New Literacies - Chapters 1 &2

I understand (after reading chapter one) that we have moved from 'reading and writing' as a way of life to 'literacy'. Not that I didn't know this before, but there seems to be more of an emphasis on literacy as it relates to not only one's personal life, but the economy and industry.
The first chapter was somewhat confusing and not as enjoyable as the second. But I got the whole experimental piece conducted by Paulo Freire in Brazil and Chile. And again, I hate to reiterate what I said in my response to the last literature we had to read, but none of this is earth shattering news. Basically the article is saying that reading and writing skills will no longer guarantee success in this postindustrial world without applying the three dlmensions of literary: operational, cultural and critical, which is why teaching 'ebonics' would not work today and why it did not work when it was presented as a platform for teaching African American students years ago. It did not include the operational or critical dimensions; it only included the cultural and some of us would have argued that it was not an accurate depiction of the culture.
Being African American, when I read any piece of literature on literacy or education as a whole, I can't help but think back to historical times when it was actually against the law for my people to read or write. White America knew then and know now that knowledge is power. When the playing fields are not even you are going to have consequencies like illiteracy.
In chapter one, Freiere worked with peasants groups in Brazil and Chlile and learned through his studies that when these people learned how the world works, they were less prone to oppression.
After the Civil War, when our country moved towards industrialization, scores of people did not want the change nor were they ready for it (in fact, that was part of what the war was about). It's the same to day with the advent of technology.

The whole digital literacy idea or concept, though it is a reality in our lives, schools and the world, again, is not something to which all people have access. Digital literacy, according to Gilster is, "the ability to understand and use information in multiple formats from a variety of sources when it is presented via computers and particularly through the medium of the internet." However, I know few people, colleagues and teachers alike that are literate in this area (myself, included).
Negroponte, in chapter 2 talks about putting a value on his computer when checking into a hotel. I can certainly relate. I have a greeting card company and shortly after buying a brand new IMAC G5, my computer died containing the designs for many of my products. An insurance company's value on what I lost would differ greatly from my estimation. The insurance company would think of the loss as a piece of equipment or "atom", while like Negroponte, I thought of my computer and the data stored in it as far more.
Though I can relate to Negroponte, in contrast, clearly, I see myself in the category of the "immigrants" and "newcomers". I don't see myself as totally 'digital' in my orientation to the world. I see myself fitting into MINDSET 1, but I see parts of myself in MINDSET 2 as well. I understand that the world has changed (which could put me in Mindset 2), but I have not kept up with many of the changes relative to technology.
When I initially got an AOL account. I placed 'parental guards' on my own account because I was not comfortable receiving mail and communications from people I did not know. Similar measures are being used by my school district relative to accessing websites and I find it extremely annoying and restrictive; I feel like I'm not being treated as a professional when I try to go to a website that is not educationally based and the infamous 'web-block' page pops up. The constraints, are protective measures, however, as cited in chapter 2, they take away from the whole technological experience.

Basically, (in my understanding), 'new literacy' boil down to the 'haves' and the 'have nots'; those that not only have the technology but know how to use it and access it in every facet of life and those who either do not have the technology or have it but are digitally illiterate nonetheless.
I have young nieces and nephews like Violetta, but not students. My students are special needs students most of whom come from impoverished households. To say that most of them know how to navigate the computer and internet would be an overstatement; a realistic figure would be less than 10%.
The world is significantly different and as we 'reckon with physical space' we must also "reckon with cyberspace'. However, with all the new this - and new that - going on, I feel the basic fundamentals of life (e.g., remembering phone numbers and students being able to calculate in their head) are being lost in translation.