Nair 1

Samarth Nair

Professor Littlejohn

Writing Seminar-111

22 November 2023

Technological Literacy vs. Traditional Literacy: In with the New, Out with the Old?

The layman’s argument for technology and its so-called risks usually involves phrases

that are along the lines of“technology and social media are hurting our children” or “children

need to start picking up books instead of their tablets.” To those who say this, I say you are

wrong. Technology is a tool that can be used to develop already existing literacies, such as

traditional literacy, and offers a multitude of new literacies that can be used to expand a

child’s knowledge of the world around them. However, in order to delve deeper into this

argument, there are a few key definitions worth defining. For one, what exactly does “traditional

ways of literacy” mean? Furthermore, is there a concrete definition of literacy?

Literacy can not be simply put. There are many layers that encompass a person’s literacy:

it can range from the ability to read to the ability to talk to a person’s inner voice and

consciousness to the way they are able to understand language. It truly means that literacy is all-

encompassing, and has an infinite amount of facets that allow a person to develop their literacy.

Some of the literacies include visual literacy, interpreting information from visual inputs, sonic

literacy, interpreting information from audible sounds, and digital literacy, interpreting from

devices such as computers and phones, and more specifically, information coming from media

outlets online. There are other, more niche literacies that are also needed in society today such as

financial literacy, data literacy, and even health literacy. It would be difficult to boil down the
 Nair 2

definition of literacy to one statement, however, if needed literacy is truly the understanding and

meaning-making for people (Potter and McDougall).

Traditional paperback books, face-to-face conversations, and writing and drawing on

chalkboards, are all engulfed in this idea of traditional literacy. It still includes literacies such as

visual, auidial, and many more, however, it is important to take note of how traditional literacy

describes the ways people would learn literacy before technology. Technology has adapted the

way students learn and function.

Traditional literacy is not at all far removed from the current generation, yet it feels like it

has almost been completely abandoned. In an interview with Dr. Maryanne Wolf, the Director of

the UCLA Center for Dyslexia, Diverse Learners, and Social Justice, she explains that “thirty

years ago, 60 percent of children read weekly. Today only 12-15 percent of kids pick up a book

each week”(eschoolnews). Though not completely abandoned, children and students are picking

up traditional books at a lower rate. Many traditional literacy advocates argue that this is a

prominent issue and that a lack of “book-reading” is causing a lack of development in areas such

as creativity and critical thinking. Dr. Maryanne Wolf then goes on to explain that technology is

also seemingly affecting students’ abilities to critically think, and causing a lack of development

in certain traits like empathy. She says, “Adults who grew up reading a printed book or a

magazine weekly have what she calls a “deep reading brain,” which is better equipped and

developed to use “deep reading processes” such as empathy and critical thinking”(eschoolnews).

Though a very compelling argument is made here, and some aspects such as the lower rate of

reading books amongst students may be true, the mere fact that technology is negatively

affecting student’s critical thinking skills is untrue.

Technology’s flexibility in usage has helped students learn and gain knowledge, include

critical thinking, at a rate no other generation has been able to do. For one, literacy has expanded

and created many new literacies that broaden a child’s knowledge and understanding. A child

has the opportunity to learn new literacies that include subjects like gaming. Although it may not

seem correct, gaming literacy is in fact a true literacy that employs the use of multimedia and

hypermedia. A chapter titled, “Information Literacy, “New” Literacies, and Literacy” by John

Buschman discusses this interesting new literacy. He first starts by acknowledging the notion

that “Multimedia literacy and hypermedia literacy are touted for their “potential cognitive

implications . . . including text, graphics, video, audio, and virtual reality simulations…”(108).

Buschman then goes on to explain that behind multimedia and hypermedia literacy, “the goals

[are]—“emergent, self-organizing, and self-renewing” and that “…at base the goals of critical

reflexivity and remain elusive”(108). Critical reflexivity can be defined as “the capacity to see

one’s own perspective and assumptions and understand how one’s perspective, assumptions and

identity are socially constructed through critical reflection”(Guo-Brennan). Multimedia and

hypermedia literacy integrate multiple forms of literacy such as spatial, visual, and audial to

convey a message, theme, or goal. It is widely argued that video games do not provide benefits,

and is thought by many to have detrimental effects on the brain. Buschman debunks this by

saying that the user is “involved in the production of knowledge, and they “celebrate” the social

nature of text production in the form of “free support and advice, . . . collective benefit [and] co-

operation before competition”(108). Buschman also states that other positive arguments include

“social gains of gaming lead to critical-reflexive results such as critique, peer review, and

recognition of levels of expertise and specialized vocabulary”(108). Many people also choose to

overlook the fact that video games have the ability to mimic society and its functions. For
 Nair 4

example, Buschman draws a comparison to Monopoly, and how that simple board game can

teach a child or young adult about consumer and market values. He argues that this same output

can be applicable to video games. This is a benefit of technological literacy as it serves a similar

function and purpose to traditional literacy. This idea of playing video games can open various

avenues for students to engage in activities such as competitions or even develop a child’s

interest in coding and building a product.

