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.
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.
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.
more on digital literacy in this IMS blog
NMC Releases Horizon Project Strategic Brief on Digital Literacy
Anaheim, California (October 25, 2016) — The New Media Consortium (NMC) has released Digital Literacy: An NMC Horizon Project Strategic Brief in conjunction with the 2016 EDUCAUSE Annual Conference.
This project was launched because there is a lack of consensus across the field about how to define digital literacy and implement effective programs. A survey was disseminated throughout the NMC community of higher education leaders and practitioners to understand how digital literacy initiatives are impacting their campuses. The NMC’s research examines the current landscape to illuminate multiple models of digital literacy — universal literacy, creative literacy, and literacy across disciplines — around which dedicated programs can proliferate a spectrum of skills and competencies.
p. 8-10 examples across US universities on digital literacy organization
p. 12 Where does support for digital literacy come from your institution? Individual people
p. 13. campus libraries must be deeply embedded in course curriculum. While libraries have always supported academic institutions, librarians can play a more critical role in the development of digital literacy skills. Historically, these types of programs have been implemented in “one-off” segments, which are experienced apart from a student’s normal studies and often delivered in a one-size-fits-all method. However, an increasing number of academic libraries are supporting a more integrated approach that delivers continuous skill development and assessment over time to both students and faculty. This requires deeper involvement with departments and agreeing on common definitions of what capacities should be achieved, and the most effective pedagogical method. Librarians are tasked with broadening their role in the co-design of curriculum and improving their instruction techniques to work alongside faculty toward the common goal of training students to be savvy digital researchers. University of Arizona Libraries, for example, found that a key step in this transition required collaborating on a common instructional philosophy.
more on digital literacy in this IMS blog:
Laura Devaney (@eSN_Laura). 4/12/16, 9:32 AM This is exactly why we need digital literacy: ow.ly/10zJeD #DigitalLiteracy #assessments #edtech
Online Testing Highlights the Need for Digital Literacy
Online Testing Highlights the Need for Digital Literacy
Daily Exposure to Digital Devices
the Consortium for School Networking’s “Becoming Assessment Ready” initiative
Because online exams require students to have functional literacy with computing devices, such as switching between screens, opening drop-down menus and highlighting words, students should be using technology in their day-to-day classroom experience so they are building these digital literacy skills, he explains.
“The more often students use digital devices in their day-to-day learning, the more comfortable with those devices they become,” says Ribble, who has written a book about digital literacy and citizenship for the International Society for Technology in Education.
Younger Students Perform Better in Online Formats
More on digital literacy in this IMS blog:
Digital Badges in Education: Trends, Issues, and Cases.
In recent years, digital badging systems have become a credible means through which learners can establish portfolios and articulate knowledge and skills for both academic and professional settings. Digital Badges in Education provides the first comprehensive overview of this emerging tool. A digital badge is an online-based visual representation that uses detailed metadata to signify learners’ specific achievements and credentials in a variety of subjects across K-12 classrooms, higher education, and workplace learning. Focusing on learning design, assessment, and concrete cases in various contexts, this book explores the necessary components of badging systems, their functions and value, and the possible problems they face. These twenty-five chapters illustrate a range of successful applications of digital badges to address a broad spectrum of learning challenges and to help readers formulate solutions during the development of their digital badges learning projects.
Badges and Leaderboards: Professional Developments for Teachers in K12
Why should I bother earning badges?
issues to consider:
More on badges and gaming in education in this IMS blog:
A a workshop for COLL 150 and HONS 100 instructors on May 10.
Here is the outline and resources.
Media Literacy and Skills
Media Literacy (according to Wikipedia — http://en.wikipedia.org/wiki/Media_literacy)
The term has been conceived in many different ways and across all academic departments (Mihalidis, 2008).
Media literacy is central in a broader concept of access (Sourbati, 2009).
The relationship between visual competencies and the notion of media literacy have not been fully explored or adequately specified (Griffin, 2008).
Media literacy interventions refer to education programs designed to reduce harmful effects of the media by informing the audience about one or more aspects of the media, thereby inﬂuencing media-related beliefs and attitudes, and ultimately preventing risky behaviors. Positive effects of media literacy interventions were observed across diverse agents, target age groups, settings, topics, and countries (Jeong et al, 2012).
Media literacy, information literacy and digital literacy are the three most prevailing concepts that focus on a critical approach towards media messages
The 21st century has marked an unprecedented advancement of new media. New media has become so pervasive that it has penetrated into every aspect of our society. New media literacy plays an essential role for any citizen to participate fully in the 21st century society. Researchers have documented that literacy has evolved historically from classic literacy (reading-writing-understanding) to audiovisual literacy to digital literacy or information literacy and recently to new media literacy. A review of literature on media literacy reveals that there is a lack of thorough analysis of unique characteristics of newmedia and its impacts upon the notion of new media literacy. The purpose of the study is to unpack new media literacyand propose a framework for a systematic investigation of new media literacy
Hobbs versus Potter
Ten basic new media skills that today’s journalist should know: http://www.siliconvalleywatcher.com/mt/archives/2008/03/ten_basic_new_m.php
- HTML is not dead. QR codes are only one new technology, which can revive it. But:
- WordPress might be preferable to Adobe Dreamweaver.
