The Agee and Altariba's(2009) article on computer and literacy

Marcia M. Pearce
CTGE 7194: Qual. Inquiry
Dr. Turner
Article Reflection: All About Literacy practices and the use of computers

Article:
Agee, J., & Altarriba, J. (2009). Changing conceptions and uses of computer
technologies in the everyday literacy practices of sixth and seventh graders.
Research in the Teaching of English, 43, 1.

This study focused on sixth and seventh graders’ literacy practices, which included computer technology skills, in two large school districts. One hundred eighty-nine participants completed a survey on their concept of computer use and how the application of this new literacy impacted their reading levels. Twenty-four of the 189 participants provided researchers with more in-depth information through one-on-one interviews. These researchers really provided a clear picture of the lives and literacy practices of junior high school students and showed how computers impact their world.

“Developmentally, sixth and seventh grade students are at a pivotal point” (p. 364). I totally agree with this statement, junior high school students are at an age where what they do in and out of the classroom will have an impact on their growth both mentally and academically. Agee and Altarriba (2009) highlighted in their study that along with all of the changes that these sixth and seventh graders go through also comes a change in the world of education. The days of just reading, writing, and mathematics are long gone—literacy with computer techniques is a new focus for our youngsters. As a teacher, I feel that “the powers that be”(the higher education community) desire to replace instruction and learning with computer technology. These authors looked at computer technology and literacy in regards to how students incorporate them into their reading practices on the micro and macro levels.

On a macro level, our culture deems youngsters automatically “computer literate” and that this competency in computers leads to proficient reading. What these authors pointed out was that exposure to computers doesn’t mean students are competent in them, in addition, the use of technology may not have a positive impact on them as readers. On a micro level, students’ social and development needs often determine their level of computer usage and competency. Agee and Altarriba (2009) stated that “students who were skilled readers of traditional texts were more likely … to engage in IMING” (p. 391). They also pointed out that “less skilled readers” of traditional texts did not use computers for additional educational purposes—inquiry and gathering information for reports—but preferred to surf the Internet, play games, or engage in visual interactions.

Skilled readers tended to view computer technology as academic support, not just as entertainment. Proficient readers seemed to highlight the importance of activities that do not include computers, such as sports and social interaction with their peers. One of the students in this study stated, “I use it maybe one or two hours a day. I usually have a soccer game or something.” The Internet did not consume every moment in this student’s life. The more skilled readers limited their use of computers (self-regulated) to one or two hours a day. These participants did not value the Internet as the end-all and be-all—their families, peers, and classwork were more important than playing around on the computer. In addition, computer use did not take the place of traditional textbook reading. Some of these youngsters even mentioned that sitting in front of a computer was “physically uncomfortable” and it distracted them from “reading and learning.” Only at the end of seventh grade did these participants find the computer to be an important part of their social lives—“using search tools like Google to complete school research projects” (p. 389).

To my surprise, skilled readers, from this group of sixth and seventh graders, did not value the Internet over one-on-one social interaction with peers and family and outdoor sports. This study made a distinguishment between skilled and struggling readers—the less skilled readers used computers as a tool to support school-related tasks as well as gather information about certain personal interests. The only problem with this study is that the participants do not represent all cultures—these are students from two large suburbs—it is not truly a random sample of the school population.

Ladies(Jeta and Christy), what do you think about literacy practices as it relates to the use of the internet? Does the internet promote or hinder literacy and learning of youngsters in today's society?