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Digital literacies
The document discusses digital literacies and defines them as a critical understanding and capability for living, learning, and working in the digital society. It presents different frameworks for digital literacies that include 5 key social practices - communicate, create, curate, culture, and being. These frameworks view digital literacies as more than just functional or technical skills and emphasize that they are social practices for participating in a digital culture.
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Digital literacies
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- 2. Discuss the readings http://www.flickr.com/photos/tearsandrain/
- 3. What most struckme about the chapter(s) for today was.......
- 4. The idea thatI most take issue with in the chapter(s) is..........
- 5. The part ofthe chapter(s) that I felt made most sense to me was........
- 6. The part ofthe chapter(s) that I felt was most confusing was...............
- 7. The question thatI'd most like to ask the author(s) about the chapter(s) is.........
- 8. What type ofdigital learner are you? Take the quiz http://www.flickr.com/photos/funksoup/403990660/
- 9. Digital Literacies or Digital Fluencies?
- 10. Digital literacies definesthose who exhibit a critical understanding and capability for living, learning, and working in the digital society. JISC, 2013
- 11. Padlet Exercise What technology do you need to thrive in the digital economy? What skills do you need to thrive in the digital economy?
- 12. Digital Literacies are social practices
- 13. Different, competing definitionsof digital literacies
- 14. Digital literacies morethan functional or technical skills Futurelab
- 16. https://sites.google.com/site/dlframework/the5resourcesframework Juliet Hinrichsenand Antony Coombs University of Greenwich
- 17. 5 key socialpractices
- 18. Photo by FlickrID doctorow (CC BY-SA 2.0) http://www.flickr.com/photos/doctorow/20322100/ Communicate We all have something to say Share it with others; learn through it
- 19. Create Make yourcontribution; your ideas known Evidence of learning http://www.flickr.com/photos/danisarda/3939008630/
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- 21. Evaluate and organiseyour resources Curate Photo by Flickr ID DailyCraft (CC BY NC ND 2.0) http://www.flickr.com/photos/annettepedrosian/1272886654/in/photostream/
- 22. CCuullttuurree Mass Pop Social
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- 25. Communicate Digital Footprint acts of citizenship Curate Create participation Culture privacy copyright re-mixing selection power network storage evidence of learning/skill search discussion
- 26. Communicate Digital Footprint video Curate Create participation Culture privacy copyright re-mixing bookmarking power SNSs cloud storage audio search engines. written word photography discussion fora
- 27. To be digitalliterate, means to have a deep understanding of: - (what) digital technology you use - how you use digital technology - who you are online
- 28. To be digitalliterate, means to have: - Knowledge - Skills - Attitudes
- 29. How can weintegrate this in our (teaching) practice?
- 30. In groups chooseof the 5 social practices - discuss it with the group - share tips / show examples - adjust your practice (if necessary) - Add main points of discussion to the wiki
- 31. Example: How areyou curating information you find online?
Editor's Notes
- #11 How do we unpack this???
- #16 Rheingold – 5 Web Literacies Metacognition (aware of our activity online) Attention Awareness of attention curve and how you distribute this to diff media Participation gives individuals a sense of belonging, of having an active and tangible input practising active citizenship online. From consumer to producer Collaboration working and learning with other people . Closely related to participation leveraging collective intelligence Network Awareness closely related to Global dimension of networks via digital technology “The technical networks amplify and extend the fundamental human capability of forming social networks” (Rheingold, 2010). Also about reputation management and networked individuality Critical Consumption Knowing how to evaluate a source and making a educated guess about its origins and if it’s trustworthy
- #17 In recognising the need to promote literacies for a world in transition, Hinrichsen and Coombs (2013) have developed a critical literacy framework mapping curriculum design into learner attributes. In doing so, they built on Luke and Freebody’s (2003) “Four Resource Model” that encapsulates a multi-literate requirement for reading through the use of the following roles: (1) Code breaker, (2) Meaning maker, (3) Text user and (4) Text critic by “adding a fifth resource, Persona, to accommodate the social and identity relations of the contemporary digital environment” (ibid, n/d) This resulted in the “Five Resource Framework”