- PPT is not enough. Prezi does not replace it. Then what? Desktop/lpatop versus tablet (Stampsy). Or the Cloud m(VoiceThread)? Does Media skills = presentation skills?
- iMovie | Movie Maker (local) versus YouTube (Cloud)
- Flickr (Cloud) versus Photoshop (local).
Mihailidis, P. (2008). Are We Speaking the Same Language? Assessing the State of Media Literacy in U.S. Higher Education. Simile, 8(4), 1-14. doi:10.3138/sim.8.4.001 http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=40303609
Hobbs, R. (2011). EMPOWERING LEARNERS WITH DIGITAL AND MEDIA LITERACY. Knowledge Quest, 39(5), 12-17. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=61819923
Koltay, T. (2011). The media and the literacies: media literacy, information literacy, digital literacy. Media, Culture & Society, 33(2), 211-221. doi:10.1177/0163443710393382 http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=59569702
“Victor” CHEN, D., WU, J., & WANG, Y. (2011). Unpacking New Media Literacy. Journal Of Systemics, Cybernetics & Informatics, 9(2), 84-88. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=83259046
Sourbati, M. (2009). Media Literacy and Universal Access in Europe. Information Society, 25(4), 248-254. doi:10.1080/01972240903028680 http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=43050924
GRIFFIN, M. (2008). Visual competence and media literacy: can one exist without the other?. Visual Studies,23(2), 113-129. doi:10.1080/14725860802276255 http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=33944793
Jeong, S., Cho, H., & Hwang, Y. (2012). Media Literacy Interventions: A Meta-Analytic Review. Journal Of Communication, 62(3), 454-472. doi:10.1111/j.1460-2466.2012.01643.x http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=76349359
Yates, B. L. (2002). Media education’s present and future: A survey of teachers. Simile, 2(3), N.PAG. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=10537377
Technology Literacy and Skills
consider this: http://blog.lib.umn.edu/chri1010/TLI/023958.html
Technology Literacy is the ability to responsibly use appropriate technology to communicate, solve problems, and access, manage, integrate, evaluate, and create information to improve learning in all subject areas and to acquire lifelong knowledge and skills in the 21st century.
Technology literacy is the ability of an individual, working independently and with others, to responsibly, appropriately and effectively use technology tools to access, manage, integrate, evaluate, create and communicate information.
“Technological Literacy is the ability to use, manage, assess, and understand technology” (Gallop Poll, 2004, p. 1). “Technological literacy encompasses three interdependent dimensions: (1) knowledge, (2) ways of thinking and acting; and (3) capabilities” (Technically Speaking, 2006, p.1).
Comprehension of technological innovation and the impact of technology on society — may include the ability to select and use specific innovations appropriate to one’s interests and needs.
Technological Literacy Reconsidered: http://scholar.lib.vt.edu/ejournals/JTE/v4n2/waetjen.jte-v4n2.html
ICT literacy, which is increasingly referred to as the fourth literacy, is neither as well defined nor as readily assessed as reading, writing, and arithmetic (Mirray and Perez, 2010).
The importance for the public and educators to be proficienttechnology users since technology literacy is one of the important skills in the 21st century (Eisenberg et al, 2010).
Technology literacy is hampered by well-intentioned educators who are trying to develop checklists and tests (Miners, 2007).
Pérez, J., & Murray, M. (2010). Generativity: The New Frontier for Information and Communication Technology Literacy. Interdisciplinary Journal Of Information, Knowledge & Management, 5127-137. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=58079824
Eisenberg, M., Johnson, D., & Berkowitz, B. (2010). Information, Communications, and Technology (ICT) Skills Curriculum Based on the Big6 Skills Approach to Information Problem-Solving. Library Media Connection, 28(6), 24-27. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=50728714
Miners, Z., & Pascopella, A. (2007). The NEW Literacies. District Administration, 43(10), 26-34. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=27024204
NAEP Will Include Technology Literacy in 2012. (Cover story). (2008). Electronic Education Report, 15(20), 1-7. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=62828392
Heller-Ross, H. (2004). Reinforcing information and technology literacy. College & Research Libraries News, 65(6), 321-325. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=13541089
Do you have ideas and materials regarding Media and Technology Literacy and Skills? Pls contribute…
Digital literacy includes the ability to find and use information (otherwise known as information literacy) but goes beyond this to encompass communication, collaboration and teamwork, social awareness in the digital environment, understanding of e-safety and creation of new information. Both digital and information literacy are underpinned by critical thinking and evaluation.
how to evaluate digital literacy
working document for information literacy at
Please email completed forms to email@example.com no later than noon on Thursday, October 5.
