1. The document discusses the importance of promoting digital literacy in education, specifically in the context of Content and Language Integrated Learning (CLIL). 2. It outlines several key aspects of digital literacy like photo-visual literacy, information literacy, and socio-emotional literacy. It also discusses how to develop digital competence using Bloom's taxonomy. 3. The use of digital literacy in CLIL can strengthen socio-constructive learning principles, provide differentiated learning opportunities, facilitate feedback, and motivate students by preparing them for media-centric futures.

1. Digital literacy
in the context of
Content and Language Integrated
Learning (CLIL)
by Svitlana Vavilina

2. Key points
1. Importance of promoting digital literacy in secondary and
higher education
2. Digital literacies and the main aspects of the CLIL
approach
3. Developing digital competence in accordance with Bloom’s
hierarchical model
4. Feedback

3. (European key competences) for lifelong learning:
Communication in the mother tongue
Communication in foreign languages
Mathematical competence and basic competences in
science and technology
Digital competence
Learning to learn
Social and civic competences
Sense of initiative and entrepreneurship
Cultural awareness and expression
* European Parliament and the Council, 2006

4. Концепція впровадження медіаоствіти в Україні
Медіаосвіта
Медіа
компетентність
Медіа
інформаційна
грамотність
Медіа
грамотність
Digital
literacy
* Постанова Президії Національної
академії педагогічних наук України
від 21 квітня 2016 р.
№ 1-2/7-110

5. Формування медіаінформаційної грамотності
Формування медіаімунітету
Розвиток рефлексії і критичного мислення
Формування здатності до медіатворчості
Формування спеціалізованих аспектів
медіакультури
Завдання медіаосвіти в Україні
*Концепція впровадження медіаосвіти в Україні, 2016

6. Медіаосвіта шкільна
інтегрована
медіаосвіта
(використання
медіадидактики в
межах існуючих
предметів)
спеціальні навчальні
курси, факультативи,
гурткова, студійна та
інші форми
позакласної роботи
Медіаосвіта у вищій
школі
підготовка як фахівців для
мас-медіа, так і
медіапедагогів та
медіапсихологів
медіаосвітні елементи
мають увійти до
навчальних програм циклу
професійно орієнтованої
гуманітарної підготовки з
інших спеціальностей
* Концепція впровадження медіаосвіти в Україні, 2016
Форми медіаосвіти

7. Photo-visual
literacy
(ability to read and
deduce information
from visuals
Reproduction literacy
(ability to use digital
technology to create a new
peace of work or to
combine existing ones to
make it your own
Information literacy
(ability to search, locate,
assess and critically
evaluate information
found on the Web
Socio-emotional
literacy
(social and emotional
aspects of being present
online
Branching literacy
(ability to successfully
navigate in the non-
linear medium of digital
space
Digital
literacy
*Y.Eshet-Alkalai (2004)

8. 1. Personal reflection (Commitment to one’s own cognitive, social and
affective development is fundamental to being able to support the
development of students)
2. CLIL fundamentals (an understanding of the core features of CLIL,
and how these link with best practices in education allows to build inclusive
and constructive relationships with students)
3. Content and language awareness (Research-based knowledge of the
interdependence of language (L1, L2, L3) and cognitive development
facilitates both content and language learning)
4. Methodology and assessment (Learning through an additional
language requires enhancing and detailed scaffolding. A wide range of
knowledge and skills relating to methodology and assessment are integrated
to create meaningful and supportive learning experiences for students)
5. Research and evaluation (A dynamic CLIL teacher is a learner who follows a personal
path of enquiry, reflection, and evaluation thus providing an active model for students)
6. Learning resources and environment (CLIL requires CLIL-specific learning resources,
and enriched learning environments)
7. Classroom management (It requires specific knowledge about classroom dynamics and
management techniques and about how these affect learning in CLIL)
8. CLIL management (Developing quality CLIL is a complex undertaking involving many
stakeholders)

9. Key elements of the CLIL lesson
CLIL
Communication
Culture
ContentCognition
*D. Coyle (1999)
Cultural
Cognitive
Communi
cative
and core features of digital literacies
*D. Belshaw (2011)

10. CLIL
Communication
Комунікація
Culture
Культура
Content
Зміст
Cognition
Когнітивна
діяльність
Environment
Culture
ContentLearning
Language
CLIL dimensions
*A. Maljers, D. Marsh, D. Coyle, A. K. Hartiala, B. Marsland, D. Wolff
 Introducing the wider cultural
context
 Developing intercultural
communication skills
(learning by doing)
 Improving overall language
competences
 Introducing a target
language
 Complementing individual
learning strategies
 Diversifying methods and
forms of classroom
practice
 Increasing learner
motivation
 Accessing subject-specific
language terminology
 Providing opportunities
to study content through
different perspectives
 Preparing for future
studies and working life
 Creating media-rich learning environments
 Preparing students for subsequent rich media-centric lives

