Empowering Students: Building Academic Literacies Through Digital Literacies

Amarilis M. Castillo, M.A.Ibeth Miranda, M. A.

David C. Caverly, Ph.D.Emily Miller Payne, Ed.D.

Paper presented at the annual meeting of the CASP conference, Galveston, TX, (October 23, 2017)

Graduate Program in Developmental Education

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Digital LiteraciesCollege students in Fall, 2017 (Brooks, 2017)

❖ 97% bring a smartphone to college; 95% a laptop; 49% a tablet

❖ 95% use laptop in one class; 66% in all classes; 55% use a smartphone in all their classes

❖ 93% use laptops to compose papers or graphics, analyze statistics; 78% communicate with faculty

❖ students consider themselves digitally literate

Developmental Students❖ 20% of freshmen enroll in developmental (DE) reading❖ 22% of freshmen enroll in DE writing (Snyder, 2016)

Educational Issue:❖ Can we build on these digital literacies to build

academic literacies?

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Digital LiteraciesDTLAs were assigned in our IRW course adapted from Selfe’s (2004) literacy autobiographies.

The purpose of the DTLA allows us to examine:v how students became digitally literate; – how did they establish their digital literacies and value

these literacies within a variety of digital spaces; v how students use digital technologies now and in

which digital spaces;– how those practices require values on the students’

part?v how students might use digital technologies and

digital events in the future, and how their values may change as a result

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Critically Reading and Writing Lesson #1 – Using Political Digital News feed-- model how can we use students digital strategies for making critical meaning in MSNBC Digital News

(Capto, 2017)

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Critically Reading and Writing Lesson #1 – Using Political Digital News feed-- model, how students can use their digital strategies for making critical meaning in Fox Digital News

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Critically Reading and Writing Lesson #2 – Using these strategies let’s model how we transfer to print

Physics and Reality“The reality created by modern physics is, indeed, far removed from the reality of the early days. But the aim of every physical theory still remains the same. With the help of physical theories, we try to find our way through the maze of observed facts, to order and understand the world of our sense impressions. We want the observed facts to follow logically from our concept of reality. Without the belief that it is possible to grasp the reality with our theoretical constructions, without the belief in the inner harmony of our world, there could be no science. This belief is and always will remain the fundamental motive for all scientific creation. Throughout all our efforts, in every dramatic struggle between old and new views, we recognize the eternal longing for understanding, the ever-firm belief in the harmony of our world, continually strengthened by the increasing obstacles to comprehension.” (Einstein & Infeld, 1938)

Purpose ClaimsConnections between to validate

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Critically Reading and Writing Lesson #2 – Using these strategies let’s model how we transfer to print

Physics and Reality“The reality created by modern physics is, indeed, far removed from the reality of the early days. But the aim of every physical theory still remains the same. With the help of physical theories, we try to find our way through the maze of observed facts, to order and understand the world of our sense impressions. We want the observed facts to follow logically from our concept of reality. Without the belief that it is possible to grasp the reality with our theoretical constructions, without the belief in the inner harmony of our world, there could be no science. This belief is and always will remain the fundamental motive for all scientific creation. Throughout all our efforts, in every dramatic struggle between old and new views, we recognize the eternal longing for understanding, the ever-firm belief in the harmony of our world, continually strengthened by the increasing obstacles to comprehension.” (Einstein & Infeld, 1938)

Purpose

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Critically Reading and Writing Lesson #2 – Using these strategies let’s model how we transfer to print

Physics and Reality“The reality created by modern physics is, indeed, far removed from the reality of the early days. But the aim of every physical theory still remains the same. With the help of physical theories, we try to find our way through the maze of observed facts, to order and understand the world of our sense impressions. We want the observed facts to follow logically from our concept of reality. Without the belief that it is possible to grasp the reality with our theoretical constructions, without the belief in the inner harmony of our world, there could be no science. This belief is and always will remain the fundamental motive for all scientific creation. Throughout all our efforts, in every dramatic struggle between old and new views, we recognize the eternal longing for understanding, the ever-firm belief in the harmony of our world, continually strengthened by the increasing obstacles to comprehension.” (Einstein & Infeld, 1938)

Purpose Claims

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Critically Reading and Writing Lesson #2 – Using these strategies let’s model how we transfer to print

Physics and Reality“The reality created by modern physics is, indeed, far removed from the reality of the early days. But the aim of every physical theory still remains the same. With the help of physical theories, we try to find our way through the maze of observed facts, to order and understand the world of our sense impressions. We want the observed facts to follow logically from our concept of reality. Without the belief that it is possible to grasp the reality with our theoretical constructions, without the belief in the inner harmony of our world, there could be no science. This belief is and always will remain the fundamental motive for all scientific creation. Throughout all our efforts, in every dramatic struggle between old and new views, we recognize the eternal longing for understanding, the ever-firm belief in the harmony of our world, continually strengthened by the increasing obstacles to comprehension.” (Einstein & Infeld, 1938)

Purpose ClaimsConnections between to validate

Argumentative Critical Reading Lessons

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v Group 1 – in the video and the print– what is the author’s authority– what is the thesis– How would they mark up both texts?

v Group 2 – in the video and the print– what is the intended audience– what is the rhetorical structure– How would they mark up both texts?

v Group 3 – in the video and the print– How do the headings or divisions in the writing affect?– What issues were raise? Who gains or loses?– How would they mark up both texts?

Argumentative Critical Reading Lessons

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v Group 1 – in the video and the print– what is the author’s authority– what is the thesis– How would they mark up both texts?

v Group 2 – in the video and the print– what is the intended audience– what is the rhetorical structure– How would they mark up both texts?

v Group 3 – in the video and the print– How do the headings or divisions in the writing affect?– What issues were raise? Who gains or loses?– How would they mark up both texts?

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Questions

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v To download the slide show, or to get the handout, go to – http://caverly.wp.txstate.edu/casp-2017/