According to the email below, library faculty are asked to provide their feedback regarding the qualifications for a possible faculty line at the library.
- In the fall of 2013 during a faculty meeting attended by the back than library dean and during a discussion of an article provided by the dean, it was established that leading academic libraries in this country are seeking to break the mold of “library degree” and seek fresh ideas for the reinvention of the academic library by hiring faculty with more diverse (degree-wise) background.
- Is this still the case at the SCSU library? The “democratic” search for the answer of this question does not yield productive results, considering that the majority of the library faculty are “reference” and they “democratically” overturn votes, who see this library to be put on 21st century standards and rather seek more “reference” bodies for duties, which were recognized even by the same reference librarians as obsolete.
It seems that the majority of the SCSU library are “purists” in the sense of seeking professionals with broader background (other than library, even “reference” skills).
In addition, most of the current SCSU librarians are opposed to a second degree, as in acquiring more qualification, versus seeking just another diploma. There is a certain attitude of stagnation / intellectual incest, where new ideas are not generated and old ideas are prepped in “new attire” to look as innovative and/or 21st
Last but not least, a consistent complain about workforce shortages (the attrition politics of the university’s reorganization contribute to the power of such complain) fuels the requests for reference librarians and, instead of looking for new ideas, new approaches and new work responsibilities, the library reorganization conversation deteriorates into squabbles for positions among different department.
Most importantly, the narrow sightedness of being stuck in traditional work description impairs most of the librarians to see potential allies and disruptors. E.g., the insistence on the supremacy of “information literacy” leads SCSU librarians to the erroneous conclusion of the exceptionality of information literacy and the disregard of multi[meta] literacies, thus depriving the entire campus of necessary 21st century skills such as visual literacy, media literacy, technology literacy, etc.
Simultaneously, as mentioned above about potential allies and disruptors, the SCSU librarians insist on their “domain” and if they are not capable of leading meta-literacies instructions, they would also not allow and/or support others to do so.
Considering the observations above, the following qualifications must be considered:
- According to the information in this blog post:
for the past year and ½, academic libraries are hiring specialists with the following qualifications and for the following positions (bolded and / or in red). Here are some highlights:
Librarian and Instructional Technology Liaison
library Specialist: Data Visualization & Collections Analytics
Advanced degree required, preferably in education, educational technology, instructional design, or MLS with an emphasis in instruction and assessment.
Data visualization skills
multi [ meta] literacy skills
Data curation, helping students working with data
Experience with website creation and design in a CMS environment and accessibility and compliance issues
Demonstrated a high degree of facility with technologies and systems germane to the 21st century library, and be well versed in the issues surrounding scholarly communications and compliance issues (e.g. author identifiers, data sharing software, repositories, among others)
Provides and develops awareness and knowledge related to digital scholarship and research lifecycle for librarians and staff.
Experience developing for, and supporting, common open-source library applications such as Omeka, ArchiveSpace, Dspace,
Establishing best practices for digital humanities labs, networks, and services
Assessing, evaluating, and peer reviewing DH projects and librarians
Actively promote TIGER or GRIC related activities through social networks and other platforms as needed.
Coordinates the transmission of online workshops through Google HangoutsScript metadata transformations and digital object processing using BASH, Python, and XSLT
liaison consults with faculty and students in a wide range of disciplines on best practices for teaching and using data/statistical software tools such as R, SPSS, Stata, and MatLab.
In response to the form attached to the Friday, September 29, email regarding St. Cloud State University Library Position Request Form:
Digital Initiatives Librarian
TBD, but generally:
– works with faculty across campus on promoting digital projects and other 21st century projects. Works with the English Department faculty on positioning the SCSU library as an equal participants in the digital humanities initiatives on campus
- Works with the Visualization lab to establish the library as the leading unit on campus in interpretation of big data
- Works with academic technology services on promoting library faculty as the leading force in the pedagogical use of academic technologies.
- Quantitative data justification
this is a mute requirement for an innovative and useful library position. It can apply for a traditional request, such as another “reference” librarian. There cannot be a quantitative data justification for an innovative position, as explained to Keith Ewing in 2015. In order to accumulate such data, the position must be functioning at least for six months.
- Qualitative justification: Please provide qualitative explanation that supports need for this position.
Numerous 21st century academic tendencies right now are scattered across campus and are a subject of political/power battles rather than a venue for campus collaboration and cooperation. Such position can seek the establishment of the library as the natural hub for “sandbox” activities across campus. It can seek a redirection of using digital initiatives on this campus for political gains by administrators and move the generation and accomplishment of such initiatives to the rightful owner and primary stakeholders: faculty and students.
Currently, there are no additional facilities and resources required. Existing facilities and resources, such as the visualization lab, open source and free application can be used to generate the momentum of faculty working together toward a common goal, such as, e.g. digital humanities.