“The average digital birth of
children happens at about 6 months.” “In Canada, US, UK, France Italy, Germany & Spain ... 81% of children under the age of two have some kind of digital proﬁle or footprint.”
Children and young people are
described as ‘the collaboration generation’, eager to work togethertowards common goals, share content and draw upon“the power of mass collaboration”. This combination of individualisation and collaboration is often presented as giving young people a propensity to question, challenge and critique. These are individuals who “typically can’t imagine a life where citizens didn’t have the tools to constantly think critically, exchange views, challenge, authenticate, verify, or debunk. The Digital Native - Myth & Reality, Selwyn (2009)
“... age is not a
determining factor in students’ digital lives; rather, their familiar and experience using ICTs is more relevant.” “... the notion of ‘digital natives’ is inaccurate: those with such attributes are effectively a digital elite. Instead of a new net generation growing up to replace an older analogue generation, there is a deepening digital divide ... characterized not by age but by access and opportunity.”
Postliterate are “those who can
read who choose to meet their primary information and recreational needs through audio, video, graphics, and gaming. Print forthe postliterate is relegated to brief personal messages, short information needs, and other functional, highlypragmatic uses such as instructions, signage, and time- management device entries - each often highly supplemented by graphics. The postliterate’s need forextended works or larger amounts of information is met through visual and/or auditory formats. Libraries for a Postliterate Society, Johnson (2009)
David Crystal 5 Main Myths
(roughly) •Youth text messages are littered with mangled abbreviations. •Youth use abbreviations as a way to trick adults. •Youth don’t know how to spell. •Youth essays are ﬁlled with@mwesch inappropriate abbreviations. •Texting shows the decline of the English language.
“Technological ﬂuency means much more
than the ability to use technological tools;that would be equivalent to understanding a few common phrases in a language. To become truly ﬂuent in a language (like English or French), one must be able toarticulate a complex idea or tell an engaging story -- that is, to be able to make things of signiﬁcance with these tools. ” The Computer Clubhouse: Technology Fluency in the Inner City, Resnick, Rusk, & Cooke (1998)
“... our ability to use
digital technologies to have the intended positive effect on people & situations.” “... the more ﬂuent a person is, the better they are able to predict the outcome of their actions.” The Difference Between Digital Literacy & Digital Fluency, C. Briggs (2011)
“Digital Fluency is the ability
to use digital technologies readily & strategically to learn, work, and play.” Unpublished Digital FluencyWorking Group, SK Government (2011)
21st Century Readers/Writers Must ...•
Develop proﬁciency with the tools of technology.• Build relationships with others to pose & solve problems collaboratively and cross culturally.• Design and share information for global communities to meet a variety of purposes.• Manage, analyze, & synthesize multiple streams of simultaneous information.• Create, critique, an analyze multimedia texts.• Attend to the ethical responsibilities required by these complex environments. NCTE Framework for 21st Century Curriulum & Assessment (2007)
“My student was delighted by
the attention her blog post had received; it gave her conﬁdence in her writing and bolstered her enthusiasm for our class.... We were no longer studying an important work of20th century literature within the narrow context of my syllabus; instead we had become part of aconversation that involved the broader reading public.As a professor, I was displaced from the centre of the conversation, which became more open, distributed and student-driven than it had been before.” Beyond Friending, Gold, 2011
media stats (2010)• 107 trillion
emails (89% spam), from 1.04 billion users.• 255 million websites• 1.97 billion Internet users• 152 millions blogs• 600 million Facebook users (sharing 30 billion pieces of content per month)• 2 billion videos watched on Youtube daily• 5 billion photos hosted on Flickr Stats as of January 2011 via Royal Pingdom
Free/Open Content “describes any kind
of creative work in a format that explicitly allows copying and modifying of its information by anyone, notexclusively by a closed organization, ﬁrm, or individual.” (Wikipedia)
Embracing Free - Key Questions•Strong
understanding of the freely available resources &tools available to school organizations?•Recognition of various forms of “free” and implications foreach (free, open source, freemium, ad-sponsored, etc.)?•Institutionally branded/supported options?•District-wide understanding of copyright, copyleft, publicdomain, and fair dealing?•Student/staff contributions to an open culture(development of a community of sharing)?
“In July 2003, the student’s
family ﬁled a $250,000 lawsuit against the family of four of his schoolmates.The lawsuit stated in part that he “had to endure, andstill endures today, harassment and derision from his high-school mates and from the public at large.”
Embracing Change - Key Questions•Are
there current digital citizenship initiatives? Are thesewidespread, developmental, and signiﬁcant?•Are there plans for the nurturing and development ofstudents as digital citizens through projects such as digitalportfolios and/or student blogging?•Are teachers and administrators modelling responsibledigital citizenship and digital ﬂuency?
Don’t limit a child to
yourown learning, for he was born in another time. ~Tagore http://couros.ca email@example.com @courosa
Questions For Admins•Does your responsible
use policy support digital ﬂuency?•Do your teachers and students have appropriate & easyaccess to devices, tools, and content as required?•Does pedagogy drive technology-based decision making?•Are you connected to leading, innovative administrators?•Are you modelling digital ﬂuency?
Questions for Teachers•Does your responsible
use policy support digital ﬂuency?•Do your teachers and students have appropriate & easyaccess to devices, tools, and content as required?•Are you informed of the latest educational technologytrends, tools, and theories? What are you news sources?Are you given the time to learn?•Are you connected to leading, innovative teachers?•Are you modelling digital ﬂuency?
Activity #2: Digital Citizenship Let’s
talk about social networks and digital citizenship. •Do you have a digital identity? (e.g., What happens when you Google yourself? •What are your thoughts on sharing? Where do you stand on both personal and professional sharing? •How do we help our children deal with the issues of (digital) citizenship, (digital) identity, and bullying?
Activity #3: Let’s Dig In
Let’s spend some time digging into the tools and thinking about what we can do to: •Utilize social networks in our teaching and learning. •Develop personal learning networks. •Improve student engagement through the appropriate use of technology. •Deal accordingly with the issues of (digital) citizenship and (digital) identity.