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Digital citizenship for librarians
- 1. Digital citizenship for librarians INA SMITH ANNAMARIE GOOSEN Mbazwana Librarian Training 3-4 May 2017
- 3. http://www.theatlantic.com/education/archive/2015/04/digital- natives-yet-strangers-to-the-web/390990/ Reuben Loewy, 55 year old US teacher
- 5. “Kids not only need to be proficient in how to use digital technology, becoming savvy coders and prolific ebook readers, he explains—they also need to deeply, holistically, and realistically understand how the digital world works behind the scenes. They are consuming and seeing so many things online that they don’t know how to put it into context or how to evaluate it."
- 6. “At the same time, "even schools that have called themselves very technologically advanced haven’t even begun to explore how they actually teach [about that technology]," he said. They may hand out iPads or laptops to students, but such education often stops at the hardware. "Curriculum is the microcosm of what’s going on in society; I think that curriculum needs to catch up with the reality."
- 11. Norms of appropriate, responsible behaviour with regard to technology use Digital access for all Digital consumers doing online business Digital communication Digital literacy for searching & processing information Digital etiquette Digital Citizenship (1)
- 12. Digital law (plagiarism, illegal downloads, hacking, creating and spreading worms, viruses, Trojan Horses, sending spam, stealing identity) Digital rights & responsibilities (right to privacy, free speech) Digital health & wellness (safety, self-care, cyber-bullying) Digital security (virus protection, back-up’s) http://www.digitalcitizenship.net/Nine_Elements.html Digital Citizenship (2)
- 13. To become an empowered digital citizen, with competency in various application software tools and the Internet. To become an effective downloader of content, but also an uploader of media and a contributor to the world of knowledge. To apply self-learning and to continuously grow in terms of using computer technology as a tool. Expected Outcomes
- 16. Adult learners Prefer sense of self-control, autonomy, self-direction Learning must be relevant, purposeful, to achieve goals Time limited Wealth of knowledge Results-oriented – expectations met Potential limitations Successful if internally motivated
- 17. Child learners Other-directed – depend on teachers, parents Perception of time different Learn what they are told Limited experience base Learn quickly, open to new information & to change views Expectations less well defined Externally motivated
- 18. Learning styles
- 36. Chicago Public Library Makerspace
- 39. New generation overhead projector (or digital visual presenter)
- 56. Tips … Remember that everything is connected Observe, learn and get ideas from others Analyse, ask questions, think critical Explore, experiment, dare, take chances Follow an agile approach – don’t resist change, but think about how it can be to the benefit of society in general Nobody will ever know everything Learn something new every day! Change cannot be avoided ….
- 57. Career Planning Support, prepare, advice, provide guidance to learners for the world of work, with specific emphasis on the digital environment: Library Career Portal (web page) Library Newsletter Workshops (training) Events (exhibits & speakers)
- 58. Library Career Portal (web page) Provide information on the following (self-help): ◦ Options following Grade 12 (Work, University, University of Technology, TVET, Learnerships, Online Courses) ◦ Different careers (Google Search) ◦ Job Vacancies (Google Search, Google Alerts) ◦ Curriculum Vitae (Word) ◦ Cover Letter (Word) ◦ Interviews & Questions (YouTube)
- 59. Library Newsletter Communicate information on the following: ◦ Information added to web page ◦ New jobs – also advertising opportunity for local businesses ◦ People looking for jobs ◦ New trends (Gmail, Google Groups)
- 60. Workshops (training) Train users on the following: ◦ Career planning ◦ Digital citizenship skills ◦ Starting your own business
- 61. Events Invite users to the following: ◦ Exhibit on careers – also virtual (incl. video recordings) ◦ Speakers/presenters – also virtual ◦ Career corner in library ◦ Organising an event (Google Forms)
- 62. Thank you! Ina Smith & Annamarie Goosen In the Cloud - Kids in the Cloud (Pty)Ltd https://inthecloudweb.wordpress.com/ librarianscloud@gmail.com
Editor's Notes
- For over 40 years now, UNESCO has been celebrating International Literacy Day by reminding the international community that literacy is a human right and the foundation of all learning. Literacy is a cause for celebration since there are now close to four billion literate people in the world. However, literacy for all – children, youth and adults - is still an unaccomplished goal and an ever moving target. According to data released by the UNESCO Institute for Statistics, literacy rates for adults and youth continue to rise. Young women aged 15-24 are making the strongest gains, but still lag behind young men. In 2011, 87% of female youth had basic literacy skills, compared to 92% of males. Overall, more than half of countries with data have youth literacy rates of 95% or higher. Despite these gains, 774 million adults (15 years and older) still cannot read or write – two-thirds of them (493 million) are women. Among youth, 123 million are illiterate of which 76 million are female. Even though the size of the global illiterate population is shrinking, the female proportion has remained virtually steady at 63% to 64%. A combination of ambitious goals, insufficient and parallel efforts, inadequate resources and strategies, and continued underestimation of the magnitude and complexity of the task accounts for this unmet goal. Lessons learnt over recent decades show that meeting the goal of universal literacy calls not only for more effective efforts but also for renewed political will and for doing things differently at all levels - locally, nationally and internationally. In South Africa, government has launched the Kha Ri Gude Mass Literacy Campaign in February 2008, with the intention of enabling 4,7 million adults above the age of 15 years to become literate and numerate in one of the eleven official languages. Achieving this goal will enable South Africa to reach its UN: Education For All commitment made at Dakar in 2000 - that of halving the country’s illiteracy rates by 2015. Initiated and managed by the Department of Education, Kha Ri Gude delivers across all nine provinces in a massive logistical outreach. The campaign enables adult learners to read, write and calculate in their mother tongue in line with the Unit Standards for ABET level 1, and also to learn spoken English.
- Globally, there are 50-75 million ‘marginalized’ children who are not enrolled in school. Children whose primary language is not the language of instruction in school are more likely to drop out of school or fail in early grades. Research has shown that children’s first language is the optimal language for literacy and learning throughout primary school (UNESCO, 2008a). In spite of growing evidence and parent demand, many educational systems around the world insist on exclusive use of one or sometimes several privileged languages. This means excluding other languages and with them the children who speak them (Arnold, Bartlett, Gowani, & Merali, 2006).
- Classroom is a new tool in Google Apps for Education that helps teachers create and organize assignments quickly, provide feedback efficiently, and easily communicate with their classes. Learn More