Web-mediated knowledge synthesis. Sounds so complex. Which it is.  But Deschryver has broken down this theory into seven conceptually manageable constructs that make it possible for the classroom teacher to implement relevant strategies as part of an ongoing effort to help students leverage the benefits of new literacies. Deschryver divides synthesis into two categories: synthesis for meaning and generative synthesis. Synthesis for meaning is self-explanatory–can you take a variety of sources and discern meaning. Generative synthesis, however, means creating knowledge that is neither implied or explicit in the sources. That is, information is found, read, dissected, reassembled, checked, and revised, until finally the resultant ideas represent something new.  The seven concepts that Deschryver outlines encompass a wide variety of new literacy skills: divergent search phrases, synthesis for meaning, in-the-moment insights, repurposing, reinforcement, note-taking, with creative synthesis as the ultimate goal of Web-Mediated Knowledge Synthesis.

Deschryver provides a rationale for the importance of the theory in terms of new literacies–in an “any time, any where” information environment, the ability to use digital information as a primary source of knowledge requires that traditional classroom practices be reshaped to accommodate the influx of digital technology in the classroom; with one-to-one technology available on most campuses in the post-pandemic educational landscape, it assumes even greater importance. A diagram shows how the parts of his theory intersect, and the article describes and gives examples of each of the seven constructs. Briefly, the further afield a divergent query is the more likely it is that new knowledge will result from generative synthesis. Synthesis of meaning can evolve from combining information from a variety of texts. Interacting with multiple online sources of information sometimes produces in-the-moment insights as learners make leaps in understanding beyond what the resources have to offer. Repurposing concepts by retaining some original components while deleting some and adding new ones can result in evolution of an idea. Background checking can reinforce ideas, and digital note-taking can enhance online student workflow. Creative synthesis–the ultimate goal–may or may not be achieved by the intersection of two or more of the strategies already mentioned. Finally, Deschryver provides a series of action steps that educators can implement in their classrooms immediately that reflect these seven steps.

The supercomplexity of new literacies is common knowledge, I think–and while this theory honors its complexity, it also breaks it down into bite-sized chunks that make its tenets accessible. In terms of my own upcoming research, I am intrigued how the seven components of this theory might interact to produce creative responses. For example, normally we think of note-taking as a way to reinforce learning. However, in the age of new literacies, note-taking can actually become the inspiration for creative thought when students find new and different ways to represent ideas from a variety of sources. If a definition of creativity includes the concept of value, then in-the-moment insights have the potential to reveal new uses for specific new literacies thereby increasing their value. The same could be said of repurposing. I wonder if structuring (juxtaposed with unstructured new literacies) consistent classroom applications of some combination of the seven elements described could, over the course of a semester, increase creative responses for students in a K-12 setting (as opposed to the positive results found in the higher ed setting). I also wonder if there would be differences in the results of such a study between different subject areas. Would creative responses increase in science classes as well as history classes? 

I think we need to view the new literacies as the muse for new ideas. Yesteryear, dialogue with colleagues and other intellectuals served as sounding boards for famous geniuses (like Einstein). I think today’s muse is the web and the myriad sources it gives its users access to. Thus, we (teachers, students, humans) need to learn to converse with the internet in a dialogue that will lead to the creative evolution of new ideas.  

DeSchryver, M. (2015). Web-Mediated Knowledge Synthesis for Educators. Journal of Adolescent & Adult Literacy, 58(5), 388–396.