But what does it really mean to be digitally literate, and which standards do we use?” said Dr. Eden Dahlstrom, NMC Executive Director. “This report sheds light on the meaning and impact of digital literacy using cross-cultural and multi-disciplinary approaches, highlighting frameworks and exemplars in practice.
NMC’s report has identified a need for institutions and thought leaders to consider the ways in which content creation is unequally expressed throughout the world. In an examination of digital literacy within European, Middle Eastern, and African nations (EMEA), research has surfaced unequal access to information technology based on inequalities of economics, gender, race, and political divides.
Complex Problem Solving
Complex Problem Solving
Coordinating with Others
Coordinating with Others
Judgment and Decision Making
Judgment and Decision Making
Digital tools themselves are merely enablers, pushing the envelope of what learners can create. No longer is it acceptable for students to be passive consumers of content; they can contribute to the local and global knowledge ecosystem, learning through the act of producing and discussing rich media, applications, and objects. In the words of many institutional mission statements, students do not have to wait until they graduate to change the world.
Using readily available digital content creation tools (e.g., video production and editing, web and graphic tools), students are evolving into digital storytellers,
digital literacy now encompasses the important skills of being able to coordinate with others to create something truly original that neither mind would fathom independently.
The ability to discern credible from inaccurate resources is foundational to digital literacy. my note: #Fakenews
A lack of broad consensus on the meaning of digital literacy still hinders its uptake, although a growing body of research is helping higher education professionals better navigate the continuous adjustments to the field brought about by emerging pedagogies and technologies.
Information literacy is a nearly universal component within these digital literacy frameworks. Critically finding, assessing, and using digital content within the vast and sometimes chaotic internet appears as a vital skill in almost every account, including those published beyond libraries. In contrast, media literacy is less widely included in digital literacy publications, possibly due to a focus on scholarly, rather than popular, materials. Digital literacies ultimately combine information and media literacy.
United States digital literacy frameworks tend to focus on educational policy details and personal empowerment, the latter encouraging learners to become more effective students, better creators, smarter information consumers, and more influential members of their community.
National policies are vitally important in European digital literacy work, unsurprising for a continent well populated with nation-states and struggling to redefine itself… this recommendation for Balkan digital strategy: “Media and information education (with an emphasis on critical thinking and switching from consumption to action) should start at early ages, but address all ages.”
African digital literacy is more business-oriented. Frameworks often speak to job skills and digital entrepreneurship. New skills and professions are emphasized, symbolized by the call for “new collar” positions.
Middle Eastern nations offer yet another variation, with a strong focus on media literacy. As with other regions, this can be a response to countries with strong state influence or control over local media. It can also represent a drive to produce more locally-sourced content, as opposed to consuming
Digital literacy is a complex phenomenon in 2017, when considered internationally. Nations and regions are creating ways to help their populations grapple with the digital revolution that are shaped by their local situations. In doing so, they cut across the genealogy of digital literacies, touching on its historical components: information literacy, digital skills, and media literacy.
Students are not all digital natives, and do not necessarily have the same level of capabilities. Some need to be taught to use online tools (such as how to navigate a LMS) for learning. However, once digital literacy skills for staff and students are explicitly recognized as important for learning and teaching, critical drivers for pedagogical change are in place.
Pedagogy that uses an inquiry based/problem solving approach is a great framework to enhance the use and practice of digital skills/capabilities in the classroom.
The current gap between students’ information literacy skills and their need to internalize digital literacy competencies creates an opportunity for academic librarians to support students in the pursuit of civic online reasoning at the core of NMC’s multimodal model of three digital literacies. Academic librarians need a new strategy that evolves information literacy to an expanded role educating digitally literate students. Let’s build a new model in which academic librarians are entrepreneurial collaborators with faculty,55 supporting their classroom efforts to help students become responsible sharers and commentators of news on social media.
“Digital literacy is not just about ensuring that students can use the latest technologies, but also developing skills to select the right tools for a particular context to deepen their learning outcomes and engage in creative problem-solving”
There is a disconnect between how students experience and interact with technology in their personal lives and how they use technology in their roles as students. Yes, students are digitally savvy, and yes, universities have a role in questioning (insightfully of course) their sometimes brash digital savviness. We have a situation where students are expecting more, but (as I see it) cannot provide a clear demand, while faculty are unable to walk in the shoes of the students.
Venue Hotel – Fourside Hotel City Center Vienna Grieshofgasse 11, A – 1120 Wien / Vienna, AUSTRIA
About the Conference
International Academic Conference in Vienna 2017 is an important international gathering of scholars, educators and PhD students. IAC-GETL 2017 in Vienna will take place in conference facilities located in Vienna, the touristic, business and historic center of Austria.
Conference language: English language
Conferences organized by the Czech Institute of Academic Education z.s. and Czech Technical University in Prague.
