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![“To
Pierre Bourdieu
1986
possess the machines,
[they] only need economic
capital; to appropriate them
and use them in accordance
with their specific purpose
[they] must have access to
embodied cultural capital,
either in person or by proxy”](https://image.slidesharecdn.com/dlldsession1-140130092930-phpapp01/75/Digital-Literacies-Learning-Design-27-2048.jpg)
Uploaded byCristina Costa
Digital Literacies & Learning Design
The document discusses digital literacies and how they are more than just technical skills, involving a critical understanding of digital technologies and their role in society. It explores different definitions of digital literacies and how they connect to curriculum goals of preparing students for an increasingly digital world. The document advocates designing learning around authentic assessments that allow students to demonstrate their learning through a variety of digital means, while noting technology should enhance learning design rather than drive it.
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Digital Literacies & Learning Design
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- 4. Digital literacies definesthose who exhibit a critical understanding and capability for living, learning, and working in the digital society. JISC, 2013
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- 7. Different, competing definitionsof digital literacies
- 8. Digital literacies morethan functional or technical skills Futurelab
- 10. Juliet Hinrichsen andAntony Coombs University of Greenwich https://sites.google.com/site/dlframework/the5resourcesframework
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- 12. How does thisconnect to Curriculum for Excellence?
- 13. Within Curriculum forExcellence literacy is defined as: the set of skills which allows an individual to engage fully in society and in learning, through the different forms of language, and the range of texts, which society values and finds useful. Literacy across learning: principles and practice http://www.scotland.gov.uk/Publications/2009/10/16155220/13
- 14. Current society; currentperceptions
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- 16. It’s a wayof life! http://www.flickr.com/photos/40645538@N00/2796862756
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- 18. Mobile(s) (devices) arehere to stay…? http://www.flickr.com/photos/48600091327@N01/456992280
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- 20. Are we welcomingtechnology in the Classroom?
- 21. How can weprepare the digital literate learner?
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- 26. “Learners do notappear ‘to see beyond’ the immediately obvious functionality of the technology and there is little evidence of transfer” Clark et al, 2008, p.68
- 27. “To Pierre Bourdieu 1986 possess themachines, [they] only need economic capital; to appropriate them and use them in accordance with their specific purpose [they] must have access to embodied cultural capital, either in person or by proxy”
- 28. Learning Design todrive technology http://www.flickr.com/photos/sovietuk/5861614/sizes/l/
- 29. *Not* technology todrive the curriculum
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- 31. ... with theend!
- 32. What are learnersto achieve?
- 33. How are learnersto engage with their learning?
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- 37. Authentic learning requires authenticassessment
- 38. Changing assessment changing theway learners communicate their learning
- 39. Technology can supportthat process...
- 40. ... but cannotreplace it!
- 41. as a book? ~MichaelCoghlan http://www.flickr.com/photos/tearsandrain/3526002850/in/faves-cristinacosta/
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- 45. from consumer toco-producer prosumer http://www.flickr.com/photos/danisarda/3939008630/
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- 48. The role ofthe teacher? 48
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- 50. The digital classroomis a mind-set! 50
- 51. Any technology tendsto create a new human environment... Technological environments are not merely passive containers of people but are active processes that reshape people and other technologies alike. M. Mcluhan, 1962
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- 54. Promoting forms ofinquiry http://www.flickr.com/photos/72211347@N00/327122302#
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Editor's Notes
- #10 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
- #11 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”
- #45 the glue of the learning
- #46 from consumers to producers from content buyers to content creators / enhancing content
- #47 boots motivation appeals to new initiatives
- #48 personal as in private