- Sep 2021
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futureofcoding.org futureofcoding.org
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Around 1:48:00
What if every library that you use had, like, some interactive documentation or interactive representation? [...] The author could maybe add annotations.
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news.ycombinator.com news.ycombinator.com
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playing house
This is how I feel about most people's personal websites. Few people have homepages these days, but even for people who do, even fewer of those homes have anyone really living there. All their interesting stuff is going on on Twitter, GitHub, comments on message boards...
Really weird when this manifests as a bunch of people having really strong opinions about static site tech stacks and justifications for frontend tech that in practice they never use, because the content from any one of their profiles on the mainstream social networks outstrips their "home" page 100x to 1.
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projectinfolit.org projectinfolit.org
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what counts as authoritative varies by audience and is layered with historical understanding of truth and trust
Authority is constructed and contextual.
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- Aug 2021
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zonelets.net zonelets.net
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I looked at workflows that were similar to GitHub Pages. I realized that what I was craving was very simple: Write text. Put on internet. Repeat.
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Sirlin, N., Epstein, Z., Arechar, A. A., & Rand, D. (2021). Digital literacy and susceptibility to misinformation. PsyArXiv. https://doi.org/10.31234/osf.io/7rb2m
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hapgood.us hapgood.us
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The reason we keep using email is that for that set of tasks requiring more than plaintext but less than an app we have nothing. MS Word maybe.
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chances are it’s a worthless piece of junk to you compared to the email method
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When Nicole shops, she writes it out on a sheet of paper
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web.archive.org web.archive.org
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The web should be a two-way thing
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hypothes.is hypothes.is
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What’s up with African American literacy rates? David L. Horne, PH.D. | 10/3/2013, midnight
In the world of Facebook, Twitter, Instagram and other quick strike information processes, why is there a definite lack of evidence of a steady upward progression of reading and writing skills among African American contributors?
Post secondary education statistics continue to demonstrate that far too many African American students who finish high school do so as functional illiterates—that is, they cannot read and write at a basic level requisite for functional participation in modern life. In California, both the California State University system and the University of California system still annually allow (and mainly require) a significant proportion of incoming freshmen to register for developmental English courses—sometimes called “dumbbell” English— in order to assist the students in preparing to take regular-level freshmen college basic education courses. These developmental courses generally do not count toward a student’s graduation but must still be paid for through regular tuition. Both university systems realize this is not a very efficient use of taxpayer dollars, however, the literacy levels of the students coming to them out of high school require this kind of intervention. As of 2009, the Department of Education reported that literacy rates for more than 50 percent of African American children in the fourth grade nationwide was below the basic skills level and far below average; and by the ninth grade nationwide, the situation had gotten worse, with the rate dropping below 44 percent. Yes, there is still an unemployment crisis in the nation’s Black communities, but what is feeding and ensuring the longevity of that crisis is the ballooning illiteracy rate among Black youth and adults. What happened to that post-antebellum slavery zeal that put educational attainment, including reading and writing skills, as the sustained priority for advancement in American society? How did we drop that ball? These are bedeviling questions especially with Sept. 24 labeled National Punctuation Day, and it was accompanied by a broad national reflection on the lack of proper writing skills among modern American youth. Officially, NPD, “is a celebration of the lowly comma, correctly used quotation marks, and other proper uses of periods, semicolons, and the ever-mysterious ellipsis.” Giving even a casual glance at regular comments typed into Twitter, Instagram and on Facebook pages, American youth are in deep need, accompanied by deepening denial, of literacy help. And, citing the old chestnut, “when White folks sneeze, Black folks catch the flu,” where there is this dire a problem among America’s youth in general, African American youth are staring at death’s door regarding functional literacy in America. What can be done about it, if anything? Where there is still parenting going on, we need to encourage the love of reading (not just urge our youth to read so-called great books), and we need to encourage African American youth to actually write sentences in letters, notes, homework assignments, etc. We might even spend a little time checking—proof-reading—their material ourselves. African Americans simply cannot afford this self-imposed hump onto already overloaded backs. It’s one thing to still have to fight everyday acts of random racism in our lives. That’s the nature of the beast we deal with. It is another thing altogether though, to handicap ourselves. Suicide has never been our favorite or most popular response to oppression, but we have to call this literacy problem what it is—cultural and political suicide. C’mon ya’ll. Let’s get with it. Forward not backwards. Professor David L. Horne is founder and executive director of PAPPEI, the Pan African Public Policy and Ethical Institute, which is a new 501(c)(3) pending community-based organization or non-governmental organization (NGO). It is the stepparent organization for the California Black Think Tank which still operates and which meets every fourth Friday.
