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Belshaw: The Essential Elements of Digital Literacies

Related:  Week 1: What is a literacy? (*=Key reading)Support ReadingsBien être et numérique

*Belshaw: Zen and the Arts of Digital Literacies The PDF file you selected should load here if your Web browser has a PDF reader plug-in installed (for example, a recent version of Adobe Acrobat Reader). If you would like more information about how to print, save, and work with PDFs, Highwire Press provides a helpful Frequently Asked Questions about PDFs. Alternatively, you can download the PDF file directly to your computer, from where it can be opened using a PDF reader. To download the PDF, click the Download link above. From Written to Digital: The New Literacy Both the 21st-century economy and the careers needed to fuel it are changing at an unprecedented rate. Students must be prepared for nonlinear careers, pivoting to match the ever-changing work landscape. We thus need to rethink not just how we teach our students but what we teach our students. The people who were comfortable at this humanities-technology intersection helped to create the human-machine symbiosis that is at the core of this story.

Digital Literacy and Learning in the United States Americans fall along a spectrum of preparedness when it comes to using tech tools to pursue learning online, and many are not eager or ready to take the plunge For many years concerns about “digital divides” centered primarily on whether people had access to digital technologies. Now, those worried about these issues also focus on the degree to which people succeed or struggle when they use technology to try to navigate their environments, solve problems, and make decisions. A recent Pew Research Center report showed that adoption of technology for adult learning in both personal and job-related activities varies by people’s socio-economic status, their race and ethnicity, and their level of access to home broadband and smartphones.

20 Creative Bloom's Taxonomy Infographics Everybody Loves Using There is no shortage of Bloom’s Taxonomy infographics online for every teacher. From our own Bloom’s Verbs poster to the resources that can be found on Andrew Churches’ Edorigami, there’s a taxonomy tool for every purpose. (Andrew also created a very helpful chart for checking your lesson components against Bloom’s Digital Taxonomy—you can get it here.)

Framework for Information Literacy for Higher Education Filed by the ACRL Board on February 2, 2015. Adopted by the ACRL Board, January 11, 2016. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. PDF Version *Examine What Makes a Literacy in the May/June Issue A few years ago, at an ALA Annual Conference, I found myself experiencing a very peculiar day. Besides my standard sessions on information literacy, I attended sessions on civic literacy and news literacy, as well. There were conversations in hallways about digital literacy, but also about disciplinary literacy and financial literacy. For some time I’d been following discussions of transliteracy–“the ability to read, write and interact across a range of platforms, tools and media from signing and orality through handwriting, print, TV, radio and film, to digital social networks” (Thomas 2007); this was a different use of the term “literacy” altogether, not focused on forms of media as much as on areas of knowledge. It started to feel a bit dizzying, and I wondered why all these different skills were being called literacies.

Educators Need to See Themselves As…. I am working hard on my and Janet Hale’s upcoming book, Documenting Learning- Making Thinking Visible, Meaningful, Shareable, and Amplified with Corwin Press. (Estimated date of publication: Spring 2018). As I am articulate why learners (and specifically educators) should see themselves as documenters, my mind wrapped itself around the following: Educators need to see themselves as more than covering content, lecturers or deliverers of prescribed/established curriculum. We live in a time, where we learn, how we learn, when we learn and with whom we learn changes at an exponential rate. Now more than ever, we can’t rely on the old tried and tested methodology or practices, because the rules of what it means to teach and learn have changed. *Kathy Schrock: Literacies in the Digital Age I have identified thirteen literacies that our students need to become well-rounded 21st-century citizens. These literacies are not taught as separate literacies but are taught across the content areas. If you find a link that is not working, please let me know the title and I will fix it! Thank you!

Silvia Tolisano- Langwitches Blog Reflection is an important component of the learning process. It can NOT be seen as an add-on, something to be cut if time is running short. We have all heard John Dewey’s quote: *"Techquity": Going from Digital Poverty to Digital Empowerment - ASCD During my classroom teaching career, one of my middle school students once pointed out that a common back-to-school assignment was classist, racist, and full of microaggressions. The assignment many teachers in our district used throughout all grade levels was around the question, “What did you do over the summer?” In previous years, students from high-income backgrounds who created projects about their European or tropical island vacations were elevated as having the most valuable ­experiences. My student, who spent the summer working in a family restaurant and couldn’t afford an extravagant vacation, felt invalidated and marginalized when teachers put value on the summer experiences that required economic access. Furthermore, students were required to write an essay, rather than having options for choosing how to represent their experiences. Our school’s student body was diverse in racial backgrounds and income levels.

What are the 21st-century skills every student needs? The gap between the skills people learn and the skills people need is becoming more obvious, as traditional learning falls short of equipping students with the knowledge they need to thrive, according to the World Economic Forum report New Vision for Education: Fostering Social and Emotional Learning Through Technology. Today's job candidates must be able to collaborate, communicate and solve problems – skills developed mainly through social and emotional learning (SEL). Combined with traditional skills, this social and emotional proficiency will equip students to succeed in the evolving digital economy. What skills will be needed most?

Jason Ohler : Education and Technology Part II. Emergence of new media literacies Every day media create every day literacy and fluency needs Students need to be able to write new media, and teachers need to be able to assess it. Until recently, every day media forms were text-based. No longer. Leading the New Literacies: Digital, Media & Global This blog comes from a session by Heidi Hayes Jacobs at ASCD conference March 15th, 2014. She is the source of this blog and all the words are hers – just typed and worded for effect by me. Personal Note: Heidi Hayes Jacobs is a hero of mine. Seven Strategies to Teach Students Text Comprehension 1. Monitoring comprehension Students who are good at monitoring their comprehension know when they understand what they read and when they do not. They have strategies to "fix" problems in their understanding as the problems arise. Research shows that instruction, even in the early grades, can help students become better at monitoring their comprehension.