Home - Digital Fluency - Guides at Rasmussen College
The Difference Between Digital Literacy and Digital Fluency Literacy and fluency have to do with our ability to use a technology to achieve a desired outcome in a situation using the technologies that are available to us. This applies to our ability to use a hammer, nails and wood to build the house that we intend to build: ..and it applies to our ability to use digital technologies to have the intended positive effect on people and situations: Note that a literate person is perfectly capable of using the tools. Briggs, C. & Makice, K. (2012).
Developing digital literacies
Overview Many learners enter further and higher education lacking the skills needed to apply digital technologies to education. As 90% of new jobs will require excellent digital skills, improving digital literacy is an essential component of developing employable graduates. Courses that embed core digital skills, as well as subject specific use of technology, enable students to gain the skills and confidence they need to use digital technology not only to support their learning but also in the workplace. We’re working with colleges and universities to embed core digital skills into the curriculum. Developing Digital Literacies programme JISC has funded a £1.5 million Developing Digital Literacies programme 1which runs from July 2011 to July 2013, with benefits realisation activities continuing until the end of December 2013. Further information about the funded projects is available from the programme page 5and the programme blog6. Overview of JISC Digital Literacies activities
Four stages of competence - Wikipedia
From Wikipedia, the free encyclopedia Psychological states when gaining a skill In psychology, the four stages of competence, or the "conscious competence" learning model, relates to the psychological states involved in the process of progressing from incompetence to competence in a skill. The four stages suggest that individuals are initially unaware of how little they know, or unconscious of their incompetence. History[edit] Several elements, including helping someone "know what they don't know" or recognize a blind spot, can be compared to elements of a Johari window, which was created in 1955, although Johari deals with self-awareness, while the four stages of competence deal with learning stages. Stages[edit] The four stages are: Unconscious incompetenceThe individual does not understand or know how to do something and does not necessarily recognize the deficit. See also[edit] References[edit] Further reading[edit]
20 ways of thinking about digital literacy in higher education | Higher Education Network
Josie 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: • It supports and helps develop traditional literacies• It's a life-long practice• It's about skills, competencies and critical reflection on how these skills and competencies are applied• It's about social engagement Top tips for developing the digital literacy of non-traditional students: Begin by exploring the ways in which the group are already using mobile and web based technologies. Many of them will already be engaging with tech for personal use, for example Skyping relatives, keeping in touch on Facebook or using mobile phones. Literacy is not static: I like Bélisle's three models of literacy: functional, socio-cultural and transformational. Since you’re here…
Personal - Professional - Organisational: three basic online identities
There are three main ways we can characterise most peoples online internet and mobile activity and presence. Let me state up front that these distinctions are purposely blunt, but do act as effective and critical distinctions, especially when talking to people about how and why they can manage their online identities. They're also very indiscreet, leaky categories, although it is of course possible to find examples of people who's online identity is confined to or dominated by a single category. Why are these differences important? Because they provide us with the building blocks to talk about and actively reflect on our online activity. How we represent ourselves, and how we are viewed online, is increasingly a part of daily social and economic life. The three main categories I use then are personal, professional, and organisational.
What Is Digital Literacy?
Ava reads at Indian Run Elementary School in Dublin, Ohio. The school integrates iPads, laptops, and books into reading time. —Maddie McGarvey for Education Week Digital Literacy: An Evolving Definition While the word "literacy" alone generally refers to reading and writing skills, when you tack on the word "digital" before it, the term encompasses much, much more. Sure, reading and writing are still very much at the heart of digital literacy. The term is so broad that some experts even stay away from it, preferring to speak more specifically about particular skills at the intersection of technology and literacy. The American Library Association's digital-literacy task force offers this definition: "Digital literacy is the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills." Finding and Consuming In some formats, "consuming" digital content looks pretty much the same as reading print.
Digital fluency vs. digital literacy
How do we in higher education help students prepare for the future by becoming not only problem solvers but also problem creators? The 2017 report The Next Era of Human/Machine Partnerships states that 85 percent of the jobs that will be available in 2030 haven't even been invented yet.1 These types of predictive hypotheses often cause me to do a reality check. As I took time to reflect on the fact that 2030 is (incredibly) only 12 years away, I tried to think about the jobs that had not been invented 12 to 15 years ago. Did any child in 2003 say they wanted to be an offshore wind engineer, a drone operator, a data scientist, or a Lyft driver? These jobs are all new in the last 15 years. One way to provide students with a breadth and depth of skills to become big, bold problem inventors is by offering a diverse set of opportunities to master digital fluency. Jennifer Sparrow: Creating Problems to Drive Solutions How is digital fluency different from digital literacy? Note
Digital Literacy @ University of Worcester
