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NMC digital literacy

NMC Releases Second Horizon Project Strategic Brief on Digital Literacy

NMC Releases Second Horizon Project Strategic Brief on Digital Literacy

The New Media Consortium (NMC) has released Digital Literacy in Higher Education, Part II: An NMC Horizon Project Strategic Brief, a follow-up to its 2016 strategic brief on digital literacy.

PDF available here.
2017-nmc-strategic-brief-digital-literacy-in-higher-education-II-ycykt3

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.

2020 2015
1. Complex Problem Solving 1. Complex Problem Solving
2. Critical Thinking 2. Coordinating with Others
3. Creativity 3. People  Management
4. People  Management 4. Critical Thinking
5. Coordinating with Others 5. Negotiation
6. Emotional  Intelligence 6. Quality Control
7. Judgment and Decision Making 7. Service  Orientation
8. Service  Orientation 8. Judgment and Decision Making
9. Negotiation 9. Active Listening
10. Cognitive  Flexibility 10. Creativity

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.

2017-nmc-strategic-brief-digital-literacy-in-higher-education-II-ycykt3

 

 

 

 

 

 

 

How Does Digital Literacy Change Pedagogy?

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.

 

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more on digital literacy in this IMS blog
http://blog.stcloudstate.edu/ims?s=digital+literacy

digital literacy ala

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
http://blog.stcloudstate.edu/ims?s=digital+literacy

Digital Literacy for Anthropology

Upper level anthropology of Native N American class w Kelly Branam Macauley

short link to this presentation: http://bit.ly/lib4anthr

Plamen Miltenoff: I give you the intersection of technology + library and information science = digital literacy + doctoral studies in education and psychology = educational technology.
http://web.stcloudstate.edu/pmiltenoff/faculty/
relevant classes I teach and might be of interest for you:
http://web.stcloudstate.edu/pmiltenoff/lib290/. if you want to survey the class, here is the FB group page: https://www.facebook.com/groups/LIB290/
and
http://web.stcloudstate.edu/pmiltenoff/lib490/

the topic is Social Media and research; research in the digital age

  • General issues

#FakeNews

Please pull out your smartphones, go to your Internet browser and and type: kahoot.it or click on the link: https://play.kahoot.it/

Class assignment (you will need a laptop, tablet and/or smart phone. If don’t have one, team up with your peer nearest you): #FakeNews is a very timely and controversial issue. in 2-3 min choose your best source on this issue. 1. Mind the prevalence of resources in the 21st century 2. Mind the necessity to evaluate a) the veracity of your courses b) the quality of your sources (the fact that they are “true” does not mean that they are the best). Be prepared to name your source and defend its quality.
How do you determine your sources? How do you decide the reliability of your sources? Are you sure you can distinguish “good” from “bad?”
Compare this entry https://en.wikipedia.org/wiki/List_of_fake_news_websites
to this entry: https://docs.google.com/document/d/10eA5-mCZLSS4MQY5QGb5ewC3VAL6pLkT53V_81ZyitM/preview to understand the scope

Do you know any fact checking sites? Can you identify spot sponsored content? Do you understand syndication? What do you understand under “media literacy,” “news literacy,” “information literacy.”  http://blog.stcloudstate.edu/ims/2017/03/28/fake-news-resources/

http://blog.stcloudstate.edu/ims/2017/03/28/fake-news-resources/

Need more info? http://blog.stcloudstate.edu/ims/2017/03/28/fake-news-3/
Need even more info? http://blog.stcloudstate.edu/ims?s=fake+news

  • Academic research

http://www.stcloudstate.edu/library/:
the online dbases, the subject guides,
https://scholar.google.com/
Class assignment (you will need a laptop, tablet and/or smart phone. If don’t have one, team up with your peer nearest you): Research a topic in your class (keyword) using “heavy duty” (peer-reviewed) literature – 2-3 min.

