This document discusses digital literacy and how it can be supported in academic contexts. It defines digital literacy as having awareness, attitude, and ability to use digital tools to find, evaluate, analyze, and communicate information to enable social action. The document outlines key components of digital literacy including underlying skills, background knowledge, central competencies, and attitudes. It provides examples of how universities support digital literacy development through services, embedding it in curricula, and getting student perspectives on needed support. Case studies demonstrate research-informed approaches to fostering digital literacy.
Legal bases of special and inclusive educationFlipped Channel
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
Digital Literacy Skills in the 21st Century from the book
TECHNOLOGY FOR TEACHING AND LEARNING I BOOK
COPYRIGHT 2019
BY: PURITA P. BILBAO, ED D
MA. ASUNCION CHRISTINE V. DEQUILLA, PHD
DAISY A. ROSANO, PHD
HELEN B. BOHOLANO, LIB, ED D
This presentation contains basic concepts about M.I.L and communication it also contains the difference between media and information, and how information can be affected by media, this presentation includes the relevance of this subject to the students as well
ICT POLICIES, ICT SAFETY ISSUES AND USES OF ICT IN TEACHING AND LEARNINGAllan Lloyd Martinez
This is a slide presentation for ED 11 that talks about the existing policies on ICT in international and national level, as well as the safety issues of ICT and the uses of ICT in teaching and learning.
Initially prepared for internal use at IBM, this is a useful guide for segregating personal and work life, and for protecting yourself from identity theft, using a Social Networks privacy settings.
This is version 2.3, updated on 8 February 2012. It is now more accurately called "Digital Persona Management for IBMers" and the Facebook section has been entirely rebuilt to match the platform’s current settings and controls (i.e. Timeline), as well as LinkedIn. In addition, this module is being expanded to include Google+, and Twitter, as soon as I can finish creating them, so watch for additional updates. I posted 2.2 on 7 Feb, then LinkedIn announced two new privacy changes.
( This module used to be titled Identity Management For IBMers on Facebook )
Legal bases of special and inclusive educationFlipped Channel
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
Digital Literacy Skills in the 21st Century from the book
TECHNOLOGY FOR TEACHING AND LEARNING I BOOK
COPYRIGHT 2019
BY: PURITA P. BILBAO, ED D
MA. ASUNCION CHRISTINE V. DEQUILLA, PHD
DAISY A. ROSANO, PHD
HELEN B. BOHOLANO, LIB, ED D
This presentation contains basic concepts about M.I.L and communication it also contains the difference between media and information, and how information can be affected by media, this presentation includes the relevance of this subject to the students as well
ICT POLICIES, ICT SAFETY ISSUES AND USES OF ICT IN TEACHING AND LEARNINGAllan Lloyd Martinez
This is a slide presentation for ED 11 that talks about the existing policies on ICT in international and national level, as well as the safety issues of ICT and the uses of ICT in teaching and learning.
Initially prepared for internal use at IBM, this is a useful guide for segregating personal and work life, and for protecting yourself from identity theft, using a Social Networks privacy settings.
This is version 2.3, updated on 8 February 2012. It is now more accurately called "Digital Persona Management for IBMers" and the Facebook section has been entirely rebuilt to match the platform’s current settings and controls (i.e. Timeline), as well as LinkedIn. In addition, this module is being expanded to include Google+, and Twitter, as soon as I can finish creating them, so watch for additional updates. I posted 2.2 on 7 Feb, then LinkedIn announced two new privacy changes.
( This module used to be titled Identity Management For IBMers on Facebook )
Breaking the Mould - or how technology changes the way we learnHugh Davis
My Inaugural Lecture - Nov 2104.
The livestream is also available at
http://new.livestream.com/UniversityofSouthampton/ILIaD/videos/66978562
And it was storied by Natasha Webb at http://storify.com/natashawebb/hugh-davis-iliad
Digital literacy for teachers and studentsAndy Petroski
Literacy in today’s world goes beyond reading and writing. Digital literacy is as important today as the traditional skills that have enabled people to function and prosper for hundreds of years. Many would argue that the digital skills of today are just as important as the more traditional skills. This session identifys the skills of the new literacy and focus on the positive impact the skills can have on learning, work and life. Information management, ethical and legal issues, and privacy and security guidelines will be explored as part of the larger digital literacy topic.
