Importance of Digital Literacy for Future Adaptation

There is no denial behind the rise of digital technologies becoming a part of everyday life for some. These digital devices, such as cell phones or computers, have become so common in everyday use that at times can become inconvenient if individuals don’t own such devices. As society continues to progress with these digital shifts, it leaves an interesting question on how these shifts are affecting individual’s lifestyles beyond just the conventional calling or texting. In Danielle DeVoss et al.’s ‘The Future of Literacy’, a chapter written in a book focusing on expanding student’s writing and literacy, provided four case studies that explore the concept of literacy consistently changing as society advances digitally and implores the need to revamp the education system to properly meet these digital demands. In this essay, I will explore the contents within ‘The Future of Literacy’ as well as provide personal and peer digital experiences to show how it affects both classrooms and daily life experiences.

In Danielle DeVoss et al.’s, English professors, ‘The Future of Literacy’ begins with proposing literacy practices are beginning to change with the rise of digital environments. In particular, suggesting educators are not able to give their full support and truly challenge the new digital literacy skills students are learning on their own time. DeVoss et al. researches this argument through conducting four case studies that range from two different generations. Although having two different generations, a pattern DeVoss et al. found between all four cases was the lack of support educators could provide to promote student’s newfound digital skills, causing the case study participants to develop such skills during personal time. Leading to DeVoss et al. calling for educators to “change their attitudes about literacy in general, and they will need additional technology resources so that they can work more closely with students to learn about the new, self-sponsored media literacies these youngers are developing and practicing online” (209). In making this comment, DeVoss et al. argues that educators need to not only be open to the idea of incorporating digital environments but also get proper equipment to effectively develop students’ digital skills. Essentially putting all the focus and responsibility on literacy educators to educate and challenge students’ digital capabilities. Although I agree with DeVoss et al. up to a point, I found myself still considering other factors outside of classroom settings that could also play role in allowing students to easily understand the digital world. For example, all participants in the four case studies had previous experiences with digital environments in day to day lives. Therefore, already developed a skill beforehand and easily transitioned into society’s demand for these digital skills. However, if they were to include a case study where the participant that didn’t have access to digital devices beforehand and found it difficult to learn basic digital skills. Would the problem be the lack of support from educators or lack of accessibility to practice on their own?

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When conducting my own research through personal experience, I found the problem was actually both. In an attempt to learn a new digital skill, I decided to learn 3D printing at MakerSpace located near my college campus. During this visit, an instructor who specialized in 3D printing gave us a quick run-down on the terms we’ll need to know, introduced the materials we’ll be using, and demonstrated how to use the 3D printer to get the final product. Once we became aware of what the instructor expected of us by the end of the session, it was now time to physically recreate what we learned on our own. First, we were instructed to follow a written step by step process on how to acquire a 3D model through downloading files and navigating through software. Next, we transferred the model to a 3D printer in a removable drive and navigated controls on the 3D printer to begin the print process. Once the model was finished, post processing consisted of improving the appearance of the printed model.

Moraski’s case in DeVoss et al.’s ‘The Future of Literacy’ compared to my experiences in MakerSpace was switched in roles. In Moraski’s case, she had already established the basic digital literacy skills needed in the classrooms like using PowerPoints. Therefore, when she sought out and practiced more advanced digital skills on her own time, she found the non-digitally exposed instructor wasn’t able to challenge the new skills she had learned beforehand. In my