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Hobbs on Digital Literacy at ALA 2012
 

Hobbs on Digital Literacy at ALA 2012

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Hobbs frames up a discussion by offering a definition of digital literacy as a cluster of four related competencies

Hobbs frames up a discussion by offering a definition of digital literacy as a cluster of four related competencies

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    Hobbs on Digital Literacy at ALA 2012 Hobbs on Digital Literacy at ALA 2012 Presentation Transcript

    • Digital Literacy & Libraries:Designing What’s Coming Next
    • ParticipantsJudy Kleinberg, programdirector, Knight FoundationRoseanne Cordell, academiclibrarian, Indiana UniversitySouth BendLaurel Felt, doctoral student,Annenberg School ofCommunication and Journalism,USCRenee Hobbs, professor anddirector, Harrington School ofCommunication and Media,University of Rhode Island
    • Stakeholders in Digital Literacy EDUCATION CREATIVE GOVERNMENT LIBRARY TECH BUSINESS ACTIVIST
    • Literacy Visual Literacy Information Literacy Media Literacy Computer Literacy Critical Literacy News Literacy Digital LiteracyDigital Literacy in Historical Context
    • Digital literacy is the ability to use information and communication technologies to find, evaluate, Literacyand communicate Digital create, & Libraries:information requiring both cognitive Nexttechnical Designing What’s Coming and skills. -ALA Digital Literacy Task Force
    • Use & Share Create & Analyze & Apply Ethical Collaborate Evaluate Judgment
    • Digital Literacy  Keyboard and mouse skills  Be familiar with hardware, storage and file management practices  Understand hyperlinking & digital space  Gain competence with software applications  Use social media, mobile, peripheral & cloud computing tools  Have access to broadband  Identify information needs  Use effective search and find strategies  Troubleshoot and problem-solve  Learn how to learnTool Use & Access Skills  Listening skills  Reading comprehension
    • Digital Literacy  Recognize the need for communication and self-expression  Identify your own purpose, target audience, medium & genre  Brainstorm and generate ideas  Compose creatively  Work collaboratively  Edit and revise  Use appropriate distribution, promotion & marketing channels  Receive audience feedback  Play and interactAuthorship and Creative  Comment  Curate Competencies  Remix
    • Digital Literacy  Recognize the relationship between symbol and referent  Identify the author, genre, purpose and point of view of a message  Compare and contrast sources  Evaluate credibility and quality  Understand one’s own biases and world view  Recognize power relationships that shape how information and ideas circulate in culture  Understand the economic context ofUnderstanding Issues of information and entertainment production  Examine the political and social Representation ramifications of inequalities in information flows
    • Digital Literacy  Acknowledge the power of communication to maintain the status quo or change the world  Understand how differences in values and life experience shape people’s media use and message interpretation  Appreciate risks and potential harms of digital media  Apply ethical judgment and social responsibility to online communication situations  Understand how concepts of ‘private’ andOnline Social Responsibility ‘public’ are reshaped by digital media & Digital Citizenship  Appreciate and respect legal rights and responsibilities (copyright, intellectual freedom, etc)
    • Use & Share Create & Analyze & Apply Ethical Collaborate Evaluate Judgment
    • ParticipantsJudy Kleinberg, programdirector, Knight FoundationRoseanne Cordell, academiclibrarian, Indiana UniversitySouth BendLaurel Felt, doctoral student,Annenberg School ofCommunication and Journalism,USCRenee Hobbs, professor anddirector, Harrington School ofCommunication and Media,University of Rhode Island
    • Digital Literacy & Libraries:Designing What’s Coming Next