What are the meanings
of literacy in the
information age?

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1. Learn from readings and discussions about literacy in the information age, including rationales, approaches, implementations, challenges, and dilemmas. We will discuss articles drawn from a diverse collection of readings.
2. Reflect upon historical processes, philosophical issues, and technical changes through small group discssions during class.
3. Study new literacy practices through an individual or small group research project. Part of the class time will be devoted to sharing what we're learning through the research projects.
4. Learn from each other as we engage in discussions about current events and our own experiences with new information and communication technologies.
5. Learn different perspectives from special topic presentations by class members.

Activities include readings each week, discussions in class and on a class web board, writing assignments, and a group project.

"We don't notice the technologies of literacy because we treat our literacy technologies as natural and inevitable: How else could one write except with a pen and paper, or a typewriter? But when we look at literacy cross-culturally, or historically, it becomes difficult to ignore the means and the media by which people communicate. That we often conceive literacy without mentioning its technologies tells us mostly that these technologies are deeply embedded in our daily practices" (from Bruce, 1998, New Literacies).

The course is organized around major themes, each comprising two or more weeks. Each of these issues is important for society generally and raises questions about the future of literacy. Each generates real controversies, and radically different opposing perspectives. Each, also poses some deep challenges to conventional understandings and practices. As the semester goes along, you will see more and more interconnections amongst these issues.

Each course unit will feature readings, audio lectures, and exploratory activities related to a theme. Assigned readings should be seen as just the starting point for your studies. Additional materials in the course bibliography, and loads of additional material can be accessed through web searches. There are no assigned readings or texts apart from the web-based materials.

See Schedule of Readings and Assignments

All students are expected to participate in a semester-long group project.

There will be both in-class and asynchronous discussions on the theme of the unit, the readings, the lectures, the activities, and discussion questions suggested by the class participants. In general, the first week of each unit will introduce the basic issues at stake; the second week will push these issues further, trying to uncover additional layers of complexity and difficulty that may not be immediately apparent in thinking about them.

Weekly writing will build upon the readings for each week.

There are no exams. Grades are based on:

• The five steps of the group project (50%),
• Readings and weekly assignments (20%), and
• Participation in class discussions (20%),
• A final reflection paper (10%).

In most cases, a group project is assumed to receive roughly equal contributions from the group members, and is expected to be more substantial than an individual project. Work must turned in on time to receive full consideration.

The grading is criterion-based. If a particular assignment would not receive at least a B, you will receive an indication of the work that is needed. If you choose to do so, you may revise the assignment in order to improve your grade.

What have you learned from the course activities? What do you see as the future for literacy? ...the most surprising changes? Do you see ways to apply that learning to your own work?

A final reflection paper