Andrew Johnson's List: Transition in Literacy Debate

• Learners have changed as a result of their exposure to technology,
• No one medium is good for everything,
• we need a balanced media diet
• By using more visual media, students will process information better,
• tudents today have more visual literacy and less print literacy.

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• Little or no grammar teaching, cell phone texting, social networking sites such as Facebook and Twitter, are all being blamed for an increasingly unacceptable number of post-secondary students who can't write.
• Now there seems to be some solid evidence.
• Thirty per cent of students who are admitted are not able to pass at a minimum level,"

  • I'm sure the teachers of today wouldn't be able to go back a hundred years knowing what they know today and absorb useless information either.
• Punctuation errors are huge, and apostrophe errors. Students seem to have absolutely no idea what an apostrophe is for. None. Absolutely none. Paul Budra, an English professor and associate dean of arts and science at Simon Fraser University
• Instead of 'because', it's 'cuz'. That's one I see fairly frequently,"

  • Shortening the word because to increase the flow of information. or get the point across the argumentative synapse quicker.
• spelling is getting better because of Spellcheck,
• There's a notion of a golden age in the past that students were wonderful, unlike now. I'm not sure that golden age ever existed,

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• pecifically, reading on the Internet advocates a less concentrated and more aimless kind of literacy.
• not simply knowing how to read and write a particular script, but applying this knowledge for specific purposes in specific contexts of use
• Some claim that the Internet affects literacy drastically
• information and communication-technology" literacy
• Children's reading scores have actually declined dramatically since the creation of the computer.
• Many readers misjudge the accuracy of information online
• The Internet's damage on literacy through disparity of information affects the reader's ability to analyze and infer textual details.
• New forms of 'reading' are emerging as users 'powerbrowse'
• It is ludicrous to expect a child to "distinguish between what's reliable and what's not"

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