In addition, a benefit of video games, as stated above and widely known, is that they

involve skills such as communication and collaboration. Collaboration could be deemed as a

simple exchange of information; however, it can be much more than this. Collaboration allows

people to share their cultures with one another, which develops one's understanding of the world

around them. This is confirmed by the article “Collaborative Learning and the "Conversation of

Mankind" ” by Kenneth A. Bruffee. He believes that social knowledge and creativity are social

constructs and artifacts that is meant to be shared among communities. He argues that discourse,

both normal and abnormal, amongst people is important in building knowledge and

understanding:

The importance of abnormal discourse to the discussion of collaborative learning is that

abnormal discourse serves the function of helping us-immersed

as we inevitably are in the everyday normal discourse of our disciplines and professions-

to see the provincial nature of normal discourse and of the communities defined by

normal discourse (648).

The quote explains the importance of abnormal discourse in society. As a society and as

students, we are constantly being told what is right from what is wrong. Normal discourse

describes that sentiment.. Abnormal discourse is meant to challenge that normal discourse. By
 Nair 5

challenging, people are learning and discovering new ideas. This is what makes and defines

communities. Abnormal discourse’s ability to increase learning also develops critical thinking

skills such as problem-solving. But where exactly is the relation to technology? Well,

Technology has proven that it can provide a platform for collaborative learning. People are able

to communicate through platforms like social media, constantly challenging themselves and

others on topics relating to sports, politics, and media. Online schooling, tutoring, and work have

also proved to a viable resources as seen during the Covid-19 pandemic, and allowed people

within their own community to collaborate with one another. Not only this, but apps such as

WhatsApp and Skype have allowed people from all over the world to connect with one another.

It allows people to engage in both normal and abnormal discourse extending beyond their

communities. We now have increased exposure to the world and its varying cultures through

technology, which is something that traditional literacy can not truly offer.

Both arguments, for and against technological literacy, have reputable and substantial

evidence that proves each of their positions. However, regardless of their position, it is inevitable

that technology will continue to grow and be a vital part of student’s lives. A challenge that

teachers and professors are having is the lack of connection between them and their students.

More traditional teachers do not employ technology, and newer teachers tend to use technology

in a way that is not beneficial to their students. So where is the common ground? How can

teachers fully utilize traditional literacy and technological literacy in a way that engages students

and allows them to reap the benefits of both literacies?

Though traditional technological literacy and traditional literacy are objectively two

opposing topics, there are many solutions to this problem of student engagement. The first

solution does not explicitly state the answer; however, it sets a series of learning goals that
 Nair 6

teachers should look to use. The article, “Beyond Traditional Literacy: Learning and

Transformative Practices using ICT” by Therese Keane, William F. Keane, and Aaron S.

Blicblau explores using technology in a classroom that utilizes traditional literacy. In this

classroom, teachers utilize what is known as the 3 R’s: reading, writing, and arithmetic. Weirdly

enough, only one of them starts with an R, however, these are generally the three main concepts

that are taught using traditional literacy. The 3 R’s are great, though with the emergence and

advanced progression of technology, the 3 R’s are simply not enough for students to learn.

Instead, teachers must implement the uses of the 4 C’s complemented by the use of technology

to develop the necessary literacy skills. The 4 C’s are defined as Critical thinking,

Communication, Collaboration, and Creativity. The article states,

The use of information and communication technologies is crucial in developing the 4Cs

in conjunction with understanding how learning takes place. However, simply using

technology does not guarantee that deep learning will occur. The use of technology needs

to align and adapt with our knowledge of learning to be able to operate in a

transformative space (769).

It is imperative that teachers use technology in a way that caters to their students, such as the use

of collaborative games on computers, tablets, or phones. They should try to utilize social media

as well as “surveys show that ninety percent of teens ages 13-17 have used social

media”(American Academy of Child & Adolescent Psychiatry). This brings to light the second

solution, which is more direct in its approach. It comes from the article “BookTok 101: TikTok,

Digital Literacies, and Out-of-School Reading Practices” by Sarah Jerasa and Trevor Boffone.

TikTok currently has the world in its palms with users ranging in every age group. The site

features short videos that can be informational, comedic and silly, artistic, and many more. A
 Nair 7

concern is that this app reduces the attention spans of children and can cause cognitive problems.

