Running head: COMPUTER LITERACY 1

The Search for Prosperity

4449059659

Rossier School of Education

EDU506

Date: October 17, 2013

Dr. Hyde

The Search for Prosperity

Overview of Current Research

Eventually there will come the day when us “human beings,” will have no option than to

reload, recharge, reset (get the concept) of our brain by utilizing a dock. Get this, something

comparable to, like, setting your Itouch on the dock now. Jenkins describes in his findings a

great deal of information, and the importance of literacy. However, literacy is not just about

learning to read and write, as it was, before the inventions of the computers. Nowadays, to be

literate, or in current terms “new media literate,” one most be able to express literacy through

any mode in the fast paced world of electronics (Everett p.48), but Jenkins gives us three points

that are relevant to a student. The student by mode of engaging in a metacognitive learning in

order to acquire, well-being, as Jenkins describes in his Implications Students Learning in the

21st century; the student will have a sustainable level of literacy if engagement is constant;

Socially, the student will engage in an environment in accordance to the level of studies that are

relevant to modern literacy.

Analysis of Current Research

Prevailing Understandings

The transition of literacy to media literacy is a behavioral movement in which its

implication is vital to the citizens of The United States of America, in terms of economics, since

all of these are connected to well-being, literacy, and social issues. However, those not engaging

should not, be discouraged by the above. It seems that these days, more teachers are acquiring

the necessary skills fundamentally equipping them to provide the students with important

opportunities in the new media landscape (Jenkins 2006, p.18).

Well-Being in Computer Literacy

If the message of a principal of a renowned institution that was interviewed, according to

the readings of Voithofer’s article, computer literacy can help “make their lives easier and better

lives”(Voithofer 2010, p.696). If this quote does not entice you to engage in computer literacy,

then at least learn the names of computer software. Needless to say this will not allow or grant

you participation in the process of acquiring well-being. This due to the new terminology that

has been updated, i.e; literacy has been replaced with computer literacy, or media literacy as

mentioned by several scholars. Vointhofer (2010) also mentioned that if the student does not

engage in the level of computer literacy required to compete in this global environment, then the

student will be induced in a low-level of economic status (p. 705). The appreciation in level of

reading and writing skills in this new environment is a must.

Sustainable Level of Literacy

The amount of literacy provided by the media to a computer literate is available in

millions of bits. The importance to discriminate between relevant sites versus non credible sites

should be an important characteristic to computer literacy. Due to the high level of sites whose

mere intentions are to steer good people away in other directions; or do not provide relevant

information for research purposes, yet are able to persuade the same exact student to other

purposes. Thus, the proper technique to apply constructivism to acquire a level of literacy is

exponential to everyday lives. In a few words, we need to keep up to date in all aspects of

technology, and education, for the sake of well-being.

An implication to the mentioned above, the level of literacy may be costly and time

consuming. Thus, the more student engagement within the media literacy, the more the student

engagement in computer literacy, such as gamers, (Jenkins 2006, p.37) a good source of social

networking. The amount of computer literacy provided by the instructor, towards the students

should be less authoritarian, without restrictions. Since browsing is already displayed through the

network landscape. This implementations have been acquired though the advocacy of the adults,

as well, more to be explained in this next paragraph on the social aspect of computer literacy (p.

51).

Social Networking in Literacy

The social benefits of students are vast. Thus, students, in general and in accordance with

educational level, innovation continues to increase in those that participate in some sort of

computer programming. Such is the case of the founder of Facebook, Zuckenberg; a student

from a prestigious institution. The level of creation is open perhaps, since the space of computer

literacy is vast. That is possibly the reason nobody has been able to pay attention to this topic, all

in part due to the amount of time a student invests in innovation of computer literacy (Vointhofer

2010, p. 705). Moreover, Boyd’s (2008) research, confirms no information of amount of time

required to attain that literacy, ( p. 22) due to the rapidness and speed in amount of valid

information media that keep uploading in record numbers from the community.

