Jerez Rodríguez, Sonia MaríaMárquez Sánchez, Jeimmy J.2024-09-012024-09-012024-04-01https://repositorio.unicordoba.edu.co/handle/ucordoba/8653Educators have been using new literacies as new opportunities for professional learning and networking. Thus, this qualitative case study explores an English language teacher's self- directedness to learn and improve his teaching practice through his new literacies, as the type of literacy constructed to stay tuned with the demands of teaching English as a foreign language. Data was collected through semi structured interviews and class observations. The results shed light on the teacher's characteristics of self-directness which facilitated the inclusion of new literacies for learning. These were found to be opportunities to share content and knowledge with peers and students. The participant teacher also revealed his continuous construction of a literacy that goes beyond two independent skills: reading and writing. Instead, there is a view of literacy as a social practice that includes new literacies that include multiple text types using different semiotic languages representing meaning linguistically, visually, spatially, or otherwise to interact with different people. Furthermore, his literacy allows him to have strategies to evaluate the content he searches and has also given him different roles such as watcher, consumer or producer. The findings also suggest that Byron has become digitally literate, and this demands being “information savvy” and capable of identifying when information is needed, how to locate it, and how to use it effectively. These findings create an invitation for education systems to think differently about teachers' new literacies and the self-directed learning that happens through them. These can no longer be underestimated but rather seem as a means of professional learning in these times of change not only for the English language teaching but education in general.INTRODUCTION ................................9Research Questions ................................12THEORETICAL FRAMEWORK ........13Conceptual framework ...............................................13LITERACY FOR THE 21 FIRST CENTURY .................................13New literacies for the 21st century ............................................18SELF- DIRECTED LEARNING AMONG TEACHERS: A COMPETENCY FOR THE 21ST CENTURY .....................................................20Self-directed Learning ............................................21The value of new literacies to support teachers' self-directed learning ......................................25LITERATURE REVIEW ...................................30METHODOLOGY ..................................................38Research design ......................................38Context and participants ........................................39Data sources .........................................................39Data analysis .............................41Ethical considerations .......................................................41Findings................................................................42Byron’s characteristics of self-directedness ...........................43Byron’s new literacies as a means for learning and supporting his teaching practice ................49Byron’s literacy construction ...................................57DISCUSSION ...............................................66CONCLUSIONS..................................................71REFERENCES .........................................................76Figure 1. Byron’s interaction with colleagues, through multiple media sources ...........................54Figure 2. Scaffolding through whatsapp ..........................................55Figure 3. Use of Nearpod to create content .......................................56Figure 4. Nearpod as a technological source .................................60Figure 5. Partaking of personal strategies with colleagues .....................63Figure 6. Use of known sources to clear up doubts ..................65application/pdfengCopyright Universidad de Córdoba, 2024Trabajo de grado - MaestríaAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)info:eu-repo/semantics/openAccessNuevas literacidadesEstudios sobre nuevas literacidadesLiteracidadAprendizaje autodirigidoNew literaciesNew literacy studiesLiteracySelf-directed learning (SDL)http://purl.org/coar/access_right/c_abf2