DISCLAIMER: The beliefs and viewpoints expressed in opinion pieces, letters to the editor, by columnists and/or contributing writers are not necessarily those of OurWeekly.
Source: http://ourweekly.com/news/2013/oct/03/whats-african-american-literacy-rates/
This article discusses an issue that has dogged that African American community for centuries.
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shalabh.com shalabh.com
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Funnily enough, I've been on an intellectual bent in the other direction: that we've poisoned our thinking in terms of systems, for the worse. This shows up when trying to communicate about the Web, for example.
It's surprisingly difficult to get anyone to conceive of the Web as a medium suited for anything except the "live" behavior exhibited by the systems typically encountered today. (Essentially, thin clients in the form of single-page apps that are useless without a host on the other end for servicing data and computation requests.) The belief/expectation that content providers should be given a pass for producing brittle collections of content that should be considered merely transitory in nature just leads to even more abuse of the medium.
Even actual programs get put into a ruddy state by this sort of thinking. Often, I don't even care about the program itself, so much as I care about the process it's applying, but maintainers make this effectively inextricable from the implementation details of the program itself (what OS version by which vendor does it target, etc.)
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- Jul 2021
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delong.typepad.com delong.typepad.com
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One of the reasons for this situation is that the very media we have mentioned are so designed as to make thinking seem unnecessary (though this is only an appearance). The packaging of intellectual positions and views is one of the most active enterprises of some of the best minds of our day. The viewer of television, the listener to radio, the reader of magazines, is presented with a whole complex of elements-all the way from ingenious rhetoric to carefully selected data and statistics-to make it easy for him to "make up his own mind" with the minimum of difficulty and effort. But the packaging is often done so effectively that the viewer, listener, or reader does not make up his own mind at all. Instead, he inserts a packaged opinion into his mind, somewhat like inserting a cassette into a cassette player. He then pushes a button and "plays back" the opinion whenever it seems appropriate to do so. He has performed acceptably without having had to think.
This is an incredibly important fact. It's gone even further with additional advances in advertising and social media not to mention the slow drip mental programming provided by algorithmic feeds which tend to polarize their readers.
People simply aren't actively reading their content, comparing, contrasting, or even fact checking it.
I suspect that this book could use an additional overhaul to cover many of these aspects.
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whether the advent of modem communications media has much enhanced our understanding of the world in which we live.
But it may be seriously questioned whether the advent of modem communications media has much enhanced our understanding of the world in which we live.
Now that I'm thinking about it, I sort of want the ability to more easily capture audio, annotate and save it while I'm listening to radio or even television. Pausing the media and having the ability to reply it (TIVO and some DVRs provide this capability) and do other things with it would be truly fantastic, especially for saving tidbits for later use and consumption.
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To all intents and purposes he remains a sixth-grade reader till well along in college.
This was apparently true in the 1940s and 1970s. Have things improved measurably since?
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unhosted.org unhosted.org
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The world could benefit from a curated set of bookmarklets in the style of Smalltalk ("doIt", "printIt", etc buttons) that you can place in your bookmarks bar (or copy into a bookmarks document and open in it in your browser), where the purpose would be to allow you to:
- access a new scratch area (about:blank) for experimentation
- make it editable, or make any given element on a page editable
- let you evaluate any code written into the scratch space
scratch.js aims for something something similar, and though laudable it falls short of what I actually crave (and what I imagine would be be most beneficial/appreciated by the public).
