RDG 323 Module 1 Reflection

Much of Module 1 really set the stage of what literacy is, and it’s many facets, as well as

how literacy can be applied for diverse learners. One of the biggest takeaways during this

module came from week 1 where we delved into what it means to be literate in the 21st century.

In my mind, literacy meant that you could read and write, but with constant integration of

technology in the classroom, and the world, literacy has evolved. Digital literacy is described as

the ability to find, use, and critique media, as well as to create and communicate through media

(Digital Media 2013). This means that aside from being able to read and write, in order to be

literate, one must be able to navigate multiple sites and softwares, be able to find media that is

credible and relevant, and be able to consume media and determine author bias, and be able to

use multiple forms of media to communicate. The demands of literacy are changing, and it is our

role to change with it.

Another eye opening concept was that of disciplinary literacy and how to implement that

into my specific discipline. I learned that disciplinary literacy are processes that students can use

to engage and explore content and media that is special to a specific discipline (ILA, 2017, p.3).

These are skills that are developed specifically to succeed in a specific discipline. Though it is

important to have general literacy processes like context clues and question generating, it is also

important to have teachers literacy practices in each discipline. We know that technology and

it’s play in literacy is constantly evolving, so it is imperative that teachers teach literacy relevant

to, and at the same pace as, that type of literacy. When we teach disciplinary literacy, content

knowledge is deepened, and developed skills and strategies through disciplinary literacy can be

transferred to the real world (Wisconsin Department of Public Instruction).

 The last subject we touched upon in module 1 was issues related to diverse learners and

equity in the classroom. I decided to focus on emergent bilinguals as diverse learners. I learned

that utilizing an emergent bilingual’s home language in instruction benefits the student as it

activates prior knowledge and allows for students to create more meaningful connections

(Menken 2013, p. 448), yet, schools often do not consider this when developing instruction. This

leads to inequity in the classroom. In order to be equitable in the classroom, one has to develop

multiple paths a student can use to get to the same path. That may include using a student’s home

language, or using multiple forms of representation, etc.

 References
Digital Media: New Learners of the 21st Century is a production of tpt National Productions in

association with Mobile Digital Arts. (2013) Accessed September 16, 2020.

International Literacy Association. (2017). Content area and disciplinary literacy: Strategies and

frameworks [Literacy leadership brief]. Newark, DE: Author.

Menken, K. (2013). Emergent bilingual students in secondary school: Along the academic

language and literacy continuum. ​Language Teaching,​ ​46​(4), 438-476.

doi:10.1017/s0261444813000281

Wisconsin Department of Public Instruction (n..d) Common Core Standards for Literacy in All

Subjects. Retrieved September 16, 2020, from

https://dpi.wi.gov/sites/default/files/imce/cal/pdf/section2.pdf

Digital Media: New Learners of the 21st Century​ is a production of tpt National Productions
in association with Mobile Digital Arts. (2013) Accessed August 28, 2020.