ELIT 621-900: NEW LITERACIES CRN 40696

SUMMER 2019 CREDITS 3 DR. MATTHEW FARBER DISTANCE (CANVAS LMS)

Course Dates: 06/24/2019 – 08/04/2019 McKee Hall 510 Office Hours: by appointment Email: Matthew.Farber@unco.edu Ph: 970-351-1981 Intro to New Literacies: The goal of this course is to develop educational professionals and classroom teachers that have foundational theoretical knowledge of multimodal and digitally infused pedagogy for transformative teaching and learning. A. COURSE DESCRIPTION

This course provides foundations in digital and multimodal literacy practices. Students will gain an understanding of theories, currently practiced integration models, digital citizenship and evaluate digital tools and applications.

Letter graded. Non-repeatable. No course fees.

B. PREREQUISITES None

C. RELATIONSHIP OF THE COURSE TO THE PROGRAM KNOWLEDGE BASE This is a foundational content course in the Masters in Literacy. The course fosters foundational knowledge in understanding digital and multimodal texts and their role in the changing landscape of 21st century reading instruction.

D. COURSE GOALS

1. Students will identify, articulate and compare theories of design, multiliteracies, digital literacy and multimodality.

2. Students will critically examine the role, affordances and constraints of multiple modes (text, image, audio, video, graphics and multimodal texts) in the elementary classroom.

3. Students will identify and evaluate pedagogical approaches for various digital and multimodal environments.

4. Students will review, analyze, evaluate and design lessons for digital and multimodal instruction.

Course Goals with Learning Objectives 1. Students will identify, articulate and compare theories of multiliteracies and

multimodality

The Students will: a. Articulate an expanding view of what literacy is in the 21st century. b. Identify the relationship and differences between multiliteracies, new literacies,

digital literacies, critical literacy and visual literacy. c. Articulate the concept of digital integration and how that relates to literacy

development. d. Develop and articulate a rationale for integrating digital technology and

multimodality into the elementary classroom. e. Identify national standards that call for this integration. f. Articulate the concept of multimodality and multimodal composition and why is it

important for career readiness

2. Students will critically examine the role, affordances and constraints of multiple modes (text, image, audio, video, graphics and multimodal texts) in literacy instruction and the elementary classroom. Students will: a. Understand and examine the role and potential for text, image, audio, and graphics,

in literacy development. b. Develop a repertoire of strategies to locate, use and critically analyze multimodal

and digital resources. c. Understand concepts of digital citizenship and issues related to technology.

3. Students will identify and evaluate pedagogical approaches for various digital and

multimodal environments.

Students will: a. Understand and be able to articulate the philosophy of inquiry based and workshop

approaches to teaching and learning in digital environments. b. Understand the principles and approaches of 21st Century Skills, as well as the

challenges associated with classroom integration. c. Identify and understand different ways to construct curriculum (i.e., concepts of

maker space, problem based learning, career based learning, etc.)

d. Identify various classroom management approaches to facilitate digital learning environments.

4. Students will review, analyze, evaluate and design lessons for digital and multimodal instruction.

a. Describe the various levels of technology integration. b. Review and compare lessons that are inclusive of multimodality and technology

integration c. Compare integration learning cycles with more traditional print based learning

cycles d. Identify and utilize multimodal and digital elements in lesson planning. e. Create lessons that demonstrate creative thinking, constructing knowledge, and

developing innovative products and processes using technology.

Course Objectives Literacy 10 Teacher Quality

Content 8 IRA Evidence of Performance

Students will identify, articulate and compare theories of multiliteracies and multimodality.

Articulate an expanding view of what literacy is in the 21st century.

10.03.1e 10.03.2

5.02 d 5.03 a

Reading response and reflection and theory infographics

Identify the relationship and differences between multiliteracies, new literacies, digital literacies, critical literacy and

10.03.2

IRA: 3.1

Reading response and reflection and theory infographics

Articulate the concept of digital integration and how that relates to literacy development.

