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Digital Literacy | Why it matters
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Digital Literacy | Why it matters

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Sildeset for discussion. Moving from a Freirian foundation to explore implications of digital literacy for civic and educational participation.

Sildeset for discussion. Moving from a Freirian foundation to explore implications of digital literacy for civic and educational participation.

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  • New literacies are emerging and needed for robust participation in civic life – if we view civic as encompassing a full range of activities [educational, governmental. Etc.] that create a public sphere. Digital is also interlocked with other literacy needs.
  • Back to Freire and a “stance of intervention in one’s context.” The uncompleted cycle is the unrealized potential. Act and engagementIt is not enough to know how to send email, buy from amazon.
  • In this report, the term “digital and media literacy” is used to encompass the full range of cognitive, emotional and social competencies that includes the use of texts, tools and technologies; the skills of critical thinking and analysis; the practice of message composition and creativity; the ability to engage in reflection and ethical thinking; as well as active participation through teamwork and collaboration. When people have digital and media literacy competencies, they recognize personal, corporate and political agendas and are empowered to speak out on behalf of the missing voices and omitted perspectives in our communities. By identifying and attempting to solve problems, people use their powerful voices and their rights under the law to improve the world around them.
  • http://fraser.typepad.com/socialtech/2012/03/digital-literacy-practice.html
  • http://connect.ala.org/node/140464 American Library AssociationMulti-literacies
  • (there is a cultural bias here in the 3r’s – is it necessary to be able to read and write in order to be digitally literate?)http://www.ifla.org/files/assets/information-literacy/publications/towards-information-literacy_2008-en.pdf
  • http://www.nysl.nysed.gov/libdev/nybbexpress/index.htmlBTOP Public Computer Center Criteria and Project Goals: • Increase public access to high speed broadband services in high-need communities • Serve vulnerable populations (unemployed, underemployed or other vulnerable populations: non-English speakers, seniors, disabled, etc.) • Provide technical support and other resources to support job search and career advancement through community anchor institutions such as libraries • Advance the use of E-services for training, employment, digital literacy, and education • Stimulate employment and provide job opportunities
  • http://extension.oregonstate.edu/crook/crook-county-mobil-computer-lab-education-wheels grant through BTOP (the Broadband Technology Opportunity Program)  http://www.recovery.gov/Transparency/RecipientReportedData/pages/RecipientProjectSummary508.aspx?AwardIdSur=118519Currently, we travel to rural areas in our county to offer computer instruction and technology access. We also offer free classes every Monday at the Crook County library that focus on beginning computer concepts such as how to organize files and folders and how to set up an email account. The local community college offers community education classes for learners of different levels as well so our goal is to bridge the gap and help citizens who may have barriers that prevent them from attending the community college courses. These barriers could be financial, fear-based, or time constraints. - Stephanie ClymensCOCC Crook County Open Campus http://forums.techsoup.org/cs/community/f/16/p/36267/123608.aspx#123608
  • The mono-culturing of the world. Assumption of shared norms across diverse context – and not just assumption but imposition through use of tech, constraints for engagement, etc…
  • Issues with influx of new information and learning, social norms stability cultural, etc…indoctrination for consumption – which points out the necessity for robust literacies.Necessity of co-development of civic / participatory skills (literacies) for participation in digitally mediated egov, deliberation, etc.
  • This figure is based on models from the Report of the Digital Britain Media Literacy Working Group. (March 2009), DigEuLit –a European Framework for Digital Literacy (2005), and Jenkins et al., (2006) Confronting the Challenges of Participatory Culture:Media Education for the 21st Century. http://www.newmedialiteracies.org/files/working/NMLWhitePaper.pdf

