‘To be literate, or not to be literate?’
One may ask what it means to be literate in the 21st century and the amount of differentiated responses would be overwhelming. The most basic and common response is probably going to be “the ability to read and write”, or stepping back even more, one’s answer might be “anything dealing with literature”. I can say that those were not my exact words when I was asked what it means to be literate.
But then I would be lying, and well lying is looked down upon, especially in an academic assignment. But after being exposed to many resources and opinions I found that it may have a deeper meaning, so I took it upon myself to do my own research. Here is my new and improved answer to this question, to be literate in the 21st century is to be able to adapt and evaluate the many multimodal texts, and the ability to understand and interpret the information that a text can provide.
In today’s world being literate requires so much more than just reading traditional texts, to be literate in this century depends upon an individual’s ability to gain skills with tools of technology, develop relationships with other individuals while solving problems in a collective way by collaborating cross-culturally, to analyze, create, and critique multimedia texts, and lastly to be able to take into consideration the ethnical responsibilities that is demanded by these modern and complex environments (Rebecca Abler). Many educators in the 21st century fear of the idea of adopting to the modern styles of teaching in this generation. Present day learning is a never-ending series of innovation in standards, students, and technology, which is the reason why learners need to be introduced to multiple forms of texts and modes, in order make learning and reading more appealing.
When discussing multimodal texts, it simply refers multiple modes of texts and resources that are available, including: images, gestures, written language, spoken language, visuals, and three-dimensional models (Alvermann & Wilson). These diverse resources are used to construct meaning and they develop communication in their own way (Alvermann & Wilson). When trying to comprehend and read texts there are many factors that can influence how you interpret texts. These factors include the context, the text itself, and the reader (Buehl 9). Making sure that the reader is open-minded, and willing to understand the text regardless of their background, personality, or preconceptions will improve the quality of their understanding. Creating an environment that is appropriate for reading is vital for a student’s comprehension. This generation is filled with problem solvers, critical thinkers, and effective collaborators and communicators, which is why establishing
“a deeper learning environment is required in order to nurture and grow such a learner” (Rebecca Alber).
The text itself must be presented in a way that attracts attention and the presentation is also a crucial component of how much, if any, information will be obtained. The language, formatting, organization, and the amount of density of important concepts, located in the text, is important to how well the learner will absorb the information (Buehl 9–11).
Technology is a 21st tool that learners undoubtedly use in order to interact with others, and access information in order to educate themselves, rather it be academically or culturally. Outside of using digital texts for research, it should be used for things such as improving literacies, youth culture, popular media, or mobile learning. Differentiating between what digital texts are suitable for the learners’ needs depends on the way in which the digital platform is designed, which is referred to as architecture, and what they allow users to achieve, is affordances (Warner 23).The affordances and architecture of digital applications impact how digital texts are used because most digital medias have different purposes, and their platforms are designed in order to promote their individual purpose. While some support interacting and chatting others are more monologic that provide no real interaction between users, and its purpose is simply to introduce new information.
This brings up the question of what determines if someone is illiterate or literate? Well that is a question that only you can answer, because who am I to say someone is illiterate when I myself have qualities that are not ‘modern’ or in other words there are many things that I am not well adapted to and familiar with due to my lack experience. Many may say that this generation is illiterate, because of the way they use social media as a tool of communication instead of interacting face to face. Or because they can comprehend a blog on a website but, yet they cannot even grasp the facts and information given to them at school on a four-pound mound of printed and outdated facts. That is why I believe that switching up how texts are distributed and communicated will help this generation become more literate in educational things instead of what drama or fake news they are reading on their social medias. In the video “RSA ANIMATE: Changing Education Paradigms”, the narrator, Sir Ken Robinson, discusses how the education system is out dated and was conceived in the intellectual culture of the Enlightenment. He goes on to state that
“they are trying to meet the future by doing what they did in the past” (Sir Ken Robinson).
Image if educators formatted a lesson in a way that reflected an Instagram or Twitter page. The student’s ability to capture the facts and discover the entire lesson would be a night and day difference. Now I am not stating that teachers should do this for all lessons or even do this exact idea, but I do believe that educators should put in the effort to capture 21st literacy in their lesson plans.
Being literate in one subject does not mean that you are literate in everything, and to not understand something does not mean that you are illiterate, because to be literate is a gradual, adapting, and learning process that is easily achieved if enough effort is given.
