1. Reflections on
Literacy in the
Information Age
Bryan Di Gregorio

2. Previous Perceptions
I used to think digital literacy and computer literacy
were one and the same—that in order to be digitally
literate you should know how to access records and
information through online search engines using keywords.
I thought that having this knowledge was extremely
helpful, but not necessary because we still have access to
libraries with trained professionals to aide us in our quest for
information. In fact, there was a time in my youth when I
felt that studying certain facts and other information was
pointless because I could simply look it up on Google if I
ever needed to know it. I also believed if the content (from
media or the internet) was not relevant to the subject and
topic in question then it had no usefulness in a lesson.

3. Current Perceptions
After reviewing some videos on internet literacies I
now see the value in teaching these literacies even if
the content isn’t related to the subject you are
teaching. Teaching students how to analyze various
media that are well known or popular to them allows
students to look at something that sparks their interest
in a whole new way. It also helps develop higher order
thinking skills and increases their own proficiency in
digital literacy. Being digitally literate in today’s world
can be a valuable asset—it builds on current schemas
that students will be able to recollect when they leave
grade school and move on to college and/or careers.

4. Current Perceptions
(cont.)
I would still like to know how this could be seamlessly
integrated into a curriculum that currently pressures
teachers into teaching to high stakes, end-of-year
exams. There is certainly value in digital literacies, but
lessons that incorporate various media may depend
on adequate resources and time—which could
inevitably deter teachers from teaching digital
literacies except in rare circumstances. I have had
professors and also attended workshops that taught
the use of different internet literacies. I found what I
learned to be incredibly helpful especially with
research projects and creating my own lesson plans
that use technology.

5. Lesson Plan Ex: 1
• 11-12th grade
• U.S. History
• Student Product: Students are to find and analyze
an article that discusses a variety of topics on the
American Civil War including the effects
Reconstruction had on the South; what advantages
and disadvantages did both sides have; what were
the main causes of the war? Along with analysis of
the article, students are to provide annotations that
detail the process of their search, the validity of
source(s), expected knowledge level of reader,
purpose of the source, credentials of the author

6. Lesson Plan Ex: 1 (cont.)
• Lesson Overview: The lesson will cover 2-3 class periods if
on regular schedule and 1-2 periods on block
schedule—time is dependent on how much progress is
made. I will start by discussing the search process and
outlining different tools on the web (ex: Eric) and in the
school and public libraries. We will pick an example
topic and attempt to find the sources together in class
and/or in the library to show the students the step by
step procedure on how to access and utilize these tools.
I will instruct the class on proper analysis procedure (not
simply summarizing) and provide some questions to ask
oneself during the process which will also aide the task of
producing the descriptive annotations.

7. Lesson Plan Ex: 2
• 10-11th grade
• World History
• Student Product: Students will watch a video discussing
an author’s reasons for why Europeans conquered many
different native North and South American
peoples, tribes, and civilizations (Guns, Germs, & Steel).
During the video, students will be required to answer
some basic content related questions. Afterwards, they
will get together in small groups and answer some
critical thinking questions regarding the video’s
author/host, use of imagery (verbal or visual), purpose of
the video, and what emotions did the video incite. For
homework students will be asked to recall a program
they have watched (non-fictional) and answer similar
questions regarding its use of imagery or lack thereof, its
purpose, and what emotions did it expect to incite in its
audience

8. Lesson Plan Ex: 2 (cont.)
• Lesson Overview: I will start with a mini-lecture
discussing the background of the author/host of the
video, some common perceptions of the video in
the historical community, and reviewing historical
details of the events that pertains to the video. After
the video and group discussion we will have whole-
class discussion about the video. I will then ask
students to go home and watch a program (via
Youtube or broadcast tv) that is non-fictional and
something they would normally watch otherwise
and answer the same set of critical thinking
questions.

9. Lesson Plan Ex: 3
• 10-12th grade
• Economics
• Student Product: Students, in groups of 4, will create a
spreadsheet consisting of all their data and percentages
according to career salary and living cost information
(for Memphis area) which they will find on the web by
using fiscal responsibility strategies previously discussed.
They will then graph in pie chart form, the percentages
of each individual living cost. They then will read and
answer the questions from their Think Sheet by analyzing
their data.
• Spreadsheet Example (click here)
• Think Sheet (click here)

10. Lesson Plan Ex: 3 (cont.)
• Lesson Overview: I will start with a review of fiscal
responsibility and potential strategies. Students, in
groups of 4, will pick a “career” from a box at random
and using this information they will find and locate
appropriate salary information on the web. They will also
be required to find information regarding living costs (ex:
how much will rent or mortgage costs be using
mortgage calc, how much will they spend on
food, clothing, entertainment, etc.) For all of this
information, we will go through an example step by step
together. I will also facilitate the process as students are
searching for information themselves. Some
information, such as average annual tax
percentages, average mortgage rates, etc. will already
be provided by me to give students a head start. This
lesson will cover 3-4 class periods depending on length
of periods.