2.2 Defining Digital Literacy - Open Textbook Defining digital literacy (or literacies) is difficult given the contested and common sense understanding of literacy described above and the host of competing terms in the arena of new technology – these include information literacy, computer literacy, internet literacy and hyper-literacy. In addition, the object of digital literacy is constantly moving; as Helsper comments, definitions keep changing because the digital and cultural environment keeps changing (Helsper 2008). One consequence of this is a degree of ambiguity in the use of the term, what Zac and Diana refer to as the ‘inherent squishiness’ of digital literacy (Zac and Diana 2011). The concept of digital literacy was introduced by Paul Gilster in his book of the same name (Gilster 1997). knowing how technology and media affect the ways in which we go about finding things out, communicating with one another, and gaining knowledge and understanding.
DRAFT Digital Literacy Standards - Definition Digital Literacy is “the interest, attitude and ability of individuals to appropriately use digital technology and communication tools to access, manage, integrate, analyze and evaluate information, construct new knowledge, create and communicate with others in order to participate effectively in society”. Basic elements of this definition include: Participation Access Integration Analysis Evaluation Management Creation Communication Empowerment Many organizations use different terms such as ICT (information and communication technology) standards, educational technology standards and others; we view these terms as synonymous with digital literacy standards. Development of Standards A group of B.C. educational leaders have begun identifying digital literacy standards for our learners. The Draft B.C. Draft Profiles for Technology Literate Students (PDF , 300KB) We invite you to look over the work of the group.
Becta Schools - Learning and teaching - Digital literacy - Digital literacy guidance for schools Becta Local authorities Becta Local authorities . Research About Local authorities Becta provides advice and guidance to local authorities to support and encourage schools to improve learning with ICT. We do this by providing information and tools for whole school improvement and best value procurement. Government strategy Funding Self-review framework Procurement E-safety Personalising learning Extending opportunities Get involved Publications Recent publications Download or order Becta publications. Becta Last update: 2011 Becta Schools Becta Schools Most of our online resources are now available under the Open Government Licence for anyone to re-use. Becta research Becta research . Becta home Becta home Most of our online resources are now available under the Open Government Licence for anyone to re-use. Further education and skills - Becta Further education and skills - Becta . Industry and developers - Becta Industry and developers - Becta . Becta research Becta Schools Becta Schools .
Digital Literacy Definition and Resources What is Digital Literacy? The ability to use digital technology, communication tools or networks to locate, evaluate, use and create information. 1The ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers. 2 A person’s ability to perform tasks effectively in a digital environment... Literacy includes the ability to read and interpret media, to reproduce data and images through digital manipulation, and to evaluate and apply new knowledge gained from digital environments. 3 What is a Digital Learning Librarian? The Digital Learning Librarian at the University of Illinois works collaboratively with librarians and faculty to create tools that help to integrate the library into the teaching and learning process. One result is the creation of online resources that focus on infusing library and information skills with instructional technology to help individuals obtain digital literacy. @ Other Institutions... Resources
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 Further resources
The Remind101 Blog by Andrew Marcinek For years, teaching technology concepts has been a process that required a device in order to teach. Students learned about computers in computer class. Computer class was a stand alone course that rarely integrated with the content area subjects beyond research and word processing. However, teaching digital literacy does not require devices at all. Teaching Online Discussion This lesson or ice-breaker is one of my favorite ways of introducing a variety of online and social media skill sets without any technology present. When the students arrive, prompt them to hover around a table and remain silent. Give each group three to five minutes to compose their thoughts and respond to others. Posting Online Before we rush off to sign students up for their own blog, it’s imperative to teach students digital etiquette offline before they move forward. The next phase of this lesson would allow students to literally post comments to the “wall”. #Vocabulary
The Heritage of Digital and Media Literacy When people think of the term “literacy,” what generally springs to mind is reading and writing, speaking and listening. These are indeed foundational elements of literacy. But because today people use so many different types of expression and communication in daily life, the concept of literacy is beginning to be defined as the ability to share meaning through symbol systems in order to fully participate in society. New types of texts and new types of literacies have been emerging over a period of more than 50 years. These concepts must not be treated as competitors. We can consider different types of literacy to be part of the same family. Although they reflect distinct and important theoretical ideas and values from different disciplinary traditions and historical contexts, effective programs in all of the “new media literacies” reveal many similarities. Teacher education programs recognize the importance of preparing future teachers to be skilled in digital and media literacy.