12. Word webs,
Learning materials online: books, magazines,
YouTube, vlogs, blogs, websites

13. Word Webs

15. Books online

17. Magazines
Before reading Statements page After reading
1.Agree/ Disagree
2.Agree/ Disagree
3.Agree / Disagree
4. Agree / Disagree
5. Agree / Disagree
6. Agree / Disagree
7. Agree / Disagree
8. Agree / Disagree
BP is the primary sponsor of the 2012
Olympic Games
Disabled athletes can’t take part in the
Olympics
It’s impossible for an athlete with a
prosthetic leg to set a world record for
long jump
Rugby is a men’s game
It’s easier to get injured for a disabled
athlete than for an enabled one
It takes a lot of time and efforts to
overcome a severe injury like a leg
amputation
Athletes sometimes switch their
nations to compete for another
country at the Olympic Games
BP will supply electricity to the Olympic
sport venues and provide the energy
for the Olympic flame
Agree/ Disagree
Agree/ Disagree
Agree/ Disagree
Agree/ Disagree
Agree/ Disagree
Agree/ Disagree
Agree/ Disagree
Agree/ Disagree
Anticipation Guide

18. http://digital-deadly-sins.theguardian.com/

19. Online magazines
https://www.pcmag.com/article/356819/blockchain-takes-away-a-cybercriminals-greatest-edge
YouTube

20. Vlogs
https://www.youtube.com/user/Nerdwriter1

21. Websites
Internet presence (BBC radio examples)

23. Articles comparative analysis (example)
Analyzing with digital tools (economists)
TED talks analyses

24. Media text analysis
Students’ analyses
(computer file)

26. Students’ ads

27. Magazine covers

28. Magazine covers + articles

30. Writing a true life story

31. Creating a podcast
https://www.theguardian.com/books/audio/2017/sep/26/can-books-and-poetry-make-you-happier-
books-podcast

32. Students’ podcasts
Podcast_Bogomolov
Podcast_Lipovetska
Podcast_Gordybakina

33. Creating a radio package

34. Students’ radio packages
Learn English Show Learning English
Radio Programme
Foreign Languages Intensive Study Centre (ZNU)

35. Writing a screenplay
Moonlight (original screenplay)
YouTube channel (vlog)
Students’ screenplays (printed)

36. Film Review Template
Title
Subtitle (optional)
Introduction Aspect Useful Language
Paragraph 1 (2) Background (the film genre, director, setting, basic
plot, summary of the reviewer’s conclusion about
the film (so readers can form an opinion without
reading the whole of the review)
This is a well-researched, fact-based drama…,
The film is set in…, The film tells the story of
…, The film is a homage to …,
Main body
Paragraph 2 (3,4..) Main points of the plot (description of the plot and
the action, information about actors playing the
roles, pointing out what is difficult for the film to
do and whether it achieves it)
The plot focuses on …, The story begins …, The
plot has an unexpected twist …, The film
reaches a dramatic climax …, The challenge for
the director is to make …, The best thing about
the film is that is successfully challenges …,
Paragraph 3 (4, 5..) General and critical comments (strengths and
weaknesses of the film, comparison of other movies
or previous editions)
It is rather long/confusing/slow etc, The cast is
excellent/weak …, The script is dull/clever …,
The film is both gripping and revelatory…,
What is missing, however, is …., It has a
tragic/surprising end …,
Conclusion
Paragraph 4 (5, 6..) A recommendation
A hook (to make the audience want to watch the
movie).
Information (when the film is out or where it can be
seen)
Don’t miss it, it will change the way you see …,
It is well worth seeing …, I wouldn’t recommend
it because …, Highly recommended, The film is
currently available on Netflix.
Writing a film review

37. Links to film reviews
1. Kong: Skull Island
https://www.theguardian.com/film/2017/mar/02/kong-skull-island-tom-hiddleston-review-only-
de-evolution-can-explain-this-zestless-mashup
2. Get out
https://www.theguardian.com/film/2017/mar/17/get-out-review-fantastically-twisted-
horror-satire-on-race-in-america
3. The salesman
https://www.theguardian.com/film/2017/mar/17/the-salesman-review-asghar-farhadi-
oscar-winner-iran
4. Song to Song
https://www.theguardian.com/film/2017/mar/11/song-to-song-review-terrence-malick-
rooney-mara-michael-fassbender-ryan-gosling

38. http://project199391.tilda.ws/filmreview
Student’s Film Review
(with interactive and hyper textual features)

39. Audio
Video

40. Audio
Video
Students’ works

41. Creating a Learning Object

43. Conclusion
The use of digital literacy in the context of CLIL:
 strengthens the case of socio-constructive principles of CLIL
 provides differentiated learning opportunities
 provides various forms of feedback through the learning
experience
 motivates students and prepare them for media-centric future

44. Feel free to share your experience!