This document discusses digital literacies and their importance in education. It defines digital literacies as including skills like accessing information, critical thinking, interpreting and creating media, and communicating. It outlines eight essential elements of digital literacies including being cultural, cognitive, constructive, and critical. The document also discusses teaching digital literacies, including using open resources and social media, as well as giving students voice and choice. It provides examples of how these principles were applied in a computer science course through topics like digital identity and sharing work openly online. Finally, it lists several resources for further exploring digital literacies.
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Learning and Teaching Digital Literacies
1. Learning and Teaching
Digital Literacies
1st June 2012 Catherine Cronin
#EdTech12 @catherinecronin
Image: CC BY-SA 2.0 Ed Yourdon
6. Visitors and Residents by David S. White, Alison Le Cornu
http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/3171
Image: CC BY-SA 2.0 Gideon Burton
7. what are digital literacies?
access agency
literacy
skills media
critical thinking
social
learning
interpret create
communicate fluency
8. 8 essential elements of
digital literacies1
1. Cultural 5. Confident
2. Cognitive 6. Creative
3. Constructive 7. Critical
4. Communicative 8. Civic
1 Definition by Doug Belshaw
http://dougbelshaw.com/blog/2012/03/10/tedxwarwick-the-essential-elements-of-digital-literacies/
9. 5 categories of digital literacy2
2 Definition by Ismael Peña-López
http://ictlogy.net/bibliography/reports/projects.php?idp=1441
10. digital literacies3
Knowledge of digital tools
Critical thinking
Social engagement
3 Definition by Tabetha Newman, adapted by Josie Fraser
http://fraser.typepad.com/socialtech/2012/03/digital-literacy-practice.html
12. 2nd year Professional Skills module
BSc Computer Science & IT
Research, writing and presentation skills
& digital literacies
Images: CC BY-SA 2.0 rolvr; CC BY-SA 2.0 openDemocracy; CC BY-NC-SA 2.0 inju
14. “Students will not
simply pass
through a course
like water
through a sieve,
but instead leave
their own imprint on
the learning
process.”
- Bryn Holmes (2001)
Image: CC B
15. 3 tenets of my teaching
openness • social media • student voice/choice
17. openness • social media • student voice/choice
AIM:
choose openness
where possible & where appropriate
USE open resources
CREATE create to share, CC-licensed
SHARE openly, including my/our own learning
19. openness • social media • student voice/choice
Social Media
enables connection and learning
across the (artificial) boundaries
of time and space
TIME... class time, term time, academic year
SPACE... classrooms, labs, desks, buildings
20. “I don’t think
education is about
centralized instruction
anymore; rather,
it is the process [of]
establishing oneself
as a node in a broad
network of distributed
creativity.”
– Joichi Ito
@joi
Image: CC BY-NC-SA 2.0 yobink
23. “In a digital,
networked, open
world people become
less defined by the
institution to which they
belong and more by
the network and online
identity they establish.
- Martin Weller
31. openness • social media • student voice/choice
Use as many opportunities
as possible for students to
Choose & Create.
TOPICS ASSESSMENT
MEDIA RUBRICS
TOOLS ...
34. Never doubt that a small group of
thoughtful, committed citizens
can change the world.
Indeed it is the only thing
that ever has.
– Margaret Mead
35. Never doubt that a small group of
students
thoughtful, committed citizens
can change the world.
Indeed it is the only thing
that ever has.
– Margaret Mead
36. instructor-led → student-led
individual → collaborative
in class → online, open
1 classroom →
authentic learning
40. A brief history of digital literacy in the UK and the EU
(JISC Digital Literacies programme)
Liveblog by @drbexl:
http://digital-fingerprint.co.uk/2012/05/jisc-digital-literacies-programme-a-history-of-digital-literacy-in-uk-eu-jiscdiglit/
43. Selected JISC resources:
Developing Digital Literacies programme (2012)
Preparing for a Digital Future presentation (2011)
Digital literacies for learners, researchers &
teaching staff, by Helen Beetham, Rhona
Sharpe, Frances Bell, Simranjeet Singh Roud & Col
Hawksworth
SLiDA project report (2010)
Supporting learners in a digital age, by Rhona
Sharpe, Greg Benfield, Shalni Gulati & Judy Hardy
LLiDA project report (2009)
Thriving in the 21st century: Learning literacies for
the digital age, by Helen Beetham, Lou McGill & Prof.
