How to Spot Fake News - FactCheck.org. Digital Skills and Learning Report. 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! Your actions in fact-checking links suggest you have some good digital literacy skills. In this post we’ll highlight several useful, online fact-checking strategies and discuss a recent article which can be used with students to highlight this important digital literacy skill.
Digital literacy is important for everyone to cultivate today. Whether young, middle aged or elderly, we all need to sharpen our skills when it comes to determining if something we read online is factual or not. If you’re online and able to share information, you’re also able to share mis-information. What makes an online source more credible or believable? 20 Guiding Questions To Develop A Digital Literacy Plan | TeachThought.
20 Guiding Questions To Develop A Digital Literacy Plan by TeachThought Staff For professional development around developing literacy plans–digital or otherwise–contact us today. Literacy is a chief concern for both academic and professional progress. Digital literacy is emerging as a genuine concern in education as technology competes with traditional texts for student attention. There have been recent revisions in academic standards, but these should be considered insufficient to address the rapidly changing literacy needs of students. So we’ve put together some questions to help design a plan to respond on your own–and to do so based on effective and accessible data and measurement of student performance.
The consistent assessment and promotion of a student’s ability to consume and produce a variety of digital and non-digital texts is at the foundation of any school’s mission. 20 Questions As A Guide It is included as an image at the bottom of the post. 1. 2. 3. What does the research say? Resources | 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 Creating and Sharing Assessment and Feedback Communication, Collaboration and Participation E-Safety and Online Identity Technology supported Professional Development Resources have also been created as part of a number of the BSF ICT Innovation projects that have run over the last two years: Innovation Project Resources.
DigiLit Leicester | 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 | Department of Education and Training. There will be a focus on tackling the digital divide by ensuring that students most at risk of falling behind in the digital age are given opportunities to participate and engage. Upskilling our teachers The Australian Curriculum: Digital Technologies provides teachers with a world class curriculum which prepares students for the challenges of the digital economy. The Government will roll out a nationally available, free online course – with dedicated support and some start up equipment for primary and early secondary teachers to help develop fundamental teaching skills and knowledge relating to the new digital technologies curriculum Upskilling our students The Government is funding national computing challenges for all Year 5 and 7 students as well as a national competition “Cracking the Code” which will set various types of computing/coding challenges for Year 4 - 12 students.
Facilitating partnerships with industry Enhancing digital literacy through a whole-of-school approach Funding. 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. The curriculum design process is key to ensuring that digital literacies are embedded in learning and teaching. Supporting student digital literacies tends to be the focus of support activities but teaching staff need support to help address confidence and capability issues and support staff need to continually develop skills and knowledge.
Although researchers self-direct their digital practice, they still need opportunities to build confidence and develop their capabilities. Welcome to the Design Studio. Digital Literacy Instruction | Adams 12 Five Star Schools. 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.
Digital Literacy includes: Information Literacy - the ability to find relevant information; the ability to evaluate information for reliability and validity; the ability to use information to draw conclusions or create a productTechnology Literacy - the ability to select and use a variety of software, applications, mobile devices, and online tools and programs to produce digital productsDigital Citizenship - the ability to use technology (online programs and sites, computers, and mobile devices) appropriately and responsibly Digital Literacy Skills Instructional Technology and Library Services department has identified digital literacy skills for students in grades K-12. Student Use of Computers, the Internet and Electronic Communications.
Defining a self-evaluation digital literacy framework for secondary educators: the DigiLit Leicester project | Hall. 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. The DigiLit Leicester project created an infrastructure for holistic, integrated change, by supporting staff development in the area of digital literacy for secondary school teachers and teaching support staff. The purpose of this article is to demonstrate how the critique of existing digital literacy frameworks enabled a self-evaluation framework for practitioners to be developed. *Corresponding author. Research in Learning Technology 2014. © 2014 R. Perspectives of Digital Literacies. Knowing the Difference Between Digital Skills and Digital Literacies, and Teaching Both. Ltu diglit project flyer. DigitalLiteracy3to16ReviewPartA. FUTL07. Digital Curriculum | K-12 Blueprint. US Digital Literacy. The Essential Elements of Digital Literacies : Doug Belshaw. Access to Resource Packages | 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. Digital Literacy on Pinterest | 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. And so we move onto the focus of this article, which is that type of literacy we describe as digital literacy. 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. Visitors and Residents: A new typology for online engagementby David S. White and Alison Le Cornu.First Monday, Volume 16, Number 9 – 5 September 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) In recent years educational researchers have come to treat the natives and immigrants idea with suspicion. Visitor. 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.
Digital literacies encompasses a range of other capabilities represented here in a seven elements model: Digital literacy as a developmental process Defining digital literacy in your context Background About this resource This detailed guide draws on this to provide a set of practical guidance, tools and approaches. 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? And how can they be promoted?
I will attempt to answer those questions. Which literacies should new librarianship promote? There are 6 foundational literacies that I see as the root of all (or at least most) other literacies: Critical literacy views readers as active participants in the reading process and invites them to move beyond passively accepting the text’s message to question, examine, or dispute the power relations that exist between readers and authors.
How are the literacies inter-related? The diagram above establishes the relationships between these foundational literacies (in my view). Critical literacy is at the core of all the other literacies. How can they be promoted in the library? In many ways! 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. Digital Life 101.