The epochal changes have definitely affected the definition of literacy. As new social practices, new ways of communicating, new ways of disseminating information, and new ways of teaching and learning strategies are being established, new literacies will emerge too. The study explored and outlined the new literacies of online research and comprehension and incorporated those new literacies into the assessment practices. The teacher-researcher utilized a qualitative approach, think-aloud observation, and retrospective interviews as the instruments to collect the data from the student-respondents. Guided by the Integrated Theory of Online Education (Anderson, 2011) and the perspective of the Lowercase Theory of the New Literacies (Leu et al., 2013), the conduct of this study revealed that the students were able to elicit new literacy skills and strategies under each process of online research and comprehension. Additionally, it was found that not all of these new literacies could be integrated into a single assessment. Nevertheless, incorporating new literacies is a process that teachers and students should not ignore both in teaching and assessment practices (Kingsley et al., 2015).
Samantha Fabellon is a faculty of the Institute of Education, Undergraduate Studies. She obtained her master’s degree in English Language Teaching from Far Eastern University-Manila. She handles general education and professional courses at the undergraduate level. Her research interests include language teaching, literacy, and language curriculum.