While scholars of literacy studies push the envelope and explore ideas such as multi-modality, digital writing, and critical literacy, our colleagues in K-12 classrooms continue to face a number of challenges. Most notably, countless elementary, middle, and high schools are now preparing for the Common Core State Standards as well as the PARCC/SBAC assessments that will be implemented in the 2014-15 school year. What will these changes bring to an already narrow vision of literacy proffered by a years of NCLB-style “reforms?”
- In this era of corporate education reform, where “educational technology” and “networked learning” are often euphemisms for standardized curriculum packages that can be sold and delivered online, how do we help students and colleagues maintain a broader vision of literacy?
- Given the reality of these new standards, how might we leverage the demand in the CCSS to “Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently” to teach multiple literacies?
- With the large variety of organizations that are touting plans for education reform, with whom can we ally our efforts? With which constituencies do we need to collaborate with as we try to broaden the vision of literacy — and the technologies needed to enable those broader visions — while still maintaining our core beliefs about literacy learning?