Please pull out your smartphones, go to your Internet browser and and type: kahoot.it or click on the link: https://play.kahoot.it/

Academic research: https://play.kahoot.it/#/k/e2d6a15f-6361-4e21-96f9-d054f1d8e49b
https://play.kahoot.it/#/k/5e09bb66-4d87-44a5-af21-c8f3d7ce23de

  • Research using social media

what is social media (examples). why is called SM? why is so popular? what makes it so popular?

use SM tools for your research and education:

– Determining your topic. How to?
Digg http://digg.com/, Reddit https://www.reddit.com/ , Quora https://www.quora.com
Facebook, Twitter – hashtags (class assignment 2-3 min to search)
LinkedIn Groups
YouTube and Slideshare (class assignment 2-3 min to search)
Flickr, Instagram, Pinterest for visual aids (like YouTube they are media repositories)

Academia.com (https://www.academia.edu/) Academia.edu, a paper-sharing social network that has been informally dubbed “Facebook for academics,” https://www.academia.edu/31942069_Facebook_for_Academics_The_Convergence_of_Self-Branding_and_Social_Media_Logic_on_Academia.edu

ResearchGate: https://www.researchgate.net/

– collecting and managing your resources:
Delicious https://del.icio.us/
Diigo: https://www.diigo.com/
Evernote: evernote.com OneNote (Microsoft)

blogs and wikis for collecting data and collaborating

– Managing and sharing your information:
Refworks,
Zotero https://www.zotero.org/,
Mendeley, https://www.mendeley.com/

– Testing your work against your peers (globally):

Wikipedia:
First step:Using Wikipedia.Second step: Contributing to Wikipedia (editing a page). Third step: Contributing to Wikipedia (creating a page)  https://www.evernote.com/shard/s101/sh/ef743d1a-4516-47fe-bc5b-408f29a9dcb9/52d79bfa20ee087900764eb6a407ec86

– presenting your information


please use this form to cast your feedback. Please feel free to fill out only the relevant questions:
http://bit.ly/imseval

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more on digital literacy for Anthropology classes in this IMS blog
http://blog.stcloudstate.edu/ims?s=anthropology

digital literacy for GLST 495

Digital Literacy for GLST 495

short link: http://bit.ly/glst495

Prof. Misha Blinnikov

  1. How do we search?
    1. Google and/vs. Google Scholar (more focused, peer reviewed, academic content)
    2. SCSU online dbases
    3. Academia.com and ResearchGate.com
    4. Digg http://digg.com/, Reddit https://www.reddit.com/ ,
      http://smallbusiness.chron.com/difference-between-digg-reddit-68203.html
      Quora https://www.quora.com/
    5. Interlibrary Loan ILL http://lrts.stcloudstate.edu/library/services/illrequest.asp
  2. Basic Research Resources
    1. Concept mapping (???)
      http://blog.stcloudstate.edu/ims/?s=concept+map
    2. Fast and easy bibliographic tools:
      http://blog.stcloudstate.edu/ims/2013/12/06/bibliographic-tools-fast-and-easy/
      Refworks: https://www.refworks.com/refworks2/default.aspx?r=authentication::init&groupcode=RWStCloudSU
      EasyBib: http://www.easybib.com/
      Zotero: https://www.zotero.org/
      Mendeley: https://www.mendeley.com/
    3. Setting up social networking to gather articles and other research information
      LinkedIn Groups
      Facebook Groups
      Pinterest Boards
  3. Social media and its importance for the topic research and the dissertation research:
    1. Web 2.0 tools: e.g. Diigo.com; Evernote.com
    2. Facebook, Twitter
    3. blog.stcloudstate.edu

Bryan Alexander on digital literacy

Bryan Alexander Interview – The Challenge of Advancing Digital Literacy in Higher Education

 http://www.stevehargadon.com/2016/12/bryan-alexander-interview-challenge-of.html
At the invitation of Adobe Education, I attended the Educause Annual Conference this year and did a quick series of interviews about the education work that Adobe is doing. A huge highlight for me was reconnecting with futurist Bryan Alexander, whom I’d interviewed in 2012 as a part of my Future of Education series, and whose work and voice I’ve continued to really appreciate.
Video Interview here: https://www.facebook.com/AdobeEdEx/videos/691627301000647/
The full study is here: http://adobe.ly/2eGtFuI
http://www.adobeeducate.com/genz/adobe-education-genz

insightgen-z-profile 3

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more on digital literacy in this IMS blog
http://blog.stcloudstate.edu/ims?s=digital+literacy

