4. Digital literacies defines those who exhibit a
critical understanding and capability for
living, learning, and working in the digital
society. JISC, 2013
13. Within Curriculum for Excellence
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
26. “Learners do not appear ‘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 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”
28. Learning Design to drive
technology
http://www.flickr.com/photos/sovietuk/5861614/sizes/l/
51. Any technology tends to
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
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
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”
the glue of the learning
from consumers to producers
from content buyers to content creators / enhancing content