One thing is certain, teachers and student alike will interact in an education article, book,

media, 3D print, sign, anything basically that is able to communicate through the use of a device

as a source of information. Socializing is the only way, one will be able to continue to survive in

this network landscape (Maloy 2011, p. 33) teachers are implementing this in records numbers,

statistics are provided below.

Implications of social network: the opening of doors to complete strangers who contain

malicious thoughts. Since privacy is lost when engaged in this type of social network. A chart

provided by Maloy (2011), provides an inclination towards the use of technology, utilizing four

questions for pedagogy purposes. The following contains the labels in quotes, of the teachers

responses on the use of technology; “not at all,” followed by “Very Much”, followed by “A

little,” then “Some.” Percentage wise, “not at all” has approximately 18% of votes in favor;

“Very Much” with approximately 22%; “A little” with 26%; and “Some” with 34% or so,

respectively (p. 29). And this gives you a glimpse of the vast majority of uses as a tool social

media. Of course, this information is to attain the level of computer literacy among the students

at large and to inform those at the bottom which is comprised with 18% of the student population

to make an effort to implement your teaching habits.

Conclusion

The most important, key, of the above mentioned and probably Jenkins choice as well, is

agreed to be, well-being as a form of judging a student level of computer literacy. Before

reaching and attaining well-being, he, hurdled over several other keys like:

Play: be a gamer and try to socialize to acquire new skills in this computer

environment.

Performance: must have the preparedness to performed when some level of

literacy

Stimulation: engaging in a metacogintive mode of behavior or active literate.

Appropriation: the ability to discriminate bogus sites which are not credible and

deceivers.

Multitasking: the ability to participate.

Distributed Cognition: the ability to distribute your critical thinking.

Judgment: the ability to discriminate bogus sites which are not credible and

deceivers.

Thus the points above are necessary to attain a level of proficiency to be happy,

at all times, in this includes economical representation, greater level of reading and

writing skills, and an enjoyable amount of social leisure inclusive.

Having a great deal of understanding of the above mentioned, as an instructor we

need to inform the parents and teachers that implementing technology within the school

perimeter is an opportunity that the school system should not be waiting upon. Give the

authority to surf the network freely to the students as well, they will be able to

understand what is good and wrong at the long run, and thus enjoy life.

References

Boyd, d. (2008). Why youth [heart] social network sites: The role of networked publics in

teenage social life. In D. Buckingham (Ed.), Youth, identity, and digital media, pp. 119-

142. Cambridge, MA: MIT Press. Retrieved October 12, 2-13

Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., and Weigel, M. (2006). Confronting

the challenges of participatory culture: Media education for the 21st century. Chicago,

IL: MacArthur Foundation. Retrieved September 29, 2013. From www.2sc.usc.edu

Maloy, R. W., Verock-O’Loughlin, R., Edwards, S. A., and Park Woolf, B. (2011).

Transforming learning with new technologies. Boston: Pearson/Allyn & Bacon.

Voithofer, R. and Winterwood, F. (2010). Articulating and contextualizing multiple literacies in

an urban setting. Urban education, 45 (5), pp. 687-707. Retrieved October 05th 2013.

From www.2sc.usc.edu.

506 Analysis Paper Rubric

Overview 25 15 0 Comments/Score Overview of Current Research (Introduction)

Describe the topic in general terms: Briefly

introduce the key findings of the Jenkins’

(2006) white paper and the general

implications of these findings for student

learning in the 21st century.

Some possible questions to consider:

1. What are adults’/teachers’ understandings of what counts as

literacy?

2. How does the definition of literacy

change in response to the new

media landscape?

3. What value should (or should not)

parents, teachers, and

administrators ascribe to the new

forms of communication that are

emerging online?

List the 3 key themes you’re going to address in the Analysis section.

Summarizes Jenkins’ main

points and implications

effectively. Provides well

thought out discussion

points (to be explained in the

next section). Writing is

fully supported with

information from Jenkins.