ALA on digital literacy

In the wake of NMC release regarding digital literacy, http://blog.stcloudstate.edu/ims/2016/10/25/nmc-on-digital-literacy/ (not coincidence, the author is active with NMC)

ALA is offering a webinar:
Rethinking Digital Literacy to Serve Library Staff and Users eCourse
Paul Signorelli Item Number: 1541-9124

http://www.alastore.ala.org/detail.aspx?ID=11469&zbrandid=4634&zidType=CH&zid=38811756&zsubscriberId=1026665847&zbdom=http://ala-publishing.informz.net

Asynchronous eCourse beginning November 14, 2016 and continuing for 5 weeks (includes an extension of 1 week for Thanksgiving)

Estimated Hours of Learning: 24
Certificate of Completion available upon request

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 digital literate as well?

eCourse Outline

Part 1: Digital Literacy: Initial Definitions and Explorations

  • An overview of various definitions of digital literacy
  • Several components of digital literacy
  • Exploring Doug Belshaw’s extensive work on defining and fostering digital literacy

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

How this eCourse Works

The eCourse begins on Monday, November 14, 2016. Your participation will require approximately six hours a week, at times that fit your schedule. All activities take place on the website, and you will be expected to:

  • Read, listen to or view online content
  • Post to online discussion boards
  • Complete weekly assignments or activities

Instructor Paul Signorelli will monitor discussion boards regularly during the four-week period, lead group discussions, and will also answer individual questions. All interaction will take place on the eCourse site, which will be available 24 hours a day, 7 days a week. It’s recommended that students log into the site on the first day of class or within a few days for an overview of the content and to begin the first lesson.

User Requirements

Participants will need regular access to a computer with an internet connection for online message boards participation, viewing online video, listening to streaming audio (mp3 files), and downloading and viewing PDFs and PowerPoint files. ALA Editions eCourses are fully compatible with Windows and MacOs.

About the Instructor

Paul Signorelli, co-author of Workplace Learning & Leadership with Lori Reed, is a San Francisco-based writer, trainer, presenter, and consultant exploring, fostering, and documenting innovations in learning. Having earned an MLIS through the University of North Texas (with an emphasis on online learning), he remains active in the American Library Association, the New Media Consortium (educational technology), and the Association for Talent Development (formerly the American Society for Training & Development).

My note: Finally ALA is addressing a huge gap. Namely, letting conservative librarians dress information literacy with the appearance of “digital literacy.”

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more on digital literacy in this IMS blog:

NMC on digital literacy

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

nmc-definition-of-digital-literacy

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.

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more on digital literacy in this IMS blog:

http://blog.stcloudstate.edu/ims?s=digital+literacy

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digital literacy and the workplace

Digital Literacy and Preparing Students for the Workforce

Posted by Catie Peiper on May 16, 2016

Digital Technology Is Changing the Career Landscape

  1. People are living longer.
  2. Technology can now augment and extend our own abilities.
  3. Daily life is now computational as innovations in sensors and processing make our world a programmable system.
  4. Our new media ecology and advances in communications systems require media literacies beyond text.
  5. Social technologies are driving new forms of production and value creation.
  6. Our world is now globally connected, highlighting diversity and adaptability.

Digital Literacy Is a Professional Competency

media-rich education, including interactive approaches such as digital storytelling or remix education, ensures that students are familiar with modern tools and “natural language” modes of expression. We are increasingly moving into what many scholars consider a post-literate world, one in which images, video, and the written or spoken word are used fluidly together, symbiotically, to communicate increasingly complex concepts. Modern rhetoric now includes TED talks, animated lectures, visual essays, and a plethora of other interactive and dynamic multimedia.

Smart Classrooms = Smart Workers

ten, technology-oriented strengths as “must haves” for future employers:

  1. An ability to determine deeper meaning or significance of what is being expressed via all mediums.
  2. An ability to connect with others in a meaningful and direct way via modern technologies and our global networks.
  3. A proficiency in problem-solving and critical analysis, especially when working with digital relationships or data.
  4. An ability to adapt to different cultural settings and modalities, necessitated by our global media ecosystem.
  5. An ability to translate specific information and data into abstracts while understanding the underlying reasoning.
  6. An ability to critically assess and develop content that uses evolving digital media, leveraging these tools for direct and persuasive communication.
  7. A transdisciplinary, multimedia mindset that eschews specialized or localized intelligences.
  8. A design or goal-oriented mindset that employs systems thinking and that develops tasks and work processes towards a desired outcome.
  9. An ability to discriminate and filter both digital and analog information for importance, while maximizing cognitive and productivity efficiencies.
  10. An ability to work productively and innovatively via virtual collaboration.

