IL 2239: Research Theory and Practice in New LiteraciesPage 1 of 2

Syllabus: Fall Term 2161

IL 2239: Research Theory and Practice in New Literacies

Syllabus: Fall Term 2161

Course Description

IL 2239: Research and Theory in Teaching New Media and Literacies provides both a theoretical and practical foundation for graduate students to explore “new media literacies,” specifically the socially immersive experiences of youth and their digitalmedia practices. The purpose of thiscourseis to provide graduate studentswithanunderstandingof newmedia andliteraciesandtoexplore howthesenew literaciescanbeutilized intheEnglishLanguageArtsclassroom.

Throughout the semester, we will investigate what it means to teach and learn in the21stcenturywith the range of modes, media, literacies, and content available.We will use the very tools available to ourstudents both in and outside of the classroom; as such, we will critically explore the potential instructional value of using webtools to engage and educate our students. Most importantly, we will investigate our teaching practices, integrating new theories and practices.

Given thatmany of these new media arestill often situated outside oftraditional schooling, we must also ask ourselves, “How are we to think about the changes happening beyond schoolwalls?”and“Howdothesechangesaffectschool‐basedlearning?”Inansweringthese questions, we can perhaps betterunderstand how young people learn and participate in a shifting media landscape andquestion what “learning” and “literacy” look like in the 21st century.

This is not a self-pacedcourse. Becausea face-to-faceclass typicallymeets about3 hours perweek,graduate studentscanexpecttospendthattime on CourseWeb (Blackboard), participating in the discussion forums, posting and responding. In addition, graduate students can expect to have a significant workload throughout the week – including reading, writing, working with peers, etc.

While this is a web-based course, it is vitally important for each student to complete readings on a weekly basis (early in the week) as initial discussion board postings are due on Wednesdays by midnight. Responses are due by Sunday at midnight. Each week consists of a learning module, which includes readings, discussion board postings and responses, and various tasks. A courseschedule providesdetails for themodules.

Course Objectives

Within the context of the course, graduate students will:

  • operationalize a working definition of “new media and literacies” given thechangingnotionsofliteracy.
  • learnabout multimodality andnewmedia andliteracies.
  • reflect upontheir own literacy practices.
  • research, review, utilizeandpracticewithdigital literacies.
  • engage inacademically productive discussionaboutnewliteracies in ELA.
  • learnaboutmultiple digitalliteracytools andhowthey canbe useful inthe ELAclassroom.
  • critically evaluate emerging technologies for instructional uses and the literacies they evoke.
  • discuss the impact ofnew media on traditional schooling and onone’s own actions and decisions with regard to the use of digital technologies.
  • create multiple artifacts and exemplars for use in classroom instruction.

Guiding Questions

These are our guiding questions for the course:

  • What are “new media and literacies”?
  • Why has there been a shift from a singular “literacy” to a discussion and interpretation of “literacies”?
  • How does this shift influence pedagogical practice and curriculum development?
  • How do digital media and new literacies pedagogies shape or challenge what it means to learn?
  • What “counts” as a literacy practice?
  • How do we assess or make meaning from students’ work in creating digital content with new media tools?

Required Texts

Many of the readings for this course are found online (see schedule and module overviews for links). However, you will need to purchase or borrow the following texts as soon as possible:

  • Alvermann, D. (Ed.) (2010). Adolescents’ online literacies: Connecting classrooms, digital media, & popular culture. NY: Peter Lang.
  • Christakis, N.A. & Fowler, J.H. (2009). Connected: How Your Friends’ Friends’ Friends Affect Everything You Feel, Think, and Do. NY: Back Bay Books. (Read Chapters 6-9, pp. 172-306.)
  • Miller, S.M. & McVee, M.B. (2012). Multimodal composing in classrooms: Learning and teaching for the digital world. NY: Routledge Group.

Course Expectations

As educators and graduate students, you will also be asked to regularly engage with new media, annotating reading via diigo, using social media to build community and share learning, and using webtools for class projects. Additionally, this online course relies on the use of CourseWeb (Blackboard) as a curation tool and as a means of communication via discussion boards.

All members of the classareexpectedto collaborate, create, think critically, and complete all of the readings and tasks in a timely manner. Graduate students are expected to meet and/or exceed graduate-level performance expectations.

