Teaching web literacy in the age of new literacies




Brown, Alexis

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This M.Ed project was completed in order to determine the best practices for incorporating Web literacy into school curriculum. The purpose was to understand what Web literacy skills are, and how to instruct Web literacy. The theoretical frameworks that construct the understanding of this project are socio-cultural theory, new literacies, and adolescent literacies. The project is divided into four main sections: Introduction, Literature Review, Unit Plan Resource, and Reflection. The review of the literature resulted in 3 main implications for instruction and practice: 1) Web literacy must take into consideration students’ practices and beliefs; 2) Educators need to accept that the nature of the Web is complicated and demands a complex set of skills separate from traditional print text; and, 3) Web literacy must become a regular part of school curriculum. These implications resulted in the development of a unit plan which incorporates the scaffolding of Web literacy skills into the grade 8 English and Social Studies curriculum. The unit plan includes detailed instructions, printouts, and assessment for instruction in Web literacy. Finally, the reflection reviews the process that occurred from the beginning to the end of the project. The reflection includes choosing the topic of Web literacy, researching and writing the literature review, creating the resource, and personal goals for the future.



Web Literacy, New Literacy, Teaching, Instruction, Middle Years