Deeper understanding as the key to deepening digital literacy - Blackboard User Conference, University of Durham, January 2014
Sarah Horrigan with Laura Hollinshead, University of Derby
The 21st Century Skills Maps for the Young Entrepreneur Challenge, hosted by College Apprentice in Boston, MA, USA from 7-12 July 2014 on Boston University's campus. Email hello@youngentrepreneurchallenge.com for more information
The practical benefits to why everyone should care about digital literacy (i.e. learning to use computers, tablets, mobile devices, Internet and other technology). See the animated version on YouTube (http://youtu.be/FoKuvjh7UIc).
Let's talk about LEARNING, not technology! What are some cultural shifts in our fast changing world, that have an impact on our own learning as educators? How can we start thinking differently about learning?
Thank you to Will Richardson for his thought provoking "3 Steps to Start Thinking Differently About Learning"( learning.blogs.nytimes.com/2012/10/25/guest-post-three-starting-points-for-thinking-differently-about-learning/) , Alec Couros for his 5 Answers to Challenges of Teaching & Learning in the 21st Century" (slideshare.net/courosa/taking-on-the-challenge-of-21st-century-teaching-learning) and Steve Hargadon for his thoughts of "You First", which makes so much sense.
Digital literacy - a new language for disruptionJoyce Hostyn
To achieve the digital enterprise, you need a workforce that embraces new ways of working. One in which they’re able to harness the power of information, collaboration, and communities to get their jobs done. This requires treating digital as a new language. One with a different grammar and syntax from what people are used to. And learning a new language isn't easy. How can we empower people through digital literacy to work smarter, treating digital as a language to use to express ideas and create magical experiences that people choose to participate in and, as a consequence, change their behavior? How can we get people dreaming in digital?
Paper Presented in National Seminar on
Networking of Library and Information Centres of North East India in Digital Environment (NLICDE-2011)
(21-23 March 2011)ORGANISED UNDER THE AEGIS OF National Library, Kolkata
Ministry of Culture, Govt. of IndiaByOrganized by
Central Library, National Institute of Technology Silchar
Strijker & Fisser (2019 06-27) A future-proof curriculum with digital literacySaxion
In November 2014, the State Secretary for Education, Culture and Science of the Netherlands officially launched an online country-wide consultation about the future of Dutch education. Based on the outcomes and the ongoing debate, the Netherlands started the development of a new curriculum framework for primary and secondary education in 2018. One of the new themes in this curriculum is Digital Literacy, which is defined as a combination of ICT skills, media literacy, information literacy and computational thinking. Together with the other subjects (Dutch, Arithmetic/mathematics, English/modern foreign languages, Citizenship, Exercise & Sport, Art & Culture, Human & Nature, Human & Society) Digital Literacy will be part of the design of the new curriculum. A teacher design team for Digital Literacy developed a vision and elaborated this in eight so-called big ideas. Based on the big ideas learning trajectories were designed. These learning trajectories describe what students should learn in primary and secondary education.
Information literacy, from higher education to employmentInformAll
A presentation at the European Conference on Information Literacy (ECIL2014), by the InformAll initiative, on how information literacy - the know-how, skills and competencies needed to handle information, whatever form this takes - might be made more relevant to individuals and organisations at the interface between higher education and employment.
Slides for start-up meeting of the HEA projects funded under 'Digital Literacy in the Disciplines' programme, largely reporting on findings from the Jisc Developing Digital Literacies programme.
Presentation on the trends in formation literacy, standards for planning information literacy programs, learning styles and the application to learning information skills, and assessment tools.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
7. Write a short definition of ‘digital literacy’ and how it links to literacy.
8. You might want to watch an interesting 40 minute discussion on digital literacy on The Agenda with Steve Paikin to inform your thoughts http://www.youtube.com/watch?v=ka3ImmG54PoWhat does literacy and therefore digital literacy mean to you? 3
11. Related concepts: ‘computer literacy’ led to ‘information literacy’ e.g. SCONUL “seven pillars” model (used by academic librarians), ‘media literacy’.Digital literacy: Some key themes 4
12. “Digital Literacy is the awareness, attitude and ability of individuals to appropriately use digital tools and facilities to identify, access, manage, integrate, evaluate, analyse and synthesize digital resources, construct new knowledge, create media expressions, and communicate with others, in the context of specific life situations, in order to enable constructive social action; and to reflect upon this process.” Martin (2005:135) Digital literacy: How can we understand it 5
13.