Transcript

  • 1. Digital LiteracyWHY IT MATTERSSLIDES FOR DISCUSSIONPAUL TREADWELL | FEBRUARY 2013
  • 2. Why digital? Digital technologies are changing: The 3 r’s are no •How we do business longer enough : •How we do research •How we interact with each other New literacies are needed for successful participation in democratic society.
  • 3. What does it mean to be“literate? “Acquiring literacy does not involve memorising sentences, words or syllables … but rather an attitude of creation and re-creation, a self- transformation producing a stance of intervention in ones context." Paulo Freire, Education: The Practice of Freedom (1973)
  • 4. The essential competencies of (digital) literacyIllustration from : Digital and Media Literacy: Aplan of action. (Hobbs, 2011)
  • 5. What is digital literacy? •the use of texts, tools and technologies •the skills of critical thinking and analysis cognitive, •the practice of message composition and emotional and creativity •the ability to engage in reflection and social ethical thinking competencies •active participation through teamwork that include: and collaboration. •From: Digital and Media Literacy: A plan of action. (Hobbs, 2011)
  • 6. Or, put another way Digital Literacy encompasses : Knowledge of tools Critical thinking Social engagement From Tabetha Newman, with changes by Josie Fraser http://fraser.typepad.com/socialtech/2012/03/digital-literacy-practice.html
  • 7. A Digitally Literate Person:Possesses the variety of skills – technical and cognitive – required to find,understand, evaluate, create, and communicate digital information in a widevariety of formats;Is able to use diverse technologies appropriately and effectively to retrieveinformation, interpret results, and judge the quality of that information;Understands the relationship between technology, life-long learning, personalprivacy, and stewardship of information;Uses these skills and the appropriate technology to communicate and collaboratewith peers, colleagues, family, and on occasion, the general public; andUses these skills to actively participate in civic society and contribute to a vibrant,informed, and engaged community. From The American Library Association http://connect.ala.org/node/140464
  • 8. Stacking literacies– an inversepyramid.Illustration from:Toward Information LiteracyIndicators Catts,R. and Lau,J.Unesco Paris,2008
  • 9. How we learn abouttechnologyMost adults born before 1968 learn computer skills informally,or at work, while younger users are taught in school. •Strawn,C. The Relationship Between Literacy Proficiency and the Digital Divide Among Adults With Low Education Attainment. 2008How do youth learn to use technology?What are the implications of this for any digital literacy work? •Is ad hoc and peer learning adequate?
  • 10. Ramping up AKA “THE DIGITALaccess DIVIDE”
  • 11. Broadbandexpress@yourlibrary NYS • Funded 2010- BTOP 01/31/2013 funded • 30 public libraries project • 5 mobile labs
  • 12. OSU MobileComputer LabFunded by BTOPProviding access and training in ruralareasTied to additional teaching efforts atpublic library•http://extension.oregonstate.edu/crook/crook- county-mobil-computer-lab-education-wheels
  • 13. Digital and local While technologies may “collapse distance”, we still live in a particular place at a specific time Balancing literacy educations to respect both the interconnectedness, and locality, of life is the challenge facing us today.
  • 14. ChallengesNew literacies bridge local and globalknowledge and concernsWe already participate in some facets ofthis work• Is new literacy education consistent with our mission?And, digital literacy development aloneis not enough.
  • 15. From physical access to creativeengagement From Media Awareness Network http://mediasmarts.ca/sites/default/files/pdfs/publication- report/full/digitalliteracypaper.pdf
  • 16. Resources DigitalLiteracy.Gov • http://www.digitalliteracy.gov/ Digital Literacy in New York • http://www.diglitny.org/Digital Literacy Standards for New Yorkers • http://bit.ly/VxEJP3Microsoft Digital Literacy Curriculum • http://bit.ly/WCtLW8Digital & Medial Literacy: • http://www.knightcomm.org/digital-and- A Plan of Action media-literacy-a-plan-of-action/
  • 17. Freire, P., & Macedo, D. P. (1987). Literacy: Reading the word & the world. South Hadley, Mass: Bergin &Garvey Publishers.London, R. A., M. Pastor, L. J. Servon, R. Rosner, and A. Wallace. “The Role of Community Technology Centersin Promoting Youth Development.” Youth & Society 42, no. 2 (November 2009)Mehra, B. “The Library-Community Convergence Framework for Community Action: Libraries as Catalysts.”Libri 57, no. 3 (2007). http://late-dpedago.urv.cat/site_media/papers/The_library-community_convergence_framework_for_community_action.pdf.Maia, Ivan Ferrer, and José Armando Valente. Garden of Literacies: ICDT Contributing to the Construction ofNew Realities for Digitally-Excluded Senior Citizens. Vol. 7. 1-2, 2011. http://www.ci-journal.net/index.php/ciej/article/view/673/718.Poore, Megan. “Digital Literacy:: Human Flourishing and Collective Intelligence in a Knowledge Society.”Australian Journal of Language & Literacy no. 2 (2011): 20–26.Tyner, K. (1998). Literacy in a digital world: Teaching and learning in the age of information. Mahwah, N.J:Lawrence Erlbaum.Williamson, Andy. 2007. “Empowering communities to action  Reclaiming local democracy through ICT.” :Pp. 1–10 in Communities and Action: Prato CIRN Conference 2007.
  • 18. Contact Paul Treadwell •pt36@cornell.edu •@ptreadwell •http://www.paultreadwell.com •Digital literacy and extension: bookmarks •http://groups.diigo.com/group/digital- literacy_extension