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Running head: COMPUTER LITERACY

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 Voithofers 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, Boyds (2008) research, confirms no infor mation 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. 119142. 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-OLoughlin, 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
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 youre going to address in the Analysis section. 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 youre 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?

25
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.

15
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.

0
Section is missing or so far off topic as to be irrelevant to the assignment.

Comments/Score

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.

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. Writing Elements The paper must be written in the style of the

2.

Deep, thoughtful reflection, and critical thought about how the concepts in these articles might be enacted in ones 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.

Paper exhibits mastery of APA formatting and style

Paper may be somewhat disorganized, may be lacking in

Writing elements are

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. Dont 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.

Total:

/100

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