Social interaction, in the virtual world increases as social network services prevail worldwide. This has triggered a requirement for a new kind of literacy that is necessary to enjoy a daily life in the virtual world.
Welcome to the IL OER wiki! This wiki was set up by Nancy Graham and Jane Secker as part of our attempts to build a community of practice for sharing information literacy teaching and learning materials as open educational resources. The site includes:
Sarah Payton & Tabetha Newman
In their new book , Digital Fluency: Building Success in the Digital Age , Christian Briggs and Kevin Makice offer a roadmap to digital fluency for individuals and organizations.
In a future shaped by technology, we must be ready to identify and rectify a host of digital divides.
20 ways of thinking about digital literacy in higher education | Higher Education Network | Guardian ProfessionalJosie Fraser , social and educational technologist, Leicester City Council First define what you mean by digital literacy: The definition I most frequently use is this one: digital literacy = digital tool knowledge + critical thinking + social engagement. Then it's worth knowing its main characteristics :
When Red Robin Gourmet Burgers introduced its new Tavern Double burger line last month, the company had to get everything right. So it turned to social media. The 460-restaurant chain used an internal social network that resembles Facebook to teach its managers everything from the recipes to the best, fastest way to make them.
Howard Rheingold isn’t too concerned about whether Google is making us stupid or if Facebook is making us lonely .
Just as one cyber gulf narrows, another has threatened to take its place. The generation that grows up on the sunny side of the new digital divide will inherit the ease and status that comes with being the literati in a world where literacy has become "digiteracy." The term "digital divide" was coined in the mid-90s to label a growing gap between those with access to computers and those without.
2.23.12 | It would seem unnecessary to drag the Girl Scouts into current political debates over social issues and cultural values, but the 100-year-old organization found itself in the news recently when an Indiana Republican state representative refused to sign a resolution honoring the organization’s anniversary. Rep. Bob Morris said he was disturbed by what he learned when he did a “small amount of web-based research” on the Girl Scouts. I’m not going to debate Morris’s conservative positions, but I am going to call into question his digital literacy skills.
As the field of media literacy education has matured over the past 25 years, its focus has evolved from WHAT is taught to HOW we teach. The Core Principles of Media Literacy Education is a NAMLE project to expand the boundaries of the field and encompass the opportunities and possibilities of 21st century learning technologies to transform both learning and teaching – from kindergarten to college. CPMLE Downloads The Core Principles of Media Literacy Education The purpose of media literacy education is to help individuals of all ages develop the habits of inquiry and skills of expression that they need to be critical thinkers, effective communicators and active citizens in today’s world.
In my Learning is learning post yesterday, I started a debate about andragogy and pedagogy. I held the position that the theory of andragogy (Malcolm Knowles) adds very little to our understanding of learning. In some ways, I argued, andragogy theory seems outmoded in the light of recent rapid developments in new teaching methods, learning resources and digital media. Building on this position, I would like to examine two further concepts - namely heutagogy (Stewart Hase) and paragogy ( Corneli and Danoff ) - which may offer more appropriate ways of framing learning in the digital age. I would like to acknowledge Martin King, who set my thought processes going down this road when he commented on the 'Learning is learning' post. Although the two terms may be unfamiliar to some, most teachers will recognise how they actually work in authentic learning contexts.
There has been a lot of talk over the past decade about the importance of Innovation as the speed of business increases, and the difficulty of creating an innovative organization. As a result of our research, we have found it helpful to consider innovation as a fluency which can be broken down into three major sets of skills: The ability to critically reflect on the past and present situation The ability to generate creative ideas for a possible future The ability to openly experiment with imperfect ideas early and often before they can guarantee that their ideas will succeed Interestingly, our research revealed that people with these abilities seem to be able to use digital media like Twitter, internal collaboration tools, etc. more easily than people who did not. Why?
Have you ever sat down in front of your computer, expecting a lot of work to be done in a certain amount of time, only to find that you have done nothing work-related at all? Or that you’ve done a lot — just not what you planned to do? Many people are thinking about the way we spend our time and what gets our attention in this digital age. Howard Rheingold calls it infotention and I’ve been learning a lot about it recently thanks to his challenging but rewarding online course, “Introduction to Mind Amplifiers.”
Global connectivity, smart machines, and new media are just some of the drivers reshaping how we think about work, what constitutes work, and the skills we will need to be productive contributors in the future.