Conference Topics – Education, Teaching, Learning and E-learning
Education, Teaching and Learning
Distance Education, Higher Education, Effective Teaching Pedagogies, Learning Styles and Learning Outcomes, Emerging Technologies, Educational Management, Engineering and Sciences Research, Competitive Skills, Continuing Education, Transferring Disciplines, Imaginative Education, Language Education, Geographical Education, Health Education, Home Education, Science Education, Secondary Education, Second life Educators, Social Studies Education, Special Education, Learning / Teaching Methodologies and Assessment, Assessment Software Tools, Global Issues In Education and Research, Education, Research and Globalization, Barriers to Learning (ethnicity, age, psychosocial factors, …), Women and Minorities in Science and Technology, Indigenous and Diversity Issues, Intellectual Property Rights and Plagiarism, Pedagogy, Teacher Education, Cross-disciplinary areas of Education, Educational Psychology, Education practice trends and issues, Indigenous Education, Academic Research Projects, Research on Technology in Education, Research Centres, Links between Education and Research, Erasmus and Exchange experiences in universities, Students and Teaching staff Exchange programmes
Educational Technology, Educational Games and Software, ICT Education, E-Learning, Internet technologies, Accessibility to Disabled Users, Animation, 3D, and Web 3D Applications, Mobile Applications and Learning (M-learning), Virtual Learning Environments, Videos for Learning and Educational Multimedia, Web 2.0, Social Networking and Blogs, Wireless Applications, New Trends And Experiences, Other Areas of Education
Tracks: Age-Friendly Environments; Business and Aging; Global Aging Curriculum and Policy Issues; Translating Research to Education and Training; Program and Curriculum Development; Workforce Development
We gladly invite you to attend the International Conference “The Future of Education, Mass-Media and Communication” which will be held at Johns Hopkins University, just 20 miles away from Washington DC.
ECGBL offers an opportunity for scholars and practitioners interested in the issues related to Games Based Learning to share their thinking and research findings. ECGBL provides a forum for discussion and collaboration by academics and practitioners.
REFUGEES AND FORCED IMMIGRATION ’17 / II. International Interdisciplinary Conference on Refugee and Forced Immigration Studies in Social Sciences, Humanities and Art Conference29th to 30th September 2017Istanbul, Turkey Website: http://www.dakamconferences.org/refugeesandforcedimmigration Contact person: Ozgur Ozturk
All papers will be published in proceedings e-book as DVD (with an ISBN number) and then in DAKAM’s online library. A selection will be made in the relevant DAKAM JOURNAL that will be reviewed by Thomson&Reuters Conference Proceedings Citation Index.
Organized by: DAKAM Deadline for abstracts/proposals: 23rd June 2017
Empathy Is Tough to Teach, But Is One Of the Most Important Life Lessons
Dr. Brené Brown has become famous for her speaking and writing about vulnerability, worthiness, shame and the other important emotions running underneath daily life all the time. One theme she returns to over and over is the importance of cultivating empathy, a very different reaction than sympathy.
Children have opportunities to learn empathy from their parents, but also from their teachers and peers.
It is a name for a premise that, quietly, has come to regulate all we practise and believe: that competition is the only legitimate organising principle for human activity.
we now live in Hayek’s world, as we once lived in Keynes’s.
He begins by assuming that nearly all (if not all) human activity is a form of economic calculation, and so can be assimilated to the master concepts of wealth, value, exchange, cost – and especially price. Prices are a means of allocating scarce resources efficiently, according to need and utility, as governed by supply and demand. For the price system to function efficiently, markets must be free and competitive. Ever since Smith imagined the economy as an autonomous sphere, the possibility existed that the market might not just be one piece of society, but society as a whole. Within such a society, men and women need only follow their own self-interest and compete for scarce rewards. Through competition, “it becomes possible”, as the sociologist Will Davies has written, “to discern who and what is valuable”.
Hayek built into neoliberalism the assumption that the market provides all necessary protection against the one real political danger: totalitarianism.
To prevent this, the state need only keep the market free.
This last is what makes neoliberalism “neo”. It is a crucial modification of the older belief in a free market and a minimal state, known as “classical liberalism”. In classical liberalism, merchants simply asked the state to “leave us alone” – to laissez-nous faire. Neoliberalism recognised that the state must be active in the organisation of a market economy. The conditions allowing for a free market must be won politically, and the state must be re-engineered to support the free market on an ongoing basis.
Even his conservative colleagues at the University of Chicago – the global epicentre of libertarian dissent in the 1950s – regarded Hayek as a reactionary mouthpiece, a “stock rightwing man” with a “stock rightwing sponsor”, as one put it.
Milton Friedman who helped convert governments and politicians to the power of Hayek’s Big Idea. But first he broke with two centuries of precedent and declared that economics is “in principle independent of any particular ethical position or normative judgments” and is “an ‘objective’ science, in precisely the same sense as any of the physical sciences”.
The internet is personal preference magnified by algorithm; a pseudo-public space that echoes the voice already inside our head. Rather than a space of debate in which we make our way, as a society, toward consensus, now there is a mutual-affirmation apparatus banally referred to as a “marketplace of ideas”.
“A taste is almost defined as a preference about which you do not argue,” the philosopher and economist Albert O Hirschman once wrote. “A taste about which you argue, with others or yourself, ceases ipso facto being a taste – it turns into a value.”