| Reading online texts requires additional and more complex skills than those required for print based reading. The problem addressed in this study was the paucity of research regarding the definition, framework, and theoretical perspective underpinning the changing paradigm of 21st century literacy skills, The purpose of the study was to develop a consensual new literacies instructional model identifying the essential school, classroom, and student factors that support the infusion of new literacy skills. The research question addressed the necessary skills, strategies, and dispositions essential for high achievement with the Internet and other information and communication technologies (ICTs). A modified Delphi design was used to formulate group judgments from 20 experts in the field of new literacy research. Following each of the survey iterations, qualitative data were reviewed, interquartile ranges were calculated, and mean scores were used as measures of central tendency to determine the relative degree of value and consensus for each knowledge statement. Four underscoring beliefs about new literacies emerged. New literacy (a) requires new social practices, skills, strategies, and dispositions, (b) are central to full civic, economic, and personal participation in a global economy, (c) are rapidly and ever-changing, and (d) are multiple, multimodal, and multifacted. Recommendations from this study suggest reform of teacher preparation programs, technology infused professional development, and articulating standards for new literacy skills. The implications for social change from this research include redefining the nature of literacy instruction to include the new literacy skills necessary for global productivity in an interconnected society. |