You can expect the following support from me:

  • Active engagement in the CourseWeb (Blackboard) discussions – I will more often than not be pushing you to think more about your responses.
  • Quick responses via email () – I usually respond in less than 24 hours. If you have not heard from me within 24 hours, please email me again; this usually means I did not get your email.
  • Several sessions in which I will provide you an opportunity to ask me questions face-to-face.
  • At least one online conference with you about your project.
  • Comments in your digital estate – I will be perusing your various web presence tools.

Course Policies

  • All assignments must be completed to pass the course.
  • You are expected to adhere to the University of Pittsburgh’s policy regarding academic integrity ( Plagiarism will result in a failing grade for the course and possible further disciplinary action.
  • If you have a disability for which you are or may be requesting an accommodation, you are encouraged to contact both your instructor and the Office of Disability Resources and Services, 140 William Pitt Union, at 412-648-7890 or 412-383-7355 (TTY) as early as possible, but no later than the fourth week of the term. Visit the Office of Disability Resources and Serviceswebsite for more information. (
  • If you are not doing satisfactory work you will be notified as soon as it becomes evident.
  • This course requires students to use their pitt.edu email address. This is how we will communicate with you and it is expected that you will check email on a regular basis. It is possible that you mayalso need to use a gmail address as well to use Google Hangouts and Google Docs in the ways you intend.
  • Changes in this syllabus may be made to meet the academic objectives or in the case of unanticipated events. Any changes will be announced via email and the announcements section in CourseWeb.
  • Assignments will not be accepted late. (The professor reserves the right to make case-by-case exceptions.) Missed discussion board postings cannot be made up and will result in a decrease in the final grade. It is important for students to keepup with the tasks.

Course Assignments

Discussion Board Postings and Responses
Digital Estate/Web Presence
Collaborative Paper
Tinkering
Culminating Project / 25 Points
10 Points
15 Points
20 Points
30 Points
Total = / 100 Points

Discussion Board Postings and Responses (25 Points)

Graduate students are expected to fully participate in the discussion boards. Each week, graduate students will read texts and respond to these texts via an original and insightful discussion board posting that fully addresses the prompts.All postings and responses should reflect deep thinking and reflection of the texts and provide evidence of having read and thought about the texts. In addition to being well-written, students’ postings and responses must be evidence- and text-based and reflective of graduate-level performance expectations. Additionally, responses should not be posted all at once, but instead should be posted on different days across the week so that discussion authentically builds throughout the week. This initial posting needs to be posted by midnight on Wednesday; then, graduate students are expected to respond to others’ postings by midnight on Sunday. (See schedule for specific dates.)Graduate students should check the discussion boards regularly in order to answer questions, clarify thoughts, and otherwise actively engage.

To earn full credit, graduate students must complete all discussion board postings and responses. (The discussion boards are not discrete entries; they are meant to build on each other as you make your way throughout the course.)

The following are TIPS to keep in mind:

  • Read everyone’s postings and responses even if you don’t post to everyone.Remember, this discussion board is meant to serve as a class discussion.At the very least, in addition to your required tasks, make sure to read my responses and the announcements.
  • Consider organizing your responses around the prompts/questions. Restate the prompts/questions in your responses.
  • Use quotes effectively. Quotes are used to support your claims – they are not to be used as your claim. Quotes are not your responses to questions; they are evidence/data points for your position. You need to explain why the quote is relevant to your point. Do not just drop quotes without any explanations.
  • Make text-based arguments. If you are going to challenge or disagree with any of the authors (which I encourage you to do, be prepared to defend your position with evidence.)
  • Make sure your writing is clear and of graduate-level quality.
  • I will be reading every word you write because I want to honor your thinking and hold you accountable for learning. I care deeply about you as a graduate student and as a teacher so I will be “pushing” you.

The following is the discussion forum rubric:

25 points /
  • Completes ALL discussion board forums on time and as outlined in the syllabus.
  • Fully addresses all parts of the prompt.
  • Appropriately cites and uses all the required readings for each week.
  • Appropriately cites and uses previous readings when necessary.
  • Responds thoughtfully to others’ comments.
  • Fully responds to professor and class facilitator.
  • Answers questions, clarifies thoughts, and otherwise actively engages throughout the week.
  • Adds a new or different level of thinking/learning to the conversation; works to facilitate the learning of classmates.
  • When challenging, is respectful and uses strong evidence to support counterpoint.
  • Demonstrates deep thinking and reflection of the texts.
  • Provides evidence of having read and thought about the texts.
  • Demonstrates strong writing and argumentation skills.
  • Provides evidence-based reasoning for all claims.
  • Cites and reflective of graduate-level performance expectations.

