Rethinking Digital Literacy
facilitated by Paul Signorelli 4-week eCourse Beginning Monday, May 1, 2017
http://www.alastore.ala.org/detail.aspx?ID=11469&zbrandid=4634&zidType=CH&zid=43393326&zsubscriberId=1026665847&zbdom=http://ala-publishing.informz.net
Learning outcomes
After participating in this course, you will be able to:
- incorporate ever-evolving definitions of digital literacy into learning opportunities
- draw upon a variety of digital resources to create digital-learning opportunities
- seek additional resources that you can use in your continuing efforts to keep up with new developments in digital literacy in libraries and other learning organizations
What is digital literacy? Do you know how you can foster digital literacy through formal and informal learning opportunities for your library staff and users?
Supporting digital literacy still remains an important part of library staff members’ work, but sometimes we struggle to agree on a simple, meaningful definition of the term. In this four-week eCourse, training/learning specialist Paul Signorelli will begin by exploring a variety of definitions, focusing on work by a few leading proponents of the need to foster digital literacy among people of all ages and backgrounds. He will explore a variety of digital-literacy resources – including case studies of how we creatively approach digital-literacy learning opportunities for library staff and users, and will explore a variety of digital tools that will help to encourage further understanding of this topic.
Now, who is ready to build their digital-literacy skills and help their users become digitally literate as well?
eCourse Outline
Part 1: Digital Literacy: Initial Definitions and Explorations
Part 2: Digital Literacy: Crap Detection and Other Skills and Tools
- Exploring Howard Rheingold’s approach to crap detection and other digital literacy/net literacy skills
- Participation, collaboration, creativity, and experimentation as digital-literacy skills
- Building our digital-literacy toolkit
Part 3: Digital Literacy in Learning
- The varying digital literacy needs of our youngest students, of teens, and of adults
- Exploring various online resources supporting our digital-literacy training-teaching-learning efforts
- The myth of the digital native
Part 4: Fostering Digital Literacy: Creating Within a Digital Environment
- Creating a framework to promote digital literacy
- Designing workshops and other learning opportunities
- Keeping up in an evolving digital literacy landscape
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more on digital literacy in this IMS blog
https://blog.stcloudstate.edu/ims?s=digital+literacy
The Global Critical Media Literacy Educators’ Resource Guide
http://gcml.org/the-global-critical-media-literacy-educators-resource-guide/
- Introduction
- About the GCMLP
- Contacts for GCMLP Publication
- Methods of Media Manipulation
- Breaking the Corporate News Frame: Project Censored’s Networked News Commons
- Validated Independent News Story Assignment
- How to Find, Evaluate, and Summarize Validated Independent News Stories
- Validated Independent News Story Grading Rubric
- Validated Independent News Story Grading Criteria
- Student Guide For Evaluating Web Sources
- ‘Becoming the Media:’ Experiential Learning through Media Criticism and Political Activism During National Presidential Elections
- ACME Classroom Activities: Challenging Big Media and News Censorship
- Digging Deeper: Politico-Corporate Media Manipulation, Critical Thinking, and Democracy
- Service Learning: The SUNY Buffalo State and Project Censored Partnership
- Commodifying the Public Sphere Through Advertising and Commercial Media
- Group Advertisement Assignment
- Junk Food News Assignment
- News Abuse Assignment
- Meme Assignment
- Solutions Video Project
- Video Summary Assignment
- Ethics Alerts: Applied Learning Opportunity in Higher Education
- Ethics Alert Assignment
- Critical Analysis of Gender Stereotypes on Television Assignment
- Critical Analysis of Race, Ethnicity, and Class Stereotypes in Entertainment
- 18 Fun and Easy Classroom Activities for Media Education
- Five Ways to Flex Your Media Literacy Muscles
- List of Independent and Corporate News and News Criticism Outlets
- GCMLP Biographies and Participating Institutions
- GCMLP Event on Your Campus Instructions
- Sacred Heart University Graduate Program
- Media Education for a Digital Generation Book Flyer
Regular Pages: https://www.dropbox.com/s/jp5isqrn6ijv9lx/ACMEbookFINAL101215.pdf?dl=0
Spreads: https://www.dropbox.com/s/enya4iyyxahg8ik/ACMEbookFINAL101215SPREADS.pdf?dl=0
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more on media literacy in this IMS blog
https://blog.stcloudstate.edu/ims?s=media+literacy
Texas A&M virtual tour
http://vr.concept3d.com/texas_am/
Texas A&M last month debuted its VR tour at the SXSWedu conference in Austin, using headsets. Anyone can view the tour on desktop or mobile devices.
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more on VR in this IMS blog
https://blog.stcloudstate.edu/ims?s=virtual+reality
6 Ways to Feed Innovation in Your Library
04/19/17 Dian Schaffhauser
https://campustechnology.com/Articles/2017/04/19/6-Ways-to-Feed-Innovation-in-Your-Library.aspx
2014 Stanford Prize for Innovation in Research Libraries
Rising Star Award\
1) Play “Hopscotch” on Campus
a 360-degree projection space, getting ready to open a virtual reality studio with “room-scale” VR sporting Oculus Rift and Vive gear, the idea of the “graduate students’ commons,” with access limited to those students as well as faculty
2) Sometimes Innovation Just Comes Knocking
3) Hire People With New Ideas
Rather than innovation being directed from the top down, it bubbles from the bottom up.
