A broader definition of computer literacy

In Chapter 5 of Multiliteracies for a Digital Age (2004) Selber explores how instruction in english, composition and ICT tools should be integrated in higher education. This chapter examines the requirements for change in order for this shift to occur. Although much of his exploration and reasoning are related to higher education, I believe many of the arguments could be applied to how the literacy classroom in K-12 education will also need to shift as a result of the growing importance of ICT in daily life.

In his examination there are five nested and spiraling contexts that must be examined and utilized in order to make change; these are technical, pedagogical, curricular, departmental and institutional (Selber, p. 185). Certainly these 'nested contexts' (yes there is that context word again) ring of the elements involved in TPCK - where change of instruction to a more powerful model with the integration of many quality aspects of teaching and learning results from the interaction of many forces, not a simple switch to a technical solution.

In his analysis I really appreciated two elements that I have not yet found in the TPCK model literature. First he acknowledges the struggle and needs of change in an educational setting. Although the TPCK model can be implemented by a single teacher, this chapter helps to explore how to make the change process more systemic in nature. The second elements, which is certainly present in the TPCK literature (but I haven't read anything on it explicitly yet) is the fact that the 'nested contexts' mean that teachers and those in education need to shift away from 'either/or' to a more systemic approach. "Systemic approaches offer teachers a conceptual frame of reference that shifts attention away from oversimplified cause-effect relationships, often between just two variables, and toward networked conceptions in which causation is considered to be a mutual, multiple, and contingent phenomenon, one that can be difficult to trace and pin down" (p. 190). I love this move away from simplification of solutions and towards a realization that in order to make change in educational settings we will need to approach and development many layers at once.

Another point that is emerging in much of this literature on changing the nature of literacy instruction with the inclusion of multiliteracies is the fact that these shifts will cause fundamental shifts in the authority of the teaching position and teachers will need to be able to embrace their role as co-learner in the educational process (p. 201). It seems to me that this shift in role is a salient point to discuss with preservice teachers as it may be in conflict with the model they experienced as a student. Another avenue of exploration for me might be to consider having students redesign an existing unit from practicum in 302 - as way to help them take a static form of teaching and shift it (this idea came from a project that Selber has his students do - a webdesign project for a 'client' in the local area - I love the idea and think it could foster great development and conversation on many levels p. 220).

His ideas were exciting on many levels to me. He agrees that there is a shifting landscape in what it means to be literate and that shift means a shift in the teaching and learning contexts must occur. I believe his ideas could be taken out of higher education and considered for education in general, but certainly appreciate his passion and interest in shifting how english departments and technology infrastrutres, personnel and curriculum interact.