10.03.2 5.03 a

IRA: 3.3

Reading Response & Discussion, Digital Learning Experience

Develop and articulate a rationale for integrating digital technology and multimodality into

10.03.2 5.03 a

IRA: 3.3

Reading Response & Discussion, Digital Learning Experience

the elementary classroom

Identify national standards that call for this integration.

IRA: 1.4

Reading Response & Discussion, Digital Learning Experiences, Final Presentation

Articulate the concept of multimodality and multimodal composition and why is it important for career readiness

IRA: 3.3

• Reading Response & Discussion, Multimodal Analysis Project

Students will critically examine the role, affordances and constraints of multiple modes (text, image, audio, video, graphics and multimodal texts) in literacy instruction and the elementary classroom.

Understand and examine the role and potential for text, image, audio, and graphics, in literacy development.

10.03.2 8.02 .9a 8.02.9c 8.02.10.f.g

IRA: 3.4

Reading Response & Discussion, Multimodal Analysis Project

Develop a repertoire of strategies to locate, use and critically analyze multimodal and digital resources.

10.03.1c, e 10.03.2

5.03 a, c, d Reading Response & Discussion, Digital Portfolio

Understand concepts of digital citizenship and issues related to

5 Reading Response & Discussion

technology and practice legal and ethical behavior.

Students will identify and evaluate pedagogical approaches for various digital and multimodal environments.

Understand and be able to articulate the philosophy of inquiry based and workshop approaches to teaching and learning in digital environments.

10.03.1c, e 10.03.2

Reading Response & Discussion, unit proposal, Multimodal Learning Experience and Final presentation

Understand the principles and approaches of 21st Century Skills, as well as the challenges associated with classroom

Reading Response & Discussion, Digital Portfolio, and final reflection

Identify and understand different ways to construct curriculum (i.e., concepts of maker space, problem based learning, career based learning, etc.)

10.03.1c, e 10.03.2

5.01 e, f 5.03 a, c, d

Reading Response & Discussion, Digital Portfolio, and final reflection

Identify various classroom management approaches to facilitate digital learning environments.

Reading Response & Discussion, Digital Portfolio, and final presentation

Students will review, analyze, evaluate and design lessons for digital and multimodal instruction.

Describe the various levels of technology integration.

Reading Response & Discussion, Digital Portfolio, and final presentation

Review and compare lessons that are inclusive of multimodality and technology integration

Reading Response & Discussion, Digital Portfolio, and final reflection

Compare integration learning cycles with more traditional print based learning cycles

10.03.2 Reading Response & Discussion, Examining Literate Behaviors

Identify and utilize multimodal and digital elements in lesson planning.

10.03.1c, e 10.03.2

8.02.9c 8.02.10f , g 8.02.13.c.iii

Reading Response & Discussion, Digital Portfolio, and final presentation

Create lessons that demonstrate creative thinking, constructing knowledge, and developing innovative products and processes using technology.

10.03.1c, e 10.03.2

Reading Response & Discussion, Digital Portfolio, and final reflection

E. PROFESSIONAL STANDARDS MET

International Society of Technology in Education Standards (ISTE)

For Teachers Facilitate and inspire student learning and creativity Design and develop digital age learning experiences and assessments Model digital age work and learning Promote and model digital citizenship and responsibility Engage in professional growth and leadership

Common Core State Standards

Summary Statements • Demonstrate the responsible use of technology and an understanding of ethics and

safety issues in using electronic media at home, in school and in society. • Use technology and digital media strategically and capably. • Employ technology thoughtfully to enhance their reading, writing, speaking, listening,

and language use. • Become familiar with the strengths and limitations of various technological tools and

mediums and can select and use those best suited to their communication goals.

CCSS.ELA-LITERACY.CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. CCSS.ELA-LITERACY.CCRA.SL.5

Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

CCSS.ELA-Literacy.CCRA.R.7-Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

CCSS.ELA-Literacy.CCRA.R.6- Use technology, including the Internet to produce and publish writing and to interact and collaborate with others.

CCSS.ELA-Literacy.CCRAW.8- Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source and integrate information while avoiding plagiarism.

E. RELATED STANDARDS

See Course objective and standard matrix for a list of specific standards met.