14. Construct a diagram, mind map or concept map to summarise this definition.Digital literacy: in other words 6
15. Digital literacy: mind map Here is one possible interpretation. Yours may be very different. 7
16.
17. These might include ideas like IT literacy, information literacy, media literacy and other life skills.So digital literacy / literacies is a broad term. Literacies not literacy? 8
20. Different levels: novice expertCan be summarised into three elements (Markless & Streatfield, 2007): • connecting with information • interacting with information • making use of information 9
27. ICT literacy (i.e. the ability to use computing devices)Background Knowledge: the world of information nature of information resources Underpinnings and Background Knowledge 12
28. Could include the following: reading and understanding digital and non-digital formats creating and communicating digital information evaluation of information knowledge assembly information literacy media literacy Central Competencies 13
29. • independent learning • moral / social literacy “…the attitudes and perspectives reflect the idea that the ultimate purpose of digital literacy is to help each person learn what is necessary for their particular situation. “Moral / social literacy” reflects the need for an understanding of sensible and correct behavior in the digital environment and may include issues of privacy and security.” (Bawden 2008:30) Attitudes and Perspectives 14
30.
31. How much of the four components do you / we take for granted, in terms of expecting students to already have these knowledge, skills and attitudes?
32. What do you, personally, do to support these components of digital literacy?
33. What other services / staff support these components of digital literacy?How do we support digital literacy? 15
34. Academic librarians support information literacy Computer skills may be supported by IT training services for students. Literacies such as academic writing, critical thinking and so on may be supported by learning development type services What is the role of the academic member of staff? Services supporting digital literacy 16
35. How has an institutional focus on listening to students influenced policies relating to learning for a digital age? University of Glamorgan How do research-informed approaches to learning and teaching support and develop learners in technology-rich environments? Oxford Brookes University How can digital literacy help provide the building blocks for lifelong learning? University of Salford Case Studies – some examples 17
36. The Supporting Literacies in a Digital Age (SLiDA) project identified nine key questions for institutions to consider in supporting digital literacy, (https://wiki.brookes.ac.uk/display/slidacases/SLiDA+Home) Perhaps those most relevant for inclusive curriculum design are: Q1. What strategies, policies and practices can be used to support learners to develop digital literacies relevant for professional and lifelong working? Q3. How can the development of digital literacies and learning support be successfully embedded into the curriculum? Q4. How can the development of effective learners be supported in individual, personalised ways? Read the relevant case studies and consider how your own institution would answer these questions. In the context of your own modules, how would you answer these questions? Case Studies: Activity 18
37.
38. Do you feel you have the required communication skills? E.g. To give presentations, to work effectively in groups.
39. Do you feel able to work effectively as an independent learner? What support do you need from academics to develop further?
40. Do you feel you have the required information literacy skills to find high quality material for your assignments?
41. How can we best support you?Some key questions to ask our students 19
45. For students: ‘What is information literacy?’http://campus.queens.edu/everett/M2.html Internet detective: http://www.vts.intute.ac.uk/detective/ Resources 21
46. Bawden, D. (2008) 'Origins and Concepts of Digital Literacy' in Lankshear, C. & Knobel, M. (eds.) Digital Literacies: Concepts, Policies and Practices, New York: Peter Lang Bruce, C. (1997) The seven faces of information literacy. Adelaide: Auslib Press Gilster, P. (1997) Digital literacy. New York: Wiley. Markless, S.,& Streatfield, D. (2007) Three decades of information literacy: redefining the parameters, in S. Andretta (Ed.), Change and challenge: information literacy for the 21st century, Adelaide: Auslb Press. Martin, A. (2005) ‘DigEuLit – a European Framework for Digital Literacy: a Progress Report’, Journal of eLiteracy, Vol 2 pp.130-136 References 22
Editor's Notes
You can use text to mind map
Discussion on this, do you agree / disagree? Compare with your own. Is there anything missing or something that should not be there and why?
What other ways can we understand the concept, e.g. information literacy?
Did any of their responses surprise you or confirm your own thoughts?