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The Essential Elements of Digital Literacies

The Essential Elements of Digital Literacies

information fluency model Digital Information Fluency (DIF) is the ability to find, evaluate and use digital information effectively, efficiently and ethically. DIF involves knowing how digital information is different from print information; having the skills to use specialized tools for finding digital information; and developing the dispositions needed in the digital information environment. As teachers and librarians develop these skills and teach them to students, students will become better equipped to achieve their information needs. FAQDIF mapped to Common Core State Standards Common Core State Standards mapped to DIF (pdf) 1. Rubrics 2. 3. It could be argued that Competency in Ethical Use should be demonstrated by "always citing the source" and that anything less demonstrates incompetency. 4.

Digital literacy Digital literacy is the ability to effectively and critically navigate, evaluate and create information using a range of digital technologies. It requires one "to recognize and use that power, to manipulate and transform digital media, to distribute pervasively, and to easily adapt them to new forms".[1] Digital literacy does not replace traditional forms of literacy. It builds upon the foundation of traditional forms of literacy.[1] Digital literacy is the marrying of the two terms digital and literacy; however, it is much more than a combination of the two terms. Digital information is a symbolic representation of data, and literacy refers to the ability to read for knowledge, write coherently, and think critically about the written word. Digital literacy researchers explore a wide variety of topics, including how people find, use, summarize, evaluate, create, and communicate information while using digital technologies. Academic and Pedagogical Concepts[edit] Use in education[edit]

Digital literacy resources for teachers and students | Timmus Limited There’s been some Twitter chat from @dajbelshaw about Digital Literacy that has sparked some discussion, notably thoughts of operationalising Digital Literacy ( see Doug’s blog – top marks for doing some thinking on a Sunday!). This reminded me about some resources that I made for Becta just before they were quangoed. Our aim was to create some useful resources for teachers and students to use, which could easily be incorporated into existing teaching practice. (Change management methods here – unfair to ask teachers to get to grips with a new concept AND change the way they work… this method only ever grabs the attention of those keen ‘early adopters’). OK so I am taking the initiative here and will upload these resources seeing as Becta are no more. Please don’t expect rocket science – I wanted to start gently – just explain to teachers and students what Digital Literacy is and offer a framework that can assist them to grasp the basics during lessons.

8 - Digital Citizenship REP grouping (Respect, Educate & Protect) is a more global way to look at the 9 themes of Digital Citizenship. Respect Yourself/Respect Others 1. Digital Access: full electronic participation in society 5. Educate Yourself/Connect with Others 2. Protect Yourself/Protect Others 7. The resources below will assist you in modeling the REP framework for teaching and learning. Respect Yourself/Respect Others Acceptable Use Acceptable Use and appropriate use of the Internet is something that both teachers and students must understand. Bullying The Learning First Alliance has provided a new comprehensive web library about bullying, with resources from educational organizations. Twitter Etiquette If you are a twitter user, there are many good resources to learn how to use Twitter more effectively. Click the image and visit 21 Things for Students Cybersafety - visit quests 7-9 (Cyberbullying, Nobody Likes A Bully, Webonauts Academy on the web site. Cyber Safety Initiative

Evaluating Internet Research Sources Robert Harris Version Date: January 21, 2015 Previous: December 27, 2013; November 6, 2013; Nov. 22, 2010 and June 15, 2007 "The central work of life is interpretation." --Proverb Introduction: The Diversity of Information Adopting a Skeptical Attitude You might have heard of the term information warfare, the use of information as a weapon. Getting Started: Screening Information Source Selection Tip: Try to select sources that offer as much of the following information as possible: Author's Name Author's Title or Position Author's Organizational Affiliation Date of Page Creation or Version Author's Contact Information Some of the Indicators of Information Quality (listed below) Evaluating Information: The Tests of Information Quality The CARS Checklist for Information Quality Summary of The CARS Checklist for Research Source Evaluation Living with Information: The CAFÉ Advice Books you need:

s Internet Safety Resources This free interactive site is an extensive digital literacy curriculum that improves technology proficiency, builds information literacy and digital citizenship skill, and provides 21st century and project-based resources online. The 21 Things are 'big ideas' in technology and learning such as Visual Learning, Collaboration, Cloud Initiation, Digital Footprint, and much more. The student activities use free web resources designed to address the ISTE National Educational Technology Standards for Students, and the Partnership for 21st Century Skills. The non-sequential Things, delivered as project-based Quests, provide links, resources, and activities for students to earn badges and awards. Registration for teachers is required and gives access to teacher resources and a downloadable Moodle version of the site; Moodle is not required to use this site. In the Classroom Use the complete curriculum or selected Quests.

Evaluating Websites as Information Sources Studies suggest that many U.S. students are too trusting of information found on the internet and rarely evaluate the credibility of a website’s information. For example, a survey found that only 4 percent of middle school students reported checking the accuracy of information found on the web at school, and even fewer did so at home (New Literacies Research Team & Internet Reading Research Group, 2006). At the same time, the web is often used as a source of information in school projects, even in early schooling, and sites with inaccurate information can come up high in search rankings. Shenglan Zhang and I thought that we could help address this situation by laying a foundation for website evaluation in elementary school. To achieve these aims, we developed the WWWDOT Framework. Who wrote it and what credentials do they have? In teaching WWWDOT, we elaborate on each of these factors. In the study, the WWWDOT Framework was taught in four 30-minute sessions. Notes

Why should critical literacy matter to information professionals? Critical literacy is an approach to learning and teaching that has gathered momentum in recent years as it has become widely used in classrooms around the world. Critical literacy is not just important for formal education settings however. It is also relevant for libraries because it is an approach that can engage students (or other users)in more active forms of reading and more creative ways of critiquing texts, as well as equipping them with skills and strategies to challenge social and political systems. What is critical literacy? Critical literacy differs from most models of information literacy because it is not simply about the ability to evaluate information for features such as authenticity, quality, relevance, accuracy, currency, value, credibility and potential bias. Instead, it addresses more fundamental questions about the nature of knowledge. Authors and readers However, it is not just the author who has an important role. Some practical examples Buy the book