Alison Littlejohn
45. Thank you!
CC BY_NC 2.0 youngdoo
@catherinecronin
catherine.cronin@nuigalway.ie
www.slideshare.net/cicronin
Editor's Notes
Not on curriculum… students not asking for it.
Digital Scholar – Martin WellerGrowing importance of digital/open practices
Imperative to create and share, as well as consume and evaluate.
4 years ago, I didn’t know what digital literacy was...Today, it is integral to my teaching and my practice, and I believe it is essential for all of our students, at all levels of education.
Term coined by Mark Prensky in 2001... Someone who has grown up with digital tech (1980s) & learns differently.Evidence-based critiques:As much variability within as between generationsQuestions of access, agency & critical thinkingRed herring! Students = all ages, many situations & contexts (Lesley)Separate DIGITAL LITERACY from DIGITAL CULTUREYes... Students may have different expectations, but as for learning differently... NoDave White: Digital Visitors / Digital Residents (web = tool/practice)
Focus on remix... and thus on the person. Cultural - navigating digital cultures and contextsCivic – different contexts, beyond HE
Digital presence...With social media, we have the opportunity to have many identities online, as do our students.When we invite students to participate in online spaces – Twitter, Google+, SL... We must address issues of DI (ourselves & our students)
Huge literature review... (social awareness)Social engagement – enable learners to challenge, change & shape their worlds.
Decisions for educators: #1 Whether to include this in our teaching#2 HOW to include this in our teachingI would like to talk about the GOAL of digital literacy education, but I’ll do so in the context of my own teaching & learning.
MY challenge Design authentic learning, from a learner perspective for a 2nd year BSc IT module. OLD: research skills / report writing / class presentationNEW: I added digital literacies... Why? Online publishing, producing digital media (not just text), and social media, social networking, social bookmarking are part of landscape.
CT231
I share my teaching philosophy with my students.One of my greatest satisfactions happened last week, when a student quoted this back to me in a course evaluation:“The above quote from Bryn Holmes comes to mind when I reflect on my final project for this module. Overall I’ve learned many new skills in research, writing and presentation which have all proven beneficial both now in doing assignments as part of this module and no doubt into the future when I’m undertaking my final year project for this course. It has been challenging at times (like public speaking for the first time as part of my presentation assignment) but I have overcome it and have hopefully left my own imprint in this module for other students in the future to see and learn from.”
Not connected/limited by geography, space, time... but connected by our own ideas, passion, commitment via social media.
DI = the persona we present across all digital communities It is often said that we leave our "digital footprint" behind as we share and interact online. Elements of our DI include information that we create ourselves -- as well as information about us which is posted by others.In class, we discussed DI:Protect your digital identityProactively choose/create your digital identity an act of identity construction, “self authoring”
Twitter was clear: either totally public or totally private (DM)Google+ was less clear: either totally public or private to our circle... but private circle posts can be shared. “LEAKY CIRCLES”Twitter was useful for DM’s between students and myself.Twitter was useful for sharing articles, thoughts, quick suggestions.
Constrained at 2nd level!
My compass for these explorations is AUTHENTIC LEARNINGLearn by Doing. In real-world contexts, if possible. facilitate self-directed and independent learning encourage confidence & cultivate skills such as judgement & flexibility (a challenge for most learners!)Authentic learning is often “messy”, as is real-life!
initial resistance from students “unlearning”... secondary assessment = recounting not remixing isolated in the curriculum lack of recognition within department, university fear