Literacy In Information Era

Why are Americans more literate in the information era
The driving force in the information era is the personal computer and the Internet. Since the development of the PC on the 70s and the cellular network in the 80s, digital technology has become a major feature of the everyday life of Americans. Communication technology comprises many forms of electronic communication. This includes e-mail, blogs, chat rooms, social networks, and instant messaging. The young adults and children in school current are known as the digital age. Unlike the older generation, they have grown up exposed to technology from a very young age. Study indicates the use of key communication media, such as the Internet is established at the age of five (McCannon, 2005).
Computer mediated communication has significant effects on the development of language and literacy skills, especially for the developing mind. An average teenager in the country owns about four media devices. The young adults spend much of their time in their rooms engaged in electronic communication with their friends and gaming partners.
The available evidence suggests that the rules of conversation are upheld in electronic communication. The nature of electronic communication enhances the pragmatic language skills of the users. This is because there is need to provide more contextual information while using computer-mediated communication. Frequent users of Internet chat rooms develop communication strategies that fit the chat room environment. The users of the chat rooms indicate recognition of social context in their communications. The users adapt their messages to fit the audience and the environment. This suggests a soaring rank of cognitive attentiveness in terms of practical skills (Callins, 2006).
Computer use support the development of broad cognitive skills that in turn hold up the improvement of advanced categorize of language and literacy skills. Some scholars suggest that a link exist between computer use and attention problems, especially in children and teenagers. This attention problem affects the learning process. Recent studies indicate that the heavy use of electronic media, including the television has mild influence of the attention of the user. There is no link between computer use and deficit hyperactivity disorder (Koltay, 2011).
Available evidence suggests that although computer may be available to students, the benefits received by the students may vary. Money for federal funded programs, such as the Title 1 often goes to the purchase of computers for schools in low-income neighborhoods. The low-income neighborhoods often comprises of minority groups, such as the Blacks, Hispanics, and Asians. Those in high-income areas tend to have more access to computer and often reap the most benefits. Even in instances which the students in both the low and high-income areas have a comparable student-computer ratio, the more affluent schools engage in more challenging activities. The benefits from computers often increase with increase in income.
Little research is available on the effects of computer on spelling and grammar skills. Some scholars hold the view that the use of computer communications, such as instant messaging and texting in which the user writes in short abbreviations may impair writing skills. There is a fear that students used to this form of communication may use the abbreviations in examinations and office communications. There is, however, no data available supporting this notion. The available data indicate that the use of abbreviated text is beneficial to the users. This is because it results in the development of phonological processing skills (Callins, 2006).
The computer is shaping what it means to be literate and skilled. The nature of knowledge in the current world is very different from that in the past. In the past, knowledge was available only in textbook format. Currently, the computer represents information is interact and interest ways. Information content on the computer includes color, multimedia images, and hyperlinks that connect to other related information. The evaluation of literacy in the information era warrants a different approach. This is because the computers have changed to definition of literacy. The use of the previous definition can only result in misleading interpretations in this era. The computer is an integral part of the current society; therefore, the definition of literacy must encompass the wide skill sets introduced by this development.
Consequences of this trend
Technology is shaping the nature of the literacy. It is not possible to define literacy effectively without include technology and the resulting skill sets. Computer and the Internet are used increasingly in the classroom and the work environment. For a well-rounded individual, the ability to use and operate the computer is paramount. The nature of technology and computer is that it is constantly evolving. The definition of literacy is tied to technology and is too continuously changing. To remain literate in this era, one must not only learn how to use computers and other technologies, he or she must also continuously upgrade knowledge as the situation demands. In the classroom, the computer technology is combined with the traditional forms of education. This enhances the students learning in the traditional curriculum and the basic skill areas
Literacy in the information era is tied to technological skills. Technology affects all spheres of life. Humans live in a technological world. This has been the case since the development of writing. Historical periods have names that depend on the level of technology at the time. This includes Bronze Age, Stone Age, and Iron Age. In the current world, technology is involved in making important decisions that affect the humans in a numbers of ways. This includes health, social, and environment ways. In the information era, the demand for technological skills as part of literacy is a factor integral to the successful development of an individual. The traditional functions of reading, writing, and speaking remain central to literacy. The prevalence of technology in the contemporary society creates a new literacy need that one must meet to qualify as literate (Callins, 2006).
The contemporary society is undergoing a social revolution. Homes, workplace, and shopping complexes are adopting digital technology as a normal part of daily life. With an increase in the speed and accessibility of the Internet, the sources of information are changing rapidly. Current studies indicate declines in the time spend watching television and an increase in the time spent on the Internet. The Internet and computer is replacing other media of communication and information sharing because it enables easier networking and collaboration. Unlike in the past where literacy included ability to read and understand information on print media, the current definition include understanding information displayed in highly interactive and complex designs. This includes hyperlinks, pop-ups, and icons. To ensure the competitiveness of the youth and the country in the future, the curriculum must respond to the changing definition of literacy. This ensures literacy in America improves from the current ranking in the world (27). This will also help Americans become critical creators and consumers of information in the range of technologies available today and in future (Koltay, 2011).
Conclusion
The fast change in information and communication technology has resulted in the continuous change of the literacy. It is impossible to define literacy comprehensively without considering technology and the skill sets required. The heavy application of technology in every aspect of life ensures this link between technology and literacy. The rapid change of technology and the literacy definition thereof is driven by the economical and social factors. Central to literacy development is education. The challenge facing curriculum developers is how to effectively plan for education while the heart of the education is constantly changing. Because it is impossible to define the nature of literacy in the future, the best alternative is to define the principles at work. Considering the principles at work, the planners can develop a curriculum that employs the principles and is adaptable to changes based on the principles. The information era is influencing and reshaping every spheres of life. The definition of workable knowledge is dependent on the technology used in the information systems.
References
Callins, T. (2006). Culturally responsive literacy instruction. Teaching Exceptional Children, 39(2), 62-65.
Koltay, T. (2011). Information literacy for amateurs and professionals. Library Review, 60(3), 246-257.
McCannon, R. (2005). Adolescents and media literacy. Adolescent Medicine Clinics, 16(2), 463-80.