The course in EDNL address the following General standards:

International Society of Technology in Education Standards (ISTE)

For Teachers Facilitate and inspire student learning and creativity Design and develop digital age learning experiences and assessments Model digital age work and learning Promote and model digital citizenship and responsibility Engage in professional growth and leadership

For Students (UNC students would be able to apply these standards) Creativity and innovation Communication and collaboration Research and information fluency Critical thinking, problem solving, and decision making Digital Citizenship Technology Operations and Concepts

Common Core State Standards

Summary Statements

• Demonstrate the responsible use of technology and an understanding of ethics and safety issues in using electronic media at home, in school and in society.

• Use technology and digital media strategically and capably.

• Employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use.

• Become familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.

CCSS.ELA-LITERACY.CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. CCSS.ELA-LITERACY.CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

CCSS.ELA-Literacy.CCRA.R.7-Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

CCSS.ELA-Literacy.CCRA.R.6- Use technology, including the Internet to produce and publish writing and to interact and collaborate with others.

CCSS.ELA-Literacy.CCRAW.8- Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source and integrate information while avoiding plagiarism.

F. COURSE CONTENT 1. Digital Technology in the Classroom

a. Concepts of Digital Citizenship b. CCSS and ISTE standards integration c. 21st Century Skills

2. Introduction to theories of multiliteracies a. New Literacies b. Digital Literacy c. Visual Literacy d. Multimodality e. Shift from reading to viewing f. Reading and Writing Multimodal Texts

3. Examining Modes in Literacy Development a. Image b. Graphic c. Audio d. Text

4. Pedagogical Approaches a. Theories of Integration: School Models b. Concepts of Inquiry c. Problem Based Learning d. Career Based Units e. The Maker Space

5. Planning for Digital Instruction a. Levels of technology integration (SAMR model) b. Digital learning Cycle c. Classroom Management

Week / Topic Aligned Project

Week 1: Literacy in the 21st Century Classroom

• 6-word memoir

• FlipGrid and #StudentChoice

• Starting your digital portfolio

• What is Literacy?

• Read & Reflect: Chapter 1 (“Bridging Technology & Literacy) of

Amplify!

Week 2: Hacking Literacy

• Read, View, Listen & Reflect: Amplify! Chapters 2 & TED Talk

• Found Poetry

• Blackout Poetry

• Creativity is Not a Noun

• Hacking Poetry

Week 3: New literacies and Multimodalities

• Read, View, Listen & Reflect: Amplify! Chapter 3 and 4

• Multiliteracies video & article

• Podcasting as multimodal

Week 4: Multimodal Multiliteracies in Action

• Genre studies

• Fan fiction

• Interactive fiction writing

• Empathy

Week 5: Developing a Mindset for Technology

• Read, View, Listen & Reflect: Amplify! Chapter 5

• Read, View, Listen & Reflect: SAMR

• Chrome Extensions

• Digital citizenship & Social Media

• Infographics

Week 6: Pedogeological Approaches to Technology Integration

• Read, View, Listen & Reflect: Amplify! Chapter 6, Curious

Classrooms (Canvas)

• Transmedia storytelling

• Digital Portfolio Due

F. COURSE REQUIREMENTS Assignments are weighted by group:

Group Weight

WEEK 1: Literacy in the 21st Century Classroom

5%

WEEK 2: Hacking Literacy 15%

WEEK 3: New Literacies and Multimodality

15%

WEEK 4: Multiliteracies in Action

15%

WEEK 5: Developing a Mindset for Technology

15%

WEEK 6: Pedagogical Approaches to Technology Integration

20%

ONGOING: Readings, Discussions, Class Interactions/Practices

15%

Total 100%

Full descriptions of each assignment and corresponding rubrics will be in Canvas.

*Subject to change

• Readings, Viewings, Discussions, Process Activities, Reflections

Students are expected to read and respond to the assigned textbook readings. The

purpose of these reflecting on your reading is to help you synthesize, activate prior

knowledge, and apply your learning to your classroom. Time spent reflecting will serve

to increase your understanding and help you gain a better grasp of the content of the

course material. Guiding questions for both the professional conversation and the

written reflection will be provided. Some reflections will be digital, using FlipGrid. Some

reflections are graded assignments.

