Still new to Bluesky—and to using social media as a space for academic reflection. Posting, replying, and connecting here has turned theory into dialogue. It’s been a learning curve, but also a reminder that digital literacies grow through participation.
#edu800fall25 #DigitalLiteracies

Leander & Burriss (2020) explore what it means to teach with machines. As AI and algorithms shape how knowledge is formed, how can educators ensure technology amplifies—not replaces—human connection and critical thought?
#edu800fall25 #Leander #AIinEducation #DigitalLiteracies

Mills (2010) reminds us that literacy is multimodal—visual, spatial, and interactive. As AI reshapes how students create and communicate, how can we help them move from consuming media to designing meaning?
#edu800fall25 #Mills #DigitalLiteracies #AIinEducation

Leander & Burriss (2020) blur the lines between learner and technology. What does “teaching with machines” look like when AI becomes part of meaning-making?
#edu800fall25 #Leander

Knobel & Lankshear (2014)
If literacy is social, teaching must be participatory. Knobel & Lankshear (2014) challenge us to design classrooms where collaboration and co-creation are central, not optional.
#edu800fall25 #Knobel

Leu & Forzani (2012) highlight how new literacies evolve faster than policy. How can institutions ensure digital access translates into opportunity, not just connectivity?
#edu800fall25 #Leu

Digital literacy isn’t just access—it’s agency. Mills (2010) reminds us that technology alone doesn’t close equity gaps; it’s how we empower diverse learners to create, connect, and question that defines meaningful inclusion.
#edu800fall25 #Mills

Such a key challenge for educators—anticipating literacies that haven’t yet emerged. Maybe the goal isn’t to predict every change but to build learners’ adaptability, curiosity, and critical thinking so they can thrive amid constant innovation.

#edu800fall25 #Leu

Knobel & Lankshear (2014) suggest that “new literacies” are defined by social participation more than by technology itself. How might this shift challenge traditional ideas of authorship, collaboration, and academic integrity in digital learning spaces?

#edu800fall25 #Knobel

Leu & Forzani (2012) argue that each new phase of the web transforms what it means to be literate. How can educators prepare students for literacies that don’t yet exist—especially as technology evolves faster than curriculum design?

#edu800fall25 #Leu

Mills (2010) highlights how the “digital turn” reshapes what it means to be literate in multimodal, networked spaces. How can educators balance traditional literacy instruction with the new demands of digital, participatory learning?

#edu800fall25 #Mills

If, as Leander & Burriss (2020) suggest, we now read and become 1 with machines, what does that mean for critical literacy? How do educators teach students to question, co-create, and think critically in a world shaped by AI/algorithms?

#EDU800fall25 #Posthumanism #DigitalLiteracies #AIinEducation

If “new literacies” are defined more by social practices than by digital tools, how should educators rethink assessment? Are we measuring skills—or participation, collaboration, and meaning-making? (Knobel & Lankshear, 2014)

#EDU800fall25 #DigitalLiteracies #EdTech #OnlineLearning

Teaching courses using Canvas and Engageli, I see Knobel & Lankshear’s idea in action—students learn best when they create and connect rather than just consume. New literacies thrive through collaboration, authenticity, and shared meaning-making.

#EDU800fall25 #Engageli #Canvas #OnlineTeaching

Knobel & Lankshear (2014) remind us that “new literacies” aren’t just about tools—they’re about social practices, collaboration, and participation. In EDU800, I’m exploring how this mindset reshapes how we design and experience learning online.

#EDU800fall25 #DigitalLiteracies #OnlineLearning

Literacy keeps evolving—each new web generation expands what it means to read, write, and connect. In EDU800, I’m reflecting on how educators must help students adapt and thrive in a world of constant digital change (Leu & Forzani, 2012).

#EDU800 #DigitalLiteracies #EdTech #OnlineLearning

The “digital turn” redefines literacy as multimodal, networked, and social. In EDU800, I’m exploring how platforms like Engageli and Canvas become spaces of meaning-making where students connect and create (Mills, 2010).

#EDU800 #DigitalLiteracies #EdTech #OnlineLearning