20-24 points /
  • Completes ALL discussion board forums on time and as outlined in the syllabus.
  • Fully addresses all parts of the prompt either in the posting or after being prompted to do so.
  • Appropriately cites and uses all the required readings for each week; does not just drop quotes.
  • Appropriately cites previous readings when necessary.
  • Responds to colleagues with consideration.
  • Responds to professor and class facilitator.
  • Answers questions, clarifies thoughts, and otherwise actively engages.
  • Contributes to the conversation.
  • Attempts to challenge thoughts with sound reasoning.
  • Demonstrates deep thinking and reflection of the texts.
  • Provides evidence of having read and thought about the texts.
  • Demonstrates strong writing and argumentation skills.
  • Provides evidence-based reasoning for all claims.

15-19 points /
  • Completes almost all discussion board forums.
  • Partially addresses all parts of the prompt either in the posting or after being prompted to do so.
  • Cites and drops quotes or data points from the required readings to use as support.
  • Cites previous readings when necessary.
  • Responds to colleagues on occasion.
  • Responds to professor and class facilitator.
  • Sometimes and/or partially answers questions, clarifies thoughts.
  • Participates irregularly and/or right before due dates.
  • Complies; submits postings and responses but does not really contribute to conversation in a meaningful way
  • Attempts to challenge thoughts with little or weak reasoning.
  • Deep reading and understanding of texts is questionable; seems confused or misinformed.
  • Minimal evidence of having read and thought about the texts.
  • Exhibits minimal to somewhat distracting errors in writing and argumentation skills.
  • Provides some evidence-based reasoning for some claims.

10-14 points /
  • Completes some of the discussion board forums.
  • Partially or minimally addresses parts of the prompt either in the posting or after being prompted to do so.
  • Cites and drops quotes from the required readings in a relatively superficial way.
  • Does not complete the required responses; responses are essentially 1-5 sentences that are essentially light commentary expressing agreement/disagreement, interest, etc.
  • Minimally responds (if at all) to professor and class facilitator.
  • Sometimes and/or partially answers questions, clarifies thoughts.
  • Participates irregularly and/or right before due dates; Participation is minimal.
  • Submissions do not really contribute to conversation in a meaningful way
  • Minimal (if any) evidence of having read and thought about the texts.
  • Exhibits distracting errors in writing and argumentation skills.
  • Weak supports for claims (if any).

0-9 points /
  • Completes few forums.
  • Does not adhere to deadlines or performance expectations.
  • Does not demonstrate having read the texts.

Digital Estate/Web Presence (10 points)

In the 21st century, everyone has a digital estate. You will be evaluating your digital estate and deliberately enhancing it. For this assignment, you will do the following – post deliverables to the discussion board marked “Digital Estate”:

  • By the second week of the course, take an inventory of your current digital estate/web presence. Record all your digital engagements and assess your level of commitment and activity for each site/tool. (Do a Google search of yourself.) Also, include a reflection of your experiences with digitalmedia, technology, and new literacies practicesas both a learner and a teacher.Make sure you begin by answering the question– are you a digital native? Submit to me via “Assignments.”
  • At the end of the first week of the course, you are required to join the following networks/webtools:
  • twitter - #TNML2015
  • diigo (
  • Facebook and/or LinkedIn
  • Google Docs
  • Google Hangout
  • Join Facebook and/or LinkedIn and connect with classmates including your professor. This is an opportunity for us to build relationships outside of the class. These are also vehicles for you to share content and to network.
  • Reading professional content for an hour a day will supposedly make you an expert in seven years. As such, you will be posting (sharing) your professional learnings to twitter via #TNML2015. Post quick little comments that you have learned throughout the course.
  • Some of the web-readings are captured in our diigo group. Try using the annotation tools in diigo to share comments and post questions as you read.
  • You will be using Google Docs and Google Hangout for various tasks throughout the course.

Collaborative Paper (15 points)

This webpage gives you information about “white papers”:

This webpage gives you information about how to write a blog:

You will be assigned to work in teams (pairs or triads) in order to write a publishable “white paper” or professional blog on a topic related to this course – the topic must be a “new” spin on what we have learned. In other words, your work must be more than a review of the literature. (Get topic approved by your professor.) You will use Google Docs and Google Hangout to collaborate on this project. Make sure to include your professor in the Google Docs.