Summarizes Jenkins’ main points

and implications somewhat

effectively. Provides some

discussion points (to be explained

in the next section), but discussion

points may not be sound. Writing

may not be fully supported with

information from Jenkins.

Section is

missing or so far

off topic as to be

irrelevant to the

assignment.

Analysis of Current Research (Literature

Review)

Review the relevant literature (Jenkins

(2006) + 2 other course readings)

Discuss 3 dominant themes, concepts,

and/or ideas articulated in the articles and

explore what they reveal about the attitudes,

beliefs, and perceptions of adults on youth

practices in a participatory culture.

Some possible questions to consider when

you’re trying to generate your 3 key themes:

1. In what ways are youth participating in

online communities that serve their

development of traditional literacy

skills; development of identity; and/or

development of social skills?

Jenkins and 2 other course

readings are synthesized

effectively. Key themes are

fully explained and

supported with information

from the readings. Themes

are fully supported with

information from the

readings.

May not include 3 readings (1

being Jenkins), or may only

somewhat effectively synthesize

them. Key themes may not be fully

explained or supported with

information from the readings.

Section is

missing or is so

far off topic as

to be irrelevant

to the

assignment.

2. How do parents, teachers, or

administrators hinder or encourage

participatory practices and new media

literacy skills?

3. To what extent are your findings

consistent with the themes, concepts,

and/or ideas articulated in the articles discussed in this section?

Organize this section (the body of your

paper) according to the key themes

introduced in your introductory overview.

Reflection (Conclusion)

Reflect on how this new knowledge might

impact you as a future teacher or current

teacher who is deepening her/his

understanding of this topic.

Identify the significant implications that this

topic may have for teaching at your school

site and/or classroom.

Some possible questions to consider:

a. How might your new or deeper

understanding of this topic be

applied to interrupt or transform

student experiences?

b. Were there any aspects of Jenkins’

work that you fundamentally

disagreed with or believed further

research was needed? Identify

those aspects and explain why you

believe so.

Recommend a plan of action, solution, or idea that might ensure students in your

classroom have both access and opportunity

to learn in relation to their participatory

practices and new media literacies acquired

online or through mobile-to-mobile

communication.

Deep, thoughtful reflection,

and critical thought about

how the concepts in these

articles might be enacted in

one’s teaching practice.

Fully supported by the

readings.

Reflection may be somewhat

shallow. Plan of

action/solution/idea may not be

fully developed, or may not be fully

supported by the readings.

Section is

missing or is so

far off topic as

to be irrelevant

to the

assignment.

Writing Elements

The paper must be written in the style of the

Paper exhibits mastery of

APA formatting and style

Paper may be somewhat

disorganized, may be lacking in

Writing

elements are

Total: /100

genre. Thus, an introduction and conclusion

along with additional sections separated by

appropriate headings, proper citations and

references aligned to APA 6th Edition must

be used.

Try to make your writing as efficient and

direct as possible. As a rule of thumb, if any sentence is longer than four lines, you

should consider shortening into two

separate sentences. Check to be sure that

each paragraph has a clear topic sentence.

Don’t try to sound overly “academic.”

Write as if you were discussing the content,

focusing on content while you write. Then

go back and edit to ensure that your writing

is not too informal, and to check for

grammar and APA (6th edition) formatted

citations.

You may use either first person or third

person (NOT second person) for the

purposes of this paper but do not use

passive voice. Generally a literature review

is written in third person as this is a review

of the work others have done, and first

person can be appropriate for use in parts of

the analysis and application section of the

paper.

The review of literature should introduce

the topic, central themes, and organizational

pattern of your discussion. Organize your discussion of sources chronologically, by

publication, by trend, or by theme. Finally,

discuss what you have drawn from

reviewing the literature so far and the areas

where the discussion might continue in a

subsequent analysis.

requirements. Paper is

logically organized,

professionally written, and

straightforward to read.

proper use of some elements of

APA formatting and/or style,

and/or writing may be awkward or

needlessly verbose.

poor enough to

make the paper

difficult to read

and understand.