With the reduction in attention span, teachers are finding it difficult to keep their students

engaged. Sarah Jerasa and Trevor Boffone came up with the solution BookTok, which is a

community that can be found on TikTok. The purpose of this sub-community is to “feature short

videos in which users talk about their favorite books, recommendations of titles, authors,

genres…”(Jerasa and Boffone 221). They further state that the “content mimics school-led

literacy instruction in the way classroom interactions can evoke discussions, book talks, and peer

engagements.” Teachers can use this feature as well as other features from different apps to

attempt to engage their students. They can facilitate homework and even classroom activities

regarding communities such as BookTok, and implement the 4 C’s through the activities. This

idea is meant to combine traditional literacy with current social media and mixes the benefits of

both literacies. On one hand, the student is developing certain skills like critical thinking,

creativity, and imagination, and on the other, the student can connect with the world around them

by engaging with others online. If solutions such as this are implemented, “significant learning

and motivational gains for students have been documented when new digital media are

integrated into official literacy curricula” (Jerasa and Boffone 223). The combination of the two

literacies has proven to be extremely beneficial to helping students develop fundamental literacy

skills, and allow them to have a greater understanding of the world around them.

The traditional ways of literacy are crucial in developing skills such as critical thinking,

analytical reasoning, and the overall foundations of reading and writing. However, no longer can

students learn under just those circumstances. Technology has seemingly taken over the lives of

everyone. Technological literacy’s benefits outweigh its potential negatives, and should not be

deemed detrimental to students. The traditional ways of literacy should not be abandoned, yet
 Nair 8

should be integrated with technological literacy such as solutions like BookTok. If they are not

combined, there is a risk of losing engagement with students causing them to be deficient in

areas like critical thinking. Often, I perform best when a teacher implements the combination of

the two literacies, and tend to notice the difference between teachers who use the combination of

the two and teachers who solely use traditional literacy.

Work Cited

Aacap. Social Media and Teens,

www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/Social-

Media-and-Teens-100.aspx. Accessed 22 Nov. 2023.

Bruffee, Kenneth A. “Collaborative Learning and the ‘Conversation of Mankind.’”

College English, vol. 46, no. 7, 1984, pp. 635–52. JSTOR,

https://doi.org/10.2307/376924. Accessed 22 Nov. 2023.

Buschman, By John. “Information Literacy, ‘New’ Literacies, and Literacy.” The Library

Quarterly: Information, Community, Policy, vol. 79, no. 1, 2009, pp. 95–118. JSTOR,

https://doi.org/10.1086/593375. Accessed 22 Nov. 2023.

Jerasa, Sarah, and Trevor Boffone. “BookTok 101: TikTok, Digital Literacies, and Out ‐of ‐

School Reading Practices.” Journal of adolescent & adult literacy 65.3 (2021): 219–226.

Web.

Keane, Therese, et al. "Beyond traditional literacy: Learning and transformative practices

using ICT." Education and Information Technologies, vol. 21, no. 4, July 2016, pp. 769+.

Gale Academic OneFile, link.gale.com/apps/doc/A713714271/AONE?

u=nclivewfuy&sid=bookmark-AONE&xid=fef68958. Accessed 12 Nov. 2023.

Potter, John., & McDougall, Julian. "Chapter 2: Dynamic Literacies." Digital Media,

Culture and Education: Theorising Third Space Literacies. London: Palgrave,

Macmillan, 2017.
 Nair 10

Stride, Content Provided by, and eSchool News ContributorContent Provided by Stride. “How Is

Technology Impacting Literacy?” eSchool News, 7 Dec. 2022,

www.eschoolnews.com/innovative-teaching/2021/06/14/how-is-technology-impacting-

literacy/.

Required Reflection Questions. To get credit for this draft, please answer the following

questions.

- How well is your draft working so far and why?

- I think that this draft was very well put together, and displayed an improvement

from my first draft. I was able to organize my thoughts and put a cohesive

argument together.

- Did you put your thesis statement in bold and underline the main idea of each paragraph?

- Yes

- What do you think still needs attention in your essay and why?

- More supportive evidence would help further my argument.

- Do you have enough sources? Are they appropriate to the assignment?

- Yes

- Did you send the completed peer review to your writing partner? If not, why not?

- I believe so, yes.

- In what ways did you incorporate the peer review feedback into your draft and why?

- Again, I was able to organize my thoughts properly, fix my grammatical errors,

and overall write a put-together essay/argument.

- If we had to give it a grade right now, what grade do you think the essay deserves and

why?

- I would give this essay an A- or a B+ because it is very well organized and

delivers in terms of the rubric. I would say, however, that this is not my best piece

of work and does have some holes within the writing.