Tinkering (20 points)

This webpage is entitled, “Tinkering and Technological Imagination in Educational Technology” by Jackie Gerstein:

“Tinkering” is essential for developing “technological imagination” (Gerstein). In this course, you will be “casually tinkering” with various webtools. (It is my hope that you eventually develop “deep tinkering” as you practice and apply what you have learned in this course.)

You will “tinker” with at least ten webtools (outside of the required “digital estate” requirements). You will play around with various digital media tools and social spacesin both a spirit of play and one of serious inquiry.As the ultimate goal is to develop and inform your pedagogy, you willwant to work with your students and your classroom in mind.Post evidence of play or exemplars (when they emerge) to your blog. You will blog about your tinkering – challenges, opinions, etc.

Then, you will choose three tools and create a “final” presentation (via resource guide) of your tinkering – your final presentation must describe the tools, how to use the tools, and their potential uses in the classroom. (Essentially, you are creating a short professional development session for teachers.) This needs to be teacher-friendly as you will be sharing it with your professional community in addition to uploading to the discussion board. You can present in different ways:

  • Handout
  • Infographic
  • Prezi or slideshow presentation
  • YouTube video

Possible ideas: RSS,tagging,Flickr, digital stories and podcasts, Snapchat, Tumblr, etc.

Culminating Project (30 Points)

As a culminating project, graduate students will create a project that bridges what they have learned in this course with their own pedagogical, research, and/or content area interests. Graduate students will also be required to share their work with members of the class as well as members in the larger professional web community. Graduate students will post their work in the designated discussion board and indicate which venue he/she shared his/her work – it doesn’t have to be an open educational resource but it has to be shared with others. (You may work in pairs or triads to complete this project.)

The following are options for the final project – be sure to discuss your final project with the professor to ensure you are on the right track:

  • Research paper (publishable manuscript which you will submit to a peer-reviewed journal) focused on “new media and literacies.”
  • Literature review on specific best practices explaining the research behind the practice and practical implications – you must use at least ten resources outside of class readings:
  • Using TEDTalks in the 21st century classroom
  • Using social media in the 21st century classroom
  • Using OER in the 21st century classroom
  • Using graphic novels in the 21st century classroom
  • Using mobile learning in the 21st century classroom
  • Using infographics in the 21st century classroom
  • A sequence of carefully generated, professional blog posts.
  • One or more podcast(s)on a relevant topic discussed in class.
  • An annotated teaching video of you delivering a lesson plan – this video must be educative for other teachers. (Post to YouTube.)
  • A professional development session on a research-based best practice – you will deliver this to your grade-level team and submit evaluations and content and all tools used in your session.
  • Teacher Resource Guide which includes an annotated bibliography of a 10 graphic novels(published post-2010) and CCSS-aligned activities for each graphic novel. (All the graphic novels must support a specific content area and/or topic of study.)
  • Paired with our own work in exploring the potential of particular digital media in classroom teaching and learning,you can observe and interview a teacher inyour discipline and grade level who is teaching “new media and literacies.” Use this as an opportunity to unpack his/her rationale for the use of this specific tool or set of tools to amplify or enrich instruction.Be sureto consider resources needed to support the lesson, opportunities or structures for classroom management, the specific literacies students demonstrated (and needed) in order to successfully engage in the lesson, assessment strategies (both formative and summative), etc.Submit a report of your findings as a written paper and use podomatic.com to create a podcast of at least 5 minutes in length.
  • Field Project in which you interview at least 5 students under the age of 18(and not your own child) about their digital lives. The goal is to gain an understanding of their core beliefs about the value of new media technologies—this depends on how they define new media technologies—as well as how much and in what ways they use (or do not use) such technologies in and out of school.You will write up a report – submit your questions, the responses, and your major findings. When you write up this interview, you need to sketch out their use of new media technologies (in and out of school), include their core beliefs about the value of new media technologies, and draw on the literature we have read and/or our discussions.Make sure to link (e.g. compare/contrast, critique, analyze) what you find to larger trends impacting how young people are learning through and about new media.
  • Please let them know you will be publishingthe results of the interviews, but that you will give all participants a pseudonym. (You would need to go through IRB and send a consent form.)
  • Make sure to ask for permission if you want to audio or videorecord the interview!

Your time and effort on this project should be equal to the time and effort you would put into an 10-15 page academic paper. This project is due by the date listed on the course schedule.