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Digital Literacy Decoded

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An overview of digital literacy by Renee Hobbs

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Digital Literacy Decoded

  1. 1. Renee Hobbs Professor of Communication Studies Director, Media Education Lab University of Rhode Island USA Twitter: @reneehobbs Digital Literacy Decoded #moboces
  2. 2. What essential competencies are needed to be citizens in a digital age? How can we support students in developing these competencies in the 21st century learning environment? TODAY’S THEME
  3. 3. Literacy is expanding as a result of the convergence of media forms, genres and platforms Educators approach digital literacy by considering the needs of their learners & the learning environment Educators are developing a general consensus on the instructional practices that support lifelong learning with and about digital & media texts, tools & technologies PREVIEW OF KEY IDEAS
  4. 4. Rhetoric Print Literacy Visual Literacy Information Literacy Media Literacy Computer Literacy News Literacy Digital Literacy Changing Terminology
  5. 5. MEDIA&TECHACTIVIST GOVERNMENTLIBRARY EDUCATIONCREATIVE A Growing Number of Stakeholders for Digital Literacy
  6. 6. SKILLS & ABILITIES ➢ Computer Use and Knowledge ➢ ICT Skills & Digital Skills LITERACY ➢ Online Reading & New Literacies ➢ Media Production / Youth Media ➢ Coding & Programming TEACHING WITH ➢ Technology Integration ➢ Digital Platforms ➢ Online Learning TEACHING ABOUT ➢ Information Literacy ➢ Media Literacy ➢ Digital Literacy ➢ Digital Citizenship expanding variety of approaches and terms
  7. 7. LOVE HATE SMARTBOARDS PLATFORMS MULTIMEDIA CREATIVE TOOLS People have a love-hate relationship with educational technology
  8. 8. LOVE HATE PRINT VISUAL SOUND DIGITAL People have a love-hate relationship with media genres and forms
  9. 9. PRINTVISUAL SOUND DIGITAL CONVERGENCE
  10. 10. Are we reproducing, transforming or challenging the educational status quo?
  11. 11. Educators have differing perspectives about the most important priorities for the practice of digital literacy
  12. 12. Brazilian children strengthen reading comprehension by exploring marketing and branding
  13. 13. Grade 3 students research the topic of homelessness and produce a 14-page comic book using original art & digital software tools
  14. 14. https://newseumed.org/ed-tools/
  15. 15. http://uccollab.org/program/poppyn/
  16. 16. Educators have differing perspectives about the most important priorities for the practice of media education BUT There is widespread consensus among US educators about the learning processes that promote lifelong learning There is widespread consensus about the instructional processes that promote lifelong learning
  17. 17. Learning Processes for Digital & Media Literacy Hobbs, R. (2010). Digital and Media Literacy: A Plan of Action. Washington DC: Aspen Institute and Knight Foundation.
  18. 18. Find, comprehend and interpret content Gain knowledge & information Collaborate & share ideas through dialogue & discussion Reflect on expected & unanticipated consequences Plan and implement action ACCESS Hobbs, R. (2010). Digital and Media Literacy: A Plan of Action. Washington DC: Aspen Institute and Knight Foundation.
  19. 19. Find, comprehend and interpret content Gain knowledge & information Critically analyze how media messages are constructed Examine the quality of information resources Compose or create messages in a variety of forms Reflect on expected & unanticipated consequences Plan and implement action ACCESS ANALYZE Hobbs, R. (2010). Digital and Media Literacy: A Plan of Action. Washington DC: Aspen Institute and Knight Foundation.
  20. 20. Find, comprehend and interpret content Gain knowledge & information Critically analyze how media messages are constructed Examine the quality of information resources Compose or create messages in a variety of forms Reflect on expected & unanticipated consequences ACCESS ANALYZE CREATE Hobbs, R. (2010). Digital and Media Literacy: A Plan of Action. Washington DC: Aspen Institute and Knight Foundation.
  21. 21. Find, comprehend and interpret content Gain knowledge & information Critically analyze how media messages are constructed Examine the quality of information resources Compose or create messages in a variety of forms Collaborate & share ideas through dialogue & discussion Reflect on expected & unanticipated consequences Plan and implement action ACCESS ANALYZE CREATE REFLECT Hobbs, R. (2010). Digital and Media Literacy: A Plan of Action. Washington DC: Aspen Institute and Knight Foundation.
  22. 22. Find, comprehend and interpret content Gain knowledge & information Critically analyze how media messages are constructed Examine the quality of information resources Compose or create messages in a variety of forms Collaborate & share ideas through dialogue & discussion Reflect on expected & unanticipated consequences Plan and implement action ACCESS ANALYZE CREATE ACT REFLECT Hobbs, R. (2010). Digital and Media Literacy: A Plan of Action. Washington DC: Aspen Institute and Knight Foundation.
  23. 23. Educators have differing perspectives about the most important priorities for the practice of media education BUT There is widespread consensus among US educators about the learning processes that promote lifelong learning There is widespread consensus about the instructional processes that promote lifelong learning HOW IS SUCH CONSENSUS EMERGING?
  24. 24. www.mediaeducationlab.com
  25. 25. JULY 15 – 20, 2018 www.digiURI.com Elementary & secondary educators College faculty Librarians Media professionals Youth media staff 120 participants from 25 states and 12 countries
  26. 26. Digital Literacy is Literacy not technology integration sharing meaning through symbols
  27. 27. CONTACT INFORMATION: Renee Hobbs Professor of Communication Studies Director, Media Education Lab Harrington School of Communication & Media University of Rhode Island USA Email: hobbs@uri.edu Twitter: @reneehobbs LEARN MORE Web: www.mediaeducationlab.com

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