Digital Backpack, is certainly one of the first steps, as is developing an educational framework within which students can meanfully and productively interrogate our technologically driven world.

To learn more about incorporating media in the classroom, download Digital Literacy On-Demand: Visualizing Best Practices in Higher Education, our guide to best practices for multimodal learning and digital media on campus.

 

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More on digital literacy in this IMS blog:
http://blog.stcloudstate.edu/ims?s=digital+literacy

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more on digital storytelling in this IMS blog:
http://blog.stcloudstate.edu/ims?s=digital+storytelling

digital literacy in the NHR 2016

The New Horizon Report, 2016

http://www.nmc.org/nmc-horizon-news/nmc-launches-app-for-the-2016-nmc-horizon-report/

page 24. Improving Digital Literacy

For years educators have leveraged curation tools such as Scoop.it, Storify, and Pinterest to help students critically evaluate online resources.
 (my bold to emphasize the difference between the definition of digital literacy, which I am fighting to establish at SCSU LRS and the continuous “information literacy” trend of the reference librarians )
Mapping Digital Literacy Policy and Practice in the Canadian Landscape
http://mediasmarts.ca/research-policy/mapping-digital-literacy-policy-practice-canadian-education-landscape

A well-rounded digital literacy incorporates print literacy but adds new capacities, competencies and comportments into the mix. Now included is the technical know-how to create a website, produce and upload a video, edit an image, design a functional information architecture for accessing or sharing knowledge – as well as many “soft skills” such as critical thinking and ethical behaviour. One of the primary transformations of the digital era in the 21st Century has been the introduction of end-users as actors in the world of communication, autonomous (producers and consumers of information) who can access and disseminate content in Web 2.0 domains without the regulatory controls of traditional filters and gatekeepers. Given this development, end-users now need greater critical thinking capacities to manage content: to decide what is valid and truthful and be able to incorporate multiple perspectives and voices into expanding worldviews. Additionally, exhibiting ethical behaviour in what may be said or posted online is essential to contemporary civic mindedness whether in a local context or the broader global village.

Getting Started: Multimedia Literacy

http://guides.lib.udel.edu/multimedia

Multimedia literacy is the set of abilities that enables an individual to effectively find, interpret, evaluate, use, and create multimedia.

http://www.deakin.edu.au/library/teach/digital-literacy/elements-of-digital-literacy – too simplistic, too traditional, no significant departure from the conservative information literacy

More on digital literacy in this IMS blog:

http://blog.stcloudstate.edu/ims?s=digital+literacy

digital literacy on campus

The Digital Literacy Divide in Our Classrooms

Catie Peiper on May 2, 2016
As a number of publications reported last month, including Education Dive, Inside Higher Ed, and Campus Technology, one of the most surprising takeaways from our survey findings was the discrepancy between students’ and educators’ estimation of their digital media know-how.

Student Self-Perception

  • 45% of students consider themselves to be highly digitally literate
  • Another 31% would describe themselves as moderately literate
  • Only 19% of students consider themselves somewhat literate

Outside Evaluation

  • Only 14% of educators rated their students as highly digitally literate
  • 40% of educators consider their students to be moderately literate
  • An almost equal percentage of educators—39%—would rate their students as only somewhat literate

Educator Self-Perception

  • 49% of educators described themselves as highly digitally literate
  • 36% of educators rate themselves as moderately literate
  • Only 14% of educators consider themselves as somewhat literate

Outside Evaluation

  • Only 23% of students rated their instructors as highly digitally literate
  • 35% of students consider their instructors to be moderately literate
  • An almost equal percentage of students—33%—would rate their instructors as only somewhat literate

What is digital literacy:
http://blog.stcloudstate.edu/ims/2015/11/12/digital-literacy-3/
http://blog.stcloudstate.edu/ims/2015/02/18/3048/

More on digital literacy in this IMS blog:
http://blog.stcloudstate.edu/ims?s=digital+literacy

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