This document discusses the history of literacy and technology from the 1970s to present day. It describes how technology has evolved from passive absorption of knowledge in the 1970s-1980s to more engaging learning strategies in the 1980s-1990s with the introduction of multimedia tools. In the 21st century, digital literacy involves integrating multimedia to develop critical thinking skills. The document also discusses digital literacy in the contexts of design education and higher education, noting both advantages like active engagement but also challenges like acquiring technical skills.

1. Literacy and
technology

2. Hello!
We are: Lynnea West,
Mee Jekal, Jennifer Englund,
and Halah Alismail
You can find us at:
@lynneawest, @jmenglund03

3. 1.
History of Literacy with
Technology
1970 to the present

4. 1970S - 1980s
Absorption Theory
transferring
knowledge &
information
did not allow for student
participation, problem
solving, and working
collaboratively
passive learners

5. in 1980s
New Learning Strategies
✖ Think-alouds
✖ Question and answer
relationships
✖ Reciprocal teaching
✖ Peer tutoring
✖ Taught independently
✖ Little student
engagement

6. 1990s
★ enhance students’ understanding
★ make classrooms more interesting
★ support literacy
★ engage students with the real world
✖ Instructional reform
✖ New strategies
✖ Supporting students’ needs & abilities
✖ Integrating aid tools to:

7. 1990s (continued)
Teachers:
✖ Enhanced lessons
✖ Opened up professional
discussions
✖ Made abstract or conceptual
content more understandable
Students:
✖ Able to access information
✖ Increased performance &
motivation
✖ Engaged in class
✖ Internet services,
multimedia tools,
and advanced
telecommunications
✖ Availability of
various web-sources

8. 21st century

9. ✖ Digital Literacy = Integrating multimedia tools
(visual displays, texts, motion graphics, video,
audio, and multimodal forms)
✖ Develop students’ 21st century skills (critical
thinking, problem solving, collaborative
learning, and creative thinking) = to meet their
future needs
(Robin, 2005 & Jakes, 2006, Sadik, 2008)
✖ Use of multimedia increased 51% to 94% (U.S.
National Center for Educational Statistics, 2009)

10. Elementary Settings:
✖ Establish foundational digital literacy skills
✖ Prepare for transition to next level
✖ Participate effectively in the curriculum
✖ Demonstrate achievement in content areas
DL Goal = understand, organize, analyze, evaluate,
communicate
To achieve:
✖ Embed digital texts
✖ Use digital media

11. A digitally literate person will possess a range of digital skills,
an ability to engage in online communities and social networks
while adhering to behavioral protocols, be able to find, capture
and evaluate information, an understanding of the societal
issues raised by digital technologies and possess critical thinking
skills.
Digital literacy does not replace traditional forms of literacy. It
builds upon the foundation of traditional forms of literacy. [1]
Literacy refers to the ability to read for knowledge, write
coherently, and think critically about the written word.

12. Dynamic Process
Literacy used to be a singular directional
methodology. Now, with technology
affordances, it is a force that stimulates
change.

13. New Literacies are Dynamic
Visual
New literacies are
visual and can be a
provocation for
more learning or
making more
meaning.
Culturally
Relevant
Material that is
current, diverse
and appropriate is
more accessible
than ever with
technology. So are
inappropriate
materials making
our critical
thinking skills
even more
valuable.
Close Reading
Interactivity of a
text, by
annotations or
quiz features
make students
truly examine text
for meaning.

15. Design education;
teaching of theory and application in the design of product,
services, and environments in the higher education.
Apparel Design (Fashion Design/Clothing & Textiles)
-Design (Including history & Aesthetics)
-Construction (pattern making)
-Retailing
-Textiles
Designers: expand their understanding of design process,
alter methods for designing,
generate new product
Digital literacy (digital technology) in design education
-key tool as communication and creative thinking
Digital Literacy in Design education

17. Pedagogical approach of
digital literacy in design
education

18. historical trends analysis of digital literacy in design education

19. digital literacy in design education_ADVANTAGES & CHALLENGES
Advantages
-Students’ active engagement in design
-Expanded creative thinking with unlimited attempt in virtual reality
-Potentiality of multidisciplinary project with TBL (team-based
learning) and -Web-based learning based on the different learning
styles
Challenges
-Takes long time to acquire technical skills
-Chaos: juncture between art/humanities and science/engineering,
or at the intersections of information technology and creative
practices
-Multidisciplinary collaborating teamwork: limited body of literature
that explores the use of and potential for, collaborative
multidisciplinary approaches to design education.

20. Digital Literac(ies) in Higher education:
What was old is now new again
Image: discovery by concretecandy

21. historical trends analysis: digital literacy in higher education
1970s 1980s 1990s 2000s
Big
L

22. plurality of digital literacies
Image: https://www.jisc.ac.uk/guides/developing-digital-literacies

23. Theory to Practice: Domains initiatives
Domain of One’s Own at University Mary Washington
all members of the university community create their
personal webspace in order to “explore the creation and
development of their digital identities”
http://umw.domains/
Davidson Domains at Davidson College
✖ develop technical and critical web literacies
✖ forge a digital identity through online publishing
✖ reclaim ownership and control over one’s digital footprint
✖ explore the possibilities of blended learning and social
pedagogies
https://domains.davidson.edu/

24. Thanks!
Any questions?

25. Banning, J., & Gam, H. (2013). Redesigning a Fashion History Course
Through Team-Based Learning. Clothing and Textiles Research
Journal, 31(3), 182-194.
Byun, S., Kim, H., & Duffey, M. (2012). A Multicourse Collaborative
Project Within a Global Context: Multidimensional Learning
Outcomes for Merchandising and Interior Design Majors. Clothing
and Textiles Research Journal, 30(3), 200-216.
Jakes, D. (2006). Standards-proof your digital storytelling efforts.
TechLearning.
Robin, B. (2005). Educational uses of digital storytelling. Main
directory for the educational uses of digital storytelling.
Instructional technology Program. University of Houston.
references

26. Parsons, J. (2015). Historical Patents as Inspiration for Digital Textile and
Apparel Design. Clothing and Textiles Research Journal, 33(4), 280-296.
Parsons, J., & Campbell, J. (2005). Digital Apparel Design Process: Placing
a New Technology Into a Framework for the Creative Design Process.
Clothing and Textiles Research Journal, 22(1/2), 88-98.
Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated
approach for engaged student learning. Education Tech Research,
56(4), 487-506.
Wang, J. (2015). To Make or to Create? What Should Students of Design be
Taught? Design Issues, 31(3), 3-15.
U.S. Department of Education, Office of Educational Technology. (2010).
Transforming American education: Learning powered by technology
(National Technology Education Plan 2010). Retrieved from
http://www. ed.gov/sites/default/files/netp2010.pdf.