• Digital Portfolio Website

The digital portfolio website is a semester long project. The website will house digital

projects and blog posts. The shell of the website will be designed during the first week

using Google Sites (free, and intuitive). Here's your running "To-Do" list for each week:

1. Read, Listen, and Reflect - Read/listen/watch the posted articles in each weekly

Module. Some require written or video reflection (using a tool called FlipGrid-- super

popular in K12 classrooms!), while others involve creating and tinkering,

2. Digital Assignments, which are weekly graded projects.

3. Finally, update your Digital Portfolio (using Google Sites) with your Digital

Assignment AND each week, blog about what your read/watched/tinkered with in

200 words or more on the blog page of your digital portfolio website.

• Discover & Play

Each week, you will spend 30-45 minutes exploring various technology tools including

podcasts, blogs, professional journals, social media, Google Extensions, and more! You

will write about the tools by posting on your blog. A mentor text will be provided.

• Digital Poetry

After studying various forms and tools for creating kinetic poems (e.g., cut-out poetry

mashups, blackout poetry), you will create your digitally annotated poems.

• Infographic

Infographics are visual representation of information and/or data You will demonstrate

their knowledge of one aspect of multiliteracies by gathering data and research and

presenting the information via an infographic. Designers will then reflect on creative

ways to use infographics to as formative assessment and to expand visual thinking and

enhance learning in their own classrooms.

• Interactive Fiction Writing

Interactive storytelling tools hook students into creating choice-filled narratives with multiple outcomes.

• Podcasting

Students will podcast as multimodal learning

• Multimodal /Digital Learning Experience & Multimedia Text Set

Students will create a learning experience drawing from all course content presented

using Book Creator.

G. Your grade will be determined based on the total percentage grades from all work completed. Major projects will include rubrics.

A=94-100; A-=92-93; B+=90-91; B =85-89; B-=82-84; C+=80-81; C=76-79; C-=73-75; F = 0-72

H. REQUIRED TEXTS/READINGS

Muhtaris, K. & Ziemke, K. (2016). Amplify: Digital Teaching and Learning in the K-6

Classroom. Portsmouth, NH: Heinemann.

I. SUGGESTED READINGS (may be included in the readings provided in Cavas) Anstey, M. & Bull, G. (2006). Teaching & learning in multiliteracies: Changing times, changing

literacies. International Reading Association. Collins, A., & Halverson, R. (2009). Rethinking education in the age of technology: The digital

revolution and schooling in America. Technology, education--connections (TEC) series Teachers College Press.

Hicks, T. (2009). The Digital Writing Workshop. Portsmouth, NH: Heinemann. Jewitt, C. (2008). Multimodality and Literacy in School Classrooms. Review of Research in

Education, 32(1), 241–267. doi:10.3102/0091732X07310586 Jewitt, C., & Kress, G. R. (2003). Multimodal literacy. New York: P. Lang. Zhao, Y. (2012). World Class Learners: Educating creative and entrepreneurial students.

Thousand Oaks, CA: Corwin.

J. COURSE POLICIES Attendance and Participation You are expected to attend all class sessions on time and for the full length of class. Asynchronously, you are expected to stay up to date on what is expected and participate with group members and in discussions or assignments. While participation styles vary, preparation and active participation are essential to the learning process. Full participation will require a careful reading of the text(s) for group discussions, completing the assigned reflections or learning experiences on time, and participating in the discussions or class activities. Participation will be considered when determining final grades. Two absences are permitted. Three or more unexcused absences will result in a grade reduction. Late and Missing Assignments Submission of ALL assignments is expected to be on time and in the prescribed format and manner. Work and projects are expected by class time on the designated due date. Electronic submission of assignments that are not in the specified format (software available on campus), will also be considered late. Generally, late assignments are not accepted. Exceptions may be arranged by communicating your extenuating circumstance to your instructor prior to the due date. Written Assignment and Communication Policy All assignments and written communications in this class (including email and discussion board postings), are expected to be word-processed and conform to University-level writing standards. Your writing should be professional, clear, and when appropriate or required,

