摘要：Social contexts profoundly shape the changing nature of literacy. Continually changing technology opens new possibilities for communication and information, which will lead to new literacies (Leu, Kinzer, Coiro, & Cammack, 2004). The definition of new literacies can be an extension of the definition of conventional literacy. New literacies include new knowledge and skills within the context of new digital technology that enable a person to integrate and comprehend meaning from information presented in different sources effectively, and then apply this knowledge to reconstruct information (Evans, 2005; Lankshear & Knobel, 2011). Cummins, Brown & Sayers (2007) have stated that technology is critical to improving literacy among students. In addition, they also mention that engaging learners by cultivating their cognitive processes, connecting to real life situations, taking active control of learning, and promoting involvement in language learning is conducive for students to develop new literacies (Cummins et al., 2007). These instructional components are important for instructors as they evaluate technologies to ensure that they support literacy learning. Therefore, the following instructional features will be used as criteria for evaluating the I SPY School Days software. To what extent does the technology:1.Provide cognitive challenge and opportunities for deep processing of meaning;2.Relate instruction to prior knowledge and experiences;3.Promote active self-regulated collaborative inquiry;4.Promote extensive engaged listening, speaking, reading, and writing;5.Develop skills and strategies for effective learning, and6.Promote affective involvement and identity investment (Cummins et al., 2007,p.206).