Digital Agenda for Europe The 2013 Safer Internet Forum edition saw the full deployment of the European Strategy for Better Internet for Kids, with the thriving Safer Internet community, powered by the Safer Internet/Better Internet for Kids programme of DG CONNECT. Again, it has shown its full potential, supported by the good work of INSAFE/INHOPE and the Centres. These are just a few impressions and Tweets from the busy two-day conference. Best proof - discussions are still ongoing on #sif2013. The 10th Safer Internet Forum event: for young people, with young people and by young people; here the Pan-European Youth panellists - photo by @Insafenetwork The event got off to a dynamic start with Director General of DG CONNECT Robert Madelin, sketching the Digital Agenda frame for the debates: digital is natural and technology is good, however one has the right to remain safe online, through peer coaching and having a mentor within reach. One issue which appeared right from the beginning - anonymity and trust:
eu - Ads, the internet & the icon revealed Ads & the cost of content Just like TV, advertising helps fund the email, news, videos, social networks, music and more that you like to interact with and enjoy online. Without ads, you’d have to pay around £44* per month per household for web services. More relevant ads When you see the icon (the little triangle), you’re hopefully seeing ads that are more interesting to you, rather than ads that are just meant for everyone. How does it all work? To make ads relevant, brands need to know a little bit about what you like – but not who you are. Tune in! Learn even more about managing your online choices >> Companies who’ve given their support to this campaign
Digital Literacy – delivering the agenda within colleges and universities at JISC On Air Episode 6: Delivering Digital Literacy- delivering the agenda within colleges and universities (Duration: 21:34) Listen now Subscribe via RSS Subscribe via iTunes Download MP3 Read the show transcript In the sixth episode of our online radio programmes – JISC On Air – we are exploring how universities and colleges can help teaching staff, researchers, support and administrative staff to develop their digital literacies – those capabilities which prepare an individual for living, learning and working in a digital society. The show highlights how colleges and universities are developing holistic approaches and strategies for supporting the development of these skills and capabilities. In the show Kim also speaks with Dr Andrew Eynon who is leading the Personal Actualisation and Development through Digital Literacies in Education project at Coleg Llandrillo. For further information on JISC’s work in this area visit: www.jisc.ac.uk/developingdigitalliteracies
Digital Literacy Fundamentals Introduction Today’s youth are often called ‘digital natives’ by adults because of the seemingly effortless way they engage with all things digital. It’s easy to see why: Canadian youth live in an interactive, “on demand” digital culture where they are used to accessing media whenever and wherever they want. Instant-messaging, photo sharing, texting, social networking, video-streaming, and mobile Internet use are all examples where youth have led the charge in new ways of engaging online. But this enthusiasm masks a potential problem: although young people don’t need coaxing to take up Internet technologies and their skills quickly improve relative to their elders, without guidance they remain amateur users of information and communications technology (ICT), which raises concerns about a generation of youth who are not fully digitally literate, yet are deeply immersed in cyberspace. A basic question, then, is what exactly is digital literacy? What is Digital Literacy? Digital Literacy Model
Developing Digital Literacies Programme Developing Digital Literacies The programme is focused on promoting the development of coherent, inclusive and holistic institutional strategies and organisational approaches for developing digital literacies for all staff and students in UK further and higher education. Funded Projects The bids of the funded projects are available from this web page. The projects start in August 2011 and will run over a period of 2 years until July 2013. Emerging findings Summary of project baseline reports (April 2012) is available here.6 Summary of the professional association baseline reports (April 2012) is available here7. Further information Please contact Paul Bailey11 for further information about the projects in this programme. Summary of projects Programme activities Start up meeting for the programme24 - 4 October 2011 Programme Meeting25 - Tuesday 15th May 2012 Programme Meeting26 - Tuesday 16th October 2012 Sector Bodies and Professional Associations Supporting the Programme
Developing digital literacies 'By digital literacy we mean those capabilities which fit an individual for living, learning and working in a digital society. For example, the use of digital tools to undertake academic research, writing and critical thinking; digital professionalism; the use of specialist digital tools and data sets; communicating ideas effectively in a range of media; producing, sharing and critically evaluating information; collaborating in virtual networks; using digital technologies to support reflection and PDP; managing digital reputation and showcasing achievements.' Developing Digital Literacies was a two-year Jisc-funded programme (2011-2013) to promote the development of coherent, inclusive approaches to digital capability across institutions of further and higher education. This 'home' page provides access to the activities and outcomes of the programme. Themes - key themes which emerged from the programme Resources - resources from the programme grouped by type and purpose/user group
The Dos and Don’ts of Teaching Digital Literacy Is there a right and a wrong way to teach social media in schools? Some administrators think so. Many schools across the country have banned the use of social networking platforms, but others are transitioning to a more proactive approach. “The fact is, social media isn’t technology in the lives of our kids, but an essential aspect of their world. Haesler, a proponent of proactive social media education, posed an interesting question on his blog regarding social media and digital literacy education: what if we approached driver’s education in the same way? Driving lessons would be taught by adults with little or no experience of driving.Driving lessons would only focus on what not to do.Driving lessons would NEVER take place in an actual car. Can you imagine learning to drive under such conditions? Canadian K-12 principal George Couros used Haesler’s method of thinking to design a rubric for schools to see how well their digital literacy programs hold up.