SLDF_2017_Final. Top 10 sites to help students check their facts. Digital Literacy Tips: Strategies for Online Fact Checking. Has someone you know shared an article link via email, Facebook, or another social media website that seems too outlandish to be true?
Before liking, favoriting, or re-sharing the article link, did you take a few moments to fact-check it by searching online for other sources which either corroborate or refute the article’s claims? If so, congratulations! 20 Guiding Questions To Develop A Digital Literacy Plan. DigiLit Leicester. Interested in finding out more about any of the Digital Literacy framework areas?
We’ve collected links to information and resources related to each strand to help you take your practice to the next level! Finding, Evaluating and Organising. Supporting school staff, promoting digital literacy, transforming learning. Enterprise skills and careers education why Australia needs a national strategy April2016. Connected Learning Infographic. CRAAP Test handout. Inspiring all Australians in digital literacy and STEM.
214485e. Developing digital literacies in practice. Strategies and policies will guide direction but change happens ‘on the ground’ through ‘change agents’ working to support staff and students in developing their skills and practice.
This section will focus on approaches and resources which can help those involved in staff and student support. The curriculum provides the framework for developing student digital literacies and engaging staff in dialogue around what it means to be a digitally literate student, teacher, professional etc in a particular discipline.
Welcome to the Design Studio. Digital Literacy Instruction. Digital literacy instruction in Adams 12 Five Star Schools addresses the skills that our students need to be productive, successful citizens in the 21st century.
Defining a self-evaluation digital literacy framework for secondary educators: the DigiLit Leicester project. Richard Halla*, Lucy Atkinsa and Josie Fraserb aDirectorate of Library and Learning Services, De Montfort University, Leicester, UK; bLeicester City Council, Leicester, UK (Received 15 May 2013; final version received 21 March 2014; Published: 10 April 2014) Despite the growing interest in digital literacy within educational policy, guidance for secondary educators in terms of how digital literacy translates into the classroom is lacking.
As a result, many teachers feel ill-prepared to support their learners in using technology effectively. Perspectives of Digital Literacies. Knowing the Difference Between Digital Skills and Digital Literacies, and Teaching Both. Ltu diglit project flyer. DigitalLiteracy3to16ReviewPartA. FUTL07. Digital Curriculum. US Digital Literacy. The Essential Elements of Digital Literacies : Doug Belshaw.
Teaching Teachers for the Future. This site is designed for Australian teacher educators and pre-service teachers as part of the TTF (Teaching Teachers for the Future) project.
Teachers in Australian schools will also find these packages valuable resources for understanding and using technology in the Australian Curriculum. Users are required to log in to access content. Log in Teachers currently in schools can view the site by logging in to your jurisdiction’s content portal. Once there, you can discover this resource by searching under TPACK. Teacher educators and pre-service teachers can log in through Scootle After this you will be automatically redirected back to this package.
If you are not registered contact email@example.com for further assistance. Literacy, Media Literacy and Student-centered Resources. Defining and Developing Digital Literacy – it’s far more than Facebook! – Linking Learning. Welcome to post one of two supporting the topic of digital literacy/literacies.
This post focuses on introducing a few models for understanding digital literacy, or as you will come to see, literacies. The second post pins down the tricky area of embedding the development of digital literacies – our own, and our students – into our learning and life. As educators, we probably feel as though we have a fairly good understanding of literacy. We teach students how to be increasingly literate every day. If we look at the Australian Literacy Educators’ Association Declaration on Literacy in 21st Century Australia, we can see that they base their work on the definition of literacy established by UNESCO: Literacy is the ability to identify, understand, interpret, create, communicate and compute, using printed and written (and visual) materials associated with varying contexts.
Visitors & Residents – Digital – Learning – Culture. Visitors and Residents is a simple way of describing the range of ways individuals can engage with the Web.
It’s a continuum of ‘modes of engagement’ not two distinct categories. I’ve used V&R as a way of framing research (as have others internationally) including the development of an openly licensed mapping process which can be used to kick start conversations about how individuals or groups are using the Web in various contexts. The following outline of the Visitors and Residents idea is taken from the Jisc infokit on V&R which also highlights some of the key themes which emerged from V&R related research: (or you could try the Visitors & Residents Wikipedia page) Developing digital literacies. Digital literacies are those capabilities which fit an individual for living, learning and working in a digital society.
Digital literacy looks beyond functional IT skills to describe a richer set of digital behaviours, practices and identities. What it means to be digitally literate changes over time and across contexts, so digital literacies are essentially a set of academic and professional situated practices supported by diverse and changing technologies. This definition quoted above can be used as a starting point to explore what key digital literacies are in a particular context eg university, college, service, department, subject area or professional environment. Promoting Multiple Literacies (Principles of New Librarianship) In my last post, I outlined 5 principles that I believe new librarianship encompasses.
Today, I’m going to delve into the first principle a little further: promoting multiple literacies. Which literacies should new librarianship promote? How are the literacies inter-related? Learning with 'e's: Digital literacy 1: What digital literacies? The Essential Elements of Digital Literacies. Digital Literacy: An Interview with Doug Belshaw - AACE. Twenty-first century life is fueled by information technology facilitating our actions and communication. Recognizing technology's usefulness as well as its limitations, technical skills related to varied forms of information technology use have become necessary competencies for citizenry, success in reaching educational goals and participation in the workforce.
We all need to be digital literate – but are we clear what this means? Doug Belshaw: ‘Literacy is a condition, a way of being, not a threshold or a bar to cross’ (Image by Travis Miller, flickr creative commons). Digital literacy is still an evolving concept. In many policy settings, digital literacy is used synonymous to the proficient handling of information and communication technology, demonstrated through the performance of specific tasks, such as using email, search engines, participating in online communities, or handling different computer programs like word processing or spreadsheet software. I can understand that! Dr. TEDxWarwick - Doug Belshaw - The Essential Elements of Digital Literacies.
Study Ties College Success to Students' Exposure to a High School Librarian. Moodboard/Thinkstock Attention, educators: training high school students early in digital research, partnering them with a school librarian, and providing time to practice skills can instill a high level of confidence during college. This triple play of digital literacy education was affirmed by preliminary observations of a study underway by EBSCO Information Services, an online database provider. “The seeds for researching and training for informational literacy are planted in grade nine,” says Kate Lawrence, EBSCO’s senior director of user research, who is running the study.
“There appears to be a relationship between what students were calling research boot camp in grade nine and the confidence they feel in conducting research at a college level.” Being prepared as early as their high school freshman year had a positive impact on the higher education experience.When training happened in a partnership with a teacher and a school librarian, the impact was even greater.