Working online is a fluid experience which calls for flexible learners.

Construction calls on creativity as well as persistence, flexibility, and revision. Construction asks our students and teachers to focus on the power and patience employed during work process…and not just the final resultant work product.

Working online is a fluid experience which calls for flexible learners.

We remix language every time we draw on it, and we remix meanings every time we take an idea or an artefact or a word and integrate it into what we are saying and doing at the time. At a more specific level we now have digital remix enabled by computers. This includes, but goes far beyond simply mixing music. It involves mixing digital images, texts, sounds and animation; in short, all manner of found artefacts.

new communication practices, new literacies have emerged. And these new literacies are embodied in new social practices—ways of working in new or transformed forms of employment, new ways of participating as a citizen in public spaces, and even perhaps, new forms of identity and personality

3literacy curriculum taught to a singular standard (grammar, the literary canon, standard national forms of the language), the everyday experience of meaning making was increasingly one of negotiating discourse differences. A pedagogy of Multiliteracies would need to address this as a fundamental aspect of contemporary teaching and learning.

The world was changing, the communications environment was changing, and it seemed to us to follow that literacy teaching and learning would to have to change, as well.

1994 to talk through what was happening in the world of communications and what was happening, or not happening but perhaps should happen, in the teaching of language and literacy in schools.

Students today must be prepared to navigate the new "Cs of change" that the 21st century has brought us. These Cs include such skills as creativity, communication, collaboration, critical thinking, and comprehension.

In addition, the rise of the Internet means that teachers must shift how they teach reading and writing

The structure of the textbook was a map that Sarah could easily follow.

It is the responsibility of educators in all grades and content areas to modify as needed for learners.

Internet Inquiry Projects are student interest driven, and are more authentic as a learning activity than traditional WebQuests.

The Internet Inquiry Project is an online research project that helps students develop the important digital knowledge and skills needed as they build their web literacies.

WebQuests play a vital role in the classroom by providing students with a scripted, guided examination of online resources in a topic. As students expand beyond the WebQuest, the next step is to engage in an Internet Inquiry Project

In short, online reading compre-hension is online research. Second, online reading also becomes tightly integrated with writing as we communicate with others to learn more about the questions we explore and as we communicate our own inter-pretations. A third difference is that new technologies such as browsers, search engines, wikis, blogs, e-mail, and many others are required. Addi-tional skills and strategies are needed to use each of these technologies effectively. Keyword entry in a search engine

How can we develop adequate understanding when the very object that we seek to study continuously changes?

Some believe there is little to teach; our students are already “digital natives,” skilled in online literacies (Prensky, 2001). It is true that today’s students have grown up in an online world and are developing profi-ciency with gaming, social networking, video, and texting (Alvermann, Hutchins, & DeBlasio, 2012; Zickuhr, 2010). However, this does not nec-essarily mean they are skilled in the effective use of online information, perhaps the most important aspect of the Internet. Studies show that stu-dents lack critical evaluation skills when reading online (Bennet, Maton, & Kervin, 2008; Forzani & Maykel, 2013; Graham & Metaxas, 2003) and that they are not especially skilled with reading to locate information online (Kuiper & Volman, 2008).

Thus, when we speak of New Literacies in an online age we mean that literacy is not just “new” today; it becomes “new” every day of our lives. Proficiency in these continuously new, online literacies will define our students’ success in both school and life.

In addition, new tools for lit-eracy will appear on the Internet tomorrow with additional, New Litera-cies required to use them effectively.

Most importantly, it is reshap-ing the nature of literacy education, providing us with many new and

The “connected” in connected learning is about human connection as well as tapping the power of connected technologies.

Connected learning isn’t a burden that one organization shoulders on its own, and is about building connections across different sites of learning.

Traditional education is failing to engage many students as they enter their middle school, high school, and college years. The culture clash between formal education and interest-driven, out-of-school learning is escalating in today’s world where social communication and interactive content is always at our fingertips. We need to harness these new technologies for learning rather than distraction.

The “connected” in connected learning is about human connection as well as tapping the power of connected technologies. Rather than see technology as a means toward more efficient and automated forms of education, connected learning puts progressive, experiential, and learner-centered approaches at the center of technology-enhanced learning.

Young people learn best when actively engaged, creating, and solving problems they care about, and supported by peers who appreciate and recognize their accomplishments

It advocates for broadened access to learning that is socially embedded, interest-driven, and oriented toward educational, economic, or political opportunity.

Teaching digital literacy does not mean teaching digital skills in a vacuum, but doing so in an authentic context that makes sense to students. It means teaching progressively rather than sequentially, which helps learners understand better and more clearly over time

It is important for students to recognize that although technology gives us a lot of power,

I allow them the choice of which platform to use for the support they need, but I make sure they ask questions.

Digital literacies are not solely about technical proficiency but about the issues, norms, and habits of mind surrounding technologies used for a particular purpose.

What activi-ties, sequence, and resources are best suited to accomplish our goals?

Acquisition of content is a means, in the service of meaning making and transfer.

Garth is an adolescent male attending high school in the northeast of the United States. You can review his work on his