpose or depth.

Leverage the interdependence of different media types and be able to use one form of media to link to another to provide different purpose or depth.

14. Intended Audiences

Understand and appreciate that design choices are influenced by characteristics of the intended audiences.

Evaluate design choices on their effectiveness for communicating the intended message.

Evaluate the success of design choices on their effectiveness for communicating the intended message.

15. Creating

Create presentations that communicate new learning and are intended for the school community

Create complex presentations that communicate new learning and are intended for audiences outside of the immediate community

Create complex, multi-layered presentations that communicate new learning and are intended for audiences outside of the immediate community

16. Take Action

Use information to take action.

Demonstrate the knowledge that information has limitations, creates opportunities and can be used to take action.

Demonstrate understanding of that information has limitations, creates opportunities and can be used to influence situations.

17. Reflection

Identify the methods and reasons content creators use to select and present information. Explore the possible effects these decisions have on the audience.

Identify the methods and reasons content creators use to select and present information.  Evaluate the effects these decisions have on the audience. (With regard to manipulation of audience by content creators)

Identify the methods and reasons content creators use to select and present information.  Evaluate the effects these decisions have on the audience.

(With regard to manipulation of audience by content creators)

Community Literacy

- Actively and respectfully participating in and creating purposeful connections with others.

Summary

PYP

MYP

DP

01. Responsibility

Model personal responsibility for lifelong learning of self and contribute to the learning of others. Actively construct a positive collaborative environment.

Demonstrate personal responsibility for lifelong learning and strategies for contributing to the lifelong learning of others. Actively construct a positive collaborative environment.

Take a leadership role in the responsibility for the lifelong learning of self and the learning of others. Actively construct a positive collaborative environment.

02. Learning Communities

Participate in learning communities that serve personal and collective knowledge building.

Develop (Personal Learning Network) PLN to assist own learning and contribute to the community’s collective knowledge building.

Develop PLN that extends beyond the local community to assist own learning and contribute to the community’s collective knowledge building.

03. Peer Review

Peer review and critique content and product (includes text, multimedia, dramatic, oral presentations).

Peer review and critique content and product (includes text, multimedia, dramatic, oral presentations).  Identify creators intentions and craftsmanship involved in order to produce desired purpose.

Peer review and critique content and product (includes text, multimedia, dramatic, oral presentations) Identify creators intentions and craftsmanship involved in order to produce desired purpose and give constructive feedback in order to improve the product.

04. Content Rights

Demonstrate knowledge that members of the community, including themselves, can create and own content and have the right to determine levels of access.  

Appropriately share content created by themselves or others. Recognize that copyright and ownership in the digital age is highly contested, and that sharing of content should be done ethically, legally, and respectfully.

Appropriately honour content created by themselves or others. Recognize that copyright and ownership in the digital age is highly contested, and that sharing of content should be done ethically, legally, and respectfully.

05. Online Presence

Use social media to create an online presence which positively portrays self.

Involve self with social media to create an online presence, which positively portrays self and others.

Involve self with social media to create an online presence, which proactively portrays a positive self and community image.

06. Audiences

Present learning to local and worldwide audiences.

Engage local and worldwide audiences in personal and community learning.

Develop local and worldwide audiences for personal and community learning.

07. Behaviours

Practice and promote safe, legal, and ethical behaviours in digital communication and interaction.

Practice and promote safe, legal, and ethical behaviours in digital communication and interaction.

Practice and promote safe, legal, and ethical behaviours in digital communication and interaction.

08. Community Knowledge Building

Develop awareness that community knowledge building is fundamental to personal knowledge building and investigate strategies for building community knowledge.

Actively and regularly use strategies to collaboratively build community knowledge including the ability to peer review and critique communication constructively.

Actively and regularly use strategies to collaboratively build community knowledge including respectfully and constructively challenging peer thinking in order to build community knowledge.

09. Learner Engagement

Develop cultural understanding and global awareness by engaging with other learners and diverse cultures.

Analyze cultural understanding and global awareness by engaging with other learners and diverse cultures.

Reflect on cultural understanding and global awareness by collaborating with other learners and diverse cultures.

Tool Literacy

- Safely using, exploring, developing skills, troubleshooting, and creating using a variety of technologies.

Summary

PYP

MYP

DP

01. Exploration

Confidently explore and use new technologies.

Adopt and adapt to new

technologies. Transfer current knowledge to learning of new technologies.

Innovatively, critically, and creatively embrace new technologies.

02. Purpose and Use

Recognize a tool’s purpose and use it effectively.

Use technologies to produce desired product and justify the choice of the tool.

Demonstrate expertise of tool use for the creation of an intended product. See potential uses outside of the intended use.

03. Variety of Purposes

Recognize that a variety of tools with similar purposes exist.

Evaluate and select the right tool set of criteria and against a range of similar tools already familiar with.

Create and customize tools based on the need of the intended product and audience.

04. Troubleshooting

Troubleshoot problems proactively.

Troubleshoot any problems proactively.

Anticipate likely issues.

05. File Management

Save and retrieve files in appropriate locations, while understanding how to save and manage file versions.

Save files in appropriate locations, while understanding how to save and manage file versions.

Back-up files in multiple locations. Understand the implication of various storage locations (local vs cloud).

06. Exporting and Conversion

Export and convert files for different platforms and publish to various devices. (The actual tools being used will change and develop according to the levels of the student.)

Export and convert files for different platforms and publish to various devices. (The actual tools being used will change and develop according to the levels of the student.)

Export and convert files for different platforms and publish to various devices. (The actual tools being used will change and develop according to the levels of the student.)

07. Models and Simulations

Use models and simulations to enhance learning.

Manipulate variables with models and simulations to enhance learning.

Explain the values of models and simulations and use them.

08. Collaboration and Independence

Use technology to learn collaboratively and independently.

Use technology to manage learning independently.

Seek new ways to use technology to improve personal learning.

09. Change in Tech

Recognize that technologies change.

Identify trends and forecast possibilities. Recognize that technological change is a constant. 

Independently forecast the possible future adaptation of tools.

10. Intended Audience

Use different technologies to communicate a message for an intended for specific audience.

Select, justify, and use appropriate technologies to communicate a message to an intended audience.

Select, justify, and use with critical understanding the appropriate technology to communicate a message to an intended audience.

11. Elements and Principles of Design

Create digital products that thoughtfully use the elements and principles of design.

Create digital products that demonstrate an understanding of the formal elements and principles of design. Evaluate the elements and principles of design within digital resources

Create digital products for a specific audience that demonstrate a deep understanding of the aesthetics of the chosen medium and interconnectedness of different media types. 

12. Role of Tech

Describe the role technology plays in a our lives and in their learning.

Recognize and take steps to balance and manage the impact technology plays in a our personal and academic lives and in their learning

Proactively manage technologies in all areas of our personal, social and academic lives and in their learning.

13. Syntax

Recognize the unique syntax and structures of multiple tools.

Experiment with the unique syntax and structures of multiple tools.

Demonstrate an ability to communicate effectively using the unique syntax and structures of multiple tools.

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