Digital Literacy

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Digital Literacy:

Digital Literacy DJL

Shut Down or Restart?:

Shut Down or Restart ?

A long history:

A long history Seidel, R.J. et al. eds. 1982 . Computer Literacy . Academic Press Inc. Gilster , P. 1998 . Digital Literacy . John Wiley & Sons. (see extracts here: http://www.ncsu.edu/meridian/jul99/diglit/index.html )

Gilster 1998:

Gilster 1998 Interactivity : choosing paths; influencing outcomes Immediacy : the WWW is dynamic and always changing Integration: a fusion of media Digital Literacy: mastering the tools and techniques to make the best of these.

Shut Down or restart?:

Shut Down or restart? ICT is little more than basic digital literacy skills such as how to use a wordprocessor or a database. DL not a subject but a core skill . Should be cross-curricular and planned for. Analogue of literacy or numeracy “ …basic skill or ability to use a computer confidently, safely and effectively, including: the ability to use office software such as word processors, email and presentation software, the ability to create and edit images, audio and video, and the ability to use a web browser and internet search engines.” (17)

Using the WWW:

Using the WWW To access the curriculum … Browsing Searching Creating Communicating Collaborating Applications for various purposes Low digital literacy = social exclusion

Naace ICT Framework:

Naace ICT Framework Living, learning and working in a digital society C onfident and critical use of ICT for work, leisure, learning and communication But complex and subtle: able to create, understand and communicate using technological tools. ( Futurelab )

DL one of the Naace five areas:

DL one of the Naace five areas Online identity Functional use Filtering, filing, finding Socialising Creating, sharing Gaming Making judgements about actions

Digital Wisdom: Prensky:

Digital Wisdom: Prensky “Digital technology … can be used to make us not just smarter but wiser . Digital wisdom arises both from the use of digital technology and in the prudent use of technology to enhance our capabilities. In the future we will benefit from unprecedented, instant access to worldwide discussions, recorded history, massive libraries, realistic simulated experiences. How we make use of these resources, how we filter them and how technology aids us will determine the wisdom of our decisions and judgments. In a digital future, the digitally unenhanced person will not be able to access the tools of wisdom that will be available.” Quotation is liberally rewritten for presentation! See original text here: http://www.wisdompage.com/Prensky01.html Full ref: Prensky M. 2009. H . sapiens digital: From digital immigrants and digital natives to digital wisdom. Innovate 5 (3). http://www.innovateonline.info/index.php?view=article&id=705 (accessed April 4, 2009 ).

What’s happening in Wales:

What’s happening in Wales Ministerial announcement: Learning in Digital Wales Find it, make it, use it, share it National Digital Learning Council – Sep 2012 Membership: schools, FE, skills sector Associate membership to enable learner voice: students from primary, secondary, FE. Advisers from HE and industry.

Hwb:

Hwb Dec 2012 All-Wales Learning Platform Share resources and experience Eportfolio for learners ‘with the potential for learners to create an “account for life” by linking their use of Hwb to their unique learner number .’ ??? Device independent; always on; integrated .

Digital Repository:

Digital Repository Absorb http://www.ngfl-cymru.org.uk I nclude licensed software and content bought under new purchasing methods. Upload and share own content. Creative Commons licenses assumed.

Digital Literacy:

Digital Literacy CPD for teachers from 2013 Culture of digital citizenship: specifically unlocking the use of social networking in schools, libraries and youth clubs.

Belshaw’s view:

Belshaw’s view “Literacy is a condition, not a threshold; it involves a spectrum of development” More on the SOLO model here.

Eightfold path to DL:

Eightfold path to DL Cultural Cognitive Constructive Communicative Confident Creative Critical Civic

Prensky 2001: Natives vs. Immigrants:

Prensky 2001 : Natives vs. Immigrants Students have changed – they are digital natives , ‘native speakers’ of the ‘digital language’ of ICT, since about 1993. The digital revolution has created a discontinuity. 5K hr reading, 10K hr games, 20K TV. They process information differently. As for the rest of us we are digital immigrants! Natives multi-task , prefer images to text, random access, networking, gaming etc

Bennet et al 2008:

Bennet et al 2008 “…no evidence of widespread and universal disaffection, or of a distinctly different style the like of which has never been seen before. … Young people may do things differently, but there are no grounds to consider them alien to us.” ( Bennet et al 2008”

So different?:

So different? Learning styles: little evidence that e.g. multitasking is a new phenomenon or more widespread (e.g. doing homework while listening to music) Gaming does not obviously transfer to learning – some interesting research but no obvious link (and gender biased) (Note also claims in Next Gen.). Cannot generalise to an entire generation

Researcher of the Future 2008:

Researcher of the Future 2008 In some ways there has not been a great change in people’s information skills Research in the 1980s on the use of CDROM information sources came up with similar results. Focus on teenagers – those born around 1993, and who have grown up with high bandwidth digital media. Do they have different aptitudes?

Not so good …:

Not so good … Students look for ‘an answer’ rather than a format, e.g. a journal article or a research monograph. Students scan, flick and “power browse” through digital content. Little time spent evaluating. …“bouncing, flicking” behaviour is exhibited by all who use the WWW for research, is age independent, searching “horizontally rather than vertically”

PowerPoint Presentation:

Information seeking behaviour is “…horizontal, bouncing, checking and viewing in nature. Users are promiscuous, diverse and volatile.” Users often unclear about what they need; use informal rather than analytical search strategies “…there are signs that new forms of ‘reading’ are emerging as users ‘power browse’ horizontally … going for quick wins.”

PowerPoint Presentation:

young people have unsophisticated mental maps of what the internet is, often failing to appreciate that it is a collection of networked resources from different providers The search engine is the main search tool ( comprea with library catalogues for example).

GG2 2010:

GG2 2010 2008 research: differences within generations are sometimes as big or greater than the differences between generations 2010 – link up with BBC Project: Virtual Revolution Older users: more time but more confident of answer ( see here ).

Web Behaviour: some key questions:

Web Behaviour: some key questions How able are we to filter the enormous amount of information delivered to us by search engines? How confident are we in our ability to find the ‘right answer’ when looking for information on the web? How much do we concentrate when we’re using the web, even when we’re using it to make potentially life-changing decisions? What is the role of memory in shaping what we do on the web? (How much of today’s online journey do you actually remember?) How influential are ‘super brands’ in defining the choices we make online? How do we decide on the reliability or ‘authority’ of information provided by others online ?

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