include proper citations of expert knowledge and media in American Psychological Association (APA) format. Errors in spelling and/or grammar are expected to be rare. Colloquial, informal writing is not appropriate. When grading or reviewing student work that does not meet these standards, your instructor will return the work for revision. The course Canvas shell contains a support button with web-based resources to help you with your writing skills in areas such as APA, grammar, second language issues, etc. Additionally, the Writing Center on the Greeley campus offers one-on-one support for students. Appointments are recommended. If more than one assignment is rejected for writing issues, a Personal Improvement Referral may be submitted to your department chair. At their discretion a Personal Improvement Plan may be issued. Appropriate Use of Electronic Communications Discussion boards and email communications are an important instructional tool this course. Here are some of the most important rules for this class regarding the use of discussion boards and email:

1. Don’t say anything in the discussion that you would not say in a face-to-face classroom situation. Use your professional judgment.

2. Contributions to discussion board should be for “the good of the group”; email me directly with questions or issues that only apply to you.

3. Be polite. Choose your words carefully. Do not use derogatory or sarcastic statements. 4. Contribute constructive comments and suggestions. 5. “Flaming” – expressing anger, often rudely – has no place in a classroom situation,

either in the discussion area or in private email. Students receiving any sort of inappropriate email from other students should forward a copy to the instructor.

6. Don’t use all capital letters. This is considered to be “shouting,” and is therefore rude. Likewise, don’t use all lower-case letters. In other words, use professional writing, not “IM” writing.

University Policies:

Disability Support Services

Any student requesting disability accommodation for this class must inform the instructor giving appropriate notice. Students are encouraged to contact Disability Support Services at (970) 351-2289 to certify documentation of disability and to ensure appropriate accommodations are implemented in a timely manner.

Sexual Misconduct/Title IX Statement

The University of Northern Colorado prohibits and will not tolerate sexual misconduct or gender-based discrimination of any kind. UNC is legally obligated to investigate sexual misconduct (including, but not limited to sexual assault, sexual harassment, stalking, and intimate partner violence). If you disclose an incident of sexual misconduct to a faculty member, they have an obligation to report it to UNC’s Title IX Coordinator. “Disclosure” may include communication in-person, via email/phone/text message, or through in/out of class assignments.

If you wish to speak confidentially about an incident of sexual misconduct, please contact the UNC Counseling Center (970-351-2496) or the Assault Survivors Advocacy Program (970-351-4040).

If you would like to learn more about sexual misconduct or report an incident, please visit www.unco.edu/sexualmisconduct

Equity and Inclusion Statement

The University of Northern Colorado embraces the diversity of students, faculty, and staff, honors the inherent dignity of each individual, and welcomes their unique perspectives, behaviors, and worldviews. In this course, people of all races, religions, national origins, sexual orientations, ethnicities, genders and gender identities, cognitive, physical, and behavioral abilities, socioeconomic backgrounds, regions, immigrant statuses, military or veteran statuses, size and/or shapes are strongly encouraged to share their rich array of perspectives and experiences. Course content and campus discussions will heighten your awareness to each other’s individual and intersecting identities.

The Office of Student Rights & Responsibilities (located in Decker Hall) serves as resource to anyone seeking support or with questions about equity and inclusion at the University of Northern Colorado (UNC). If you are a witness to or experience acts of bias at UNC and would like to learn more about bias response or report a bias incident, please visit Bias Response at http://www.unco.edu/biasresponse/

Academic Integrity Statement

You are expected to practice academic honesty in every aspect of this course. Make sure you know and understand the pillars of the UNC Honor Code: Honesty, Trust, Responsibility, Respect, and Fairness. Become familiar the Student Code of Conduct, especially the section on acts of dishonesty. Students who engage in academic misconduct are subject to grading consequences with regard to this course and/or university disciplinary procedures through the office of Student Rights and Responsibilities.

If faculty would like to provide more information about Academic Integrity, please visit: http://www.unco.edu/dos/assets/pdf/Syllabus_Statements-2015-02.pdf