Journal Reflection: Reimagining Literacy Through a Digital Lens (M2: Blog Post 2 - How New Literacies are Relevant to us)

 As someone transitioning from a 13-year career in real estate into education and technology, I’ve been reflecting deeply on what it means to be “literate” in today’s world. The readings this week challenged and expanded my understanding of literacy—not just as reading and writing, but as a dynamic, multifaceted set of practices that empower learners to navigate, create, and connect in digital spaces. This shift feels personal and urgent, especially as I work toward building learning platforms that help students feel seen, heard, and equipped for their futures.

One of the most striking takeaways came from the American Institutes for Research brief, which emphasized that digital literacy is not a single skill but a constellation of competencies—including basic computer use, network literacy, digital problem-solving, and media literacy (Vanek, 2019). These skills are essential not only for academic success but for workforce readiness and civic participation. As a former realtor, I saw firsthand how digital fluency shaped client relationships, marketing strategies, and access to resources. Now, I want to ensure students, especially those historically underserved, gain these same tools to thrive.

The International Literacy Association (2018) added a powerful layer by framing digital literacy as a matter of justice. It’s not enough to hand students devices; we must design learning environments that reflect their lived experiences and cultural contexts. This resonated deeply with my goal of creating platforms where students don’t just consume content—they contribute to it, remix it, and see themselves in it. I was especially moved by the idea that digital tools can amplify student voices that might otherwise go unheard.

The Iowa State University chapter on multiple perspectives of literacy reinforced that literacy is socially situated and culturally responsive. It’s not just about decoding text—it’s about making meaning across modes, from emojis to podcasts to collaborative Google Docs (Beecher, n.d.). This challenges traditional notions of “academic” literacy and invites us to honor the diverse ways students communicate and learn. It reminded me of the importance of designing with—not just for—learners.

NCTE’s definition of literacy in a digital age (2019) pushed me to think critically about access, equity, and agency. Literacy today means being able to participate effectively in a networked world, curate and create across contexts, and advocate for inclusive tools and texts. This aligns with my long-term goal of developing platforms that don’t just deliver curriculum but foster connection, creativity, and critical thinking.

Finally, Sang’s (2017) exploration of new literacies and multiliteracies offered a framework for understanding how literacy is evolving. The concept of “designing social futures” struck a chord—especially as I imagine students using digital tools to shape their own narratives and communities. Literacy education, then, becomes less about conformity and more about transformation.

In my future work, I plan to integrate these insights by:

• Embedding digital problem-solving and media literacy into curriculum design

• Prioritizing culturally sustaining pedagogy and student agency

• Creating multimodal learning experiences that reflect real-world contexts

• Ensuring equitable access to tools and platforms, especially for marginalized learners

Ultimately, these readings affirmed that literacy is not static, alive, evolving, and deeply human. As I pivot into this new chapter, I’m committed to helping students not only master digital skills but use them to tell their stories, pursue their goals, and feel truly seen.

References

Beecher, C. (n.d.). What is literacy? Multiple perspectives on literacy. Iowa State University. Chapter 1. What is Literacy? Multiple Perspectives on Literacy – Methods of Teaching Early Literacy

International Literacy Association. (2018). Improving digital practices for literacy, learning, and justice: More than just tools [Literacy leadership brief] Literacy Leadership Brief: Improving Digital Practices for Literacy, Learning, and Justice

National Council of Teachers of English. (2019). Definition of literacy in a digital age. https://ncte.org/statement/nctes-definition-literacy-digital-age/

Sang, Y. (2017). Expanded territories of “literacy”: New literacies and multiliteracies. Journal of Education and Practice, 8(8), 1–10. https://files.eric.ed.gov/fulltext/EJ1139059.pdf

Vanek, J. (2019). Digital literacy [Issue brief]. American Institutes for Research. https://www.air.org/sites/default/files/TSTMDigitalLiteracyBrief-508.pdf