4) Plan on “Making” Your Own Resources
5) Make Tech as Accessible as Possible
Another intention is to bring different disciplines together in the hopes of sparking new ideas.
6) Learn How to Tell the Story
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more on academic library in this IMS blog
https://blog.stcloudstate.edu/ims?s=academic+library
Presentation to TPR (Technology and Pedagogy Roundtable), April 19, 2017
WSB 335 | short link: http://tinyurl.com/tprIMS
My name is Plamen Miltenoff and I am faculty (http://web.stcloudstate.edu/pmiltenoff/faculty/) with InforMedia Services (https://blog.stcloudstate.edu/ims/free-tech-instruction/):
https://www.facebook.com/InforMediaServices/
https://twitter.com/SCSUtechinstruc
https://plus.google.com/u/0/115966710162153290760
Through the years, I am working with the application of educational technologies in the curriculum process.
During my work and research, I notice an important discussion in the community of higher education:
https://blog.stcloudstate.edu/ims/2017/04/03/use-of-laptops-in-the-classroom/
The topic of the use of electronic devices, being that laptops, and more recently smartphones, tablets 2in1 laptops (or hybrid laptops) has been a disputable issue among instructors.
Under the tutelage of TPR, I am offering to facilitate a campus-wide discussion on the use of electronic devices in the classroom. The short-range goal of such discussion is to provide a platform for SCSU instructors to share their pedagogical experience in handling the use of electronic devices in the classroom.
The long-range goal of such discussion will be to start a conversation among SCSU faculty about the didactic of educational technology; going beyond just learning technology and start building practices for successful use of technology for teaching and learning.
Eyal, L. (2012). Digital Assessment Literacy — the Core Role of the Teacher in a Digital Environment. Journal Of Educational Technology & Society, 15(2), 37-49.
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Common to all is a view of the level of literacy as a measure of the quality of human capital of a society or a particular area. Literacy develops in interaction with the environment (Vygotsky, 1987).
digital assessment literacy refers to the role of the teacher as an assessor in a technology-rich environment.
Learning Management Systems (LMS) benefits and limitations
Measurement allows quantitative description of a particular characterization of an individual, expressed in numbers.
the combination of assessment and measurement provides a thorough and accurate picture, based upon which practical conclusions can be drawn (Wagner, 1997). A test is a systematic process in which an aspect of student behavior is quantitatively evaluated (Suen & Parkes, 2002).
For several decades this system of assessment has been criticized for a variety of reasons, including the separation between the teaching-learning process and the evaluation process, the relatively low level of thinking required, and the quantitative reporting of results, which does not contribute to students’ progress. In the last decade, the central argument against the tests system is that their predictability is limited to the field and context in which the students are tested, and that they do not predict student problem solving ability, teamwork, good work habits and honesty.
teachers mistakenly believe that repeating lessons will improve students’ achievements.
To evaluate how well the goals were achieved, objective measurement methods are employed (Black, et al., 2004).
Eshet- Alkalai (2004) offered a detailed conceptual framework for the term ‘digital literacy’ that includes: photo-visual thinking; reproduction thinking; branching thinking; information thinking; and socio-emotional thinking.
Eshet-Alkalai, Y. (2004). Digital literacy: A conceptual framework for survival skills in the digital era. Journal of Educational Multimedia and Hypermedia, 13(1), 93–106.
Eshet-Alkalai, Y., & Chajut, E. (2009). Changes Over Time in Digital Literacy. Cyberpsychology & Behavior, 12(6), 713-715. doi:10.1089/cpb.2008.0264
two major patterns of change over time: (a) closing the gap between younger and older participants in the tasks that emphasize profi- ciency and technical control and (b) widening the gap between younger and older participants in tasks that emphasize creativity and critical thinking. Based on the comparison with the matched control groups, we suggest that experience with technology, and not age, accounts for the observed lifelong changes in digital literacy skills
Eshet-Alkalai, Y., & Soffer, O. (2012). Guest Editorial – Navigating in the Digital Era: Digital Literacy: Socio-Cultural and Educational Aspects. Journal Of Educational Technology & Society, 15(2), 1.
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a wide range of technological, cognitive and social competences—collectively termed “Digital Literacy.” Users thus must become “digitally literate” in order to cope effectively with the complex sociological, cognitive and pedagogical challenges these technologies pose. These skills include, for example, the ability to operate computers and navigate the net effectively, to cope with large volumes of information, to evaluate the reliability of information, and to critically assess what seem to be natural (and not ideologically biased) technological tools. In a different way from the spirit of modern print, learners construct and consume knowledge in non-linear environments. They need to learn, collaborate and solve problems effectively in virtual (non face-to-face) learning environments, and to communicate effectively in technology-mediated social participation environments.
It is important to note: digital literacy, then, is not limited simply to computer and Internet operation and orientation. It also relates to a variety of epistemological and ethical issues arise due to the unique characteristics of digital technologies and that are often overlapped with trends related to the post-modern and post-structural era. These include questions regarding the authority of knowledge, intellectual property and ownership, copyright, authenticity and plagiarism. Furthermore, issues such as self-representation, virtual group dynamics, and on-line addiction also arise.
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more on digital literacy in this IMS blog
https://blog.stcloudstate.edu/ims?s=digital+assessment+literacy