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lab6.com lab6.com
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Taking my own advice, this document was written in the world’s greatestweb authoring tool: LibreOffice Writer.
Great. This is something that I advocate for technical people to put forth as a "serious" solution more often than I see today (which is essentially never). But next time, save it as HTML. (And ditch the stylistic "rubbish"; don't abuse "the sanctity of the written word by coercing it to serve the vanity of a graphic artist incapable of discharging his duty as a mere lieutenant".)
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There used to be an internet middle class, of non-commercial users whowere not overtly technical, but were still able to self-publish.
This is probably the least flawed claim in the entire piece.
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"The earlier systems of writing were extremely difficult to learn," says Schwartz, the Whiting Professor of Archaeology in the Department of Near Eastern Studies. "There were thousands of symbols used in very complicated ways, which meant that only a very small group of people could ever learn how to write or read. With the invention of the alphabet, it meant that a much larger number of people could, in theory, learn how to read and write. And so it ultimately led to the democratization of writing. And of course it is the system that all Western European writing systems used because Greeks, who borrowed the Semitic alphabetic system, then used it to write their own language."
Early writing systems used thousands of symbols and were thus incredibly complex and required heavy memorization. This may have been easier with earlier mnemonic systems in oral (pre-literate societies), but would have still required work.
The innovation of a smaller alphabetic set would have dramatically decreased the cognitive load of massive memorization and made it easier for people to become literate at scale.
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You can use LibreOffice's Draw
Nevermind LibreOffice Draw, you can use LibreOffice Writer to author the actual content. That this is never seriously pushed as an option (even, to my knowledge, by the LibreOffice folks themselves) is an indictment of the computing industry.
Having said that, I guess there is some need to curate a set of templates for small and medium size businesses who want their stuff to "pop".
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acrlvltf.org acrlvltf.org
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emerging technologies such as deep fakes, facial recognition, and other applications of artificial intelligence
this sort of language will help make the document become outdated.
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- Jun 2021
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jonudell.net jonudell.net
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Some of the best customers of such a service will be academics.
Indeed. Web literacy among the masses is pitifully low. Browsermakers are certainly to blame for being poor stewards. Hot Valley startups are responsible as well. (See https://quoteinvestigator.com/2017/11/30/salary/.)
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drive.google.com drive.google.com
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Slides from
How do the collaborative and multimodal qualities of social annotation encourage digital literacies? Join an expert panel of educators and researchers as they share their projects and perspectives, as well as discuss how social annotation exemplifies creative and interactive digital literacies. The panel will be moderated by Mary Klann (History, UC San Diego/San Diego Miramar College) and features speakers Jenae Cohn (Academic Technology, CSU Sacramento), Cherise McBride (Education, UC Berkeley), and Paul Schacht (English/Digital Learning, SUNY Geneseo).
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wvupressonline.com wvupressonline.com
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www.jenaecohn.net www.jenaecohn.netWriting1
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projectinfolit.org projectinfolit.org
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faculty assume that students know how to, for example, take notes
are note-taking skills taught at all?
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reading at the college level can be a real challenge for students from any discipline
teaching how to read is an ongoing project. Digital reading techniques need to be introduced, reinforced and practiced across courses.
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www.theatlantic.com www.theatlantic.com
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In Plato’s Phaedrus, Socrates bemoaned the development of writing. He feared that, as people came to rely on the written word as a substitute for the knowledge they used to carry inside their heads, they would, in the words of one of the dialogue’s characters, “cease to exercise their memory and become forgetful.” And because they would be able to “receive a quantity of information without proper instruction,” they would “be thought very knowledgeable when they are for the most part quite ignorant.” They would be “filled with the conceit of wisdom instead of real wisdom.” Socrates wasn’t wrong—the new technology did often have the effects he feared—but he was shortsighted. He couldn’t foresee the many ways that writing and reading would serve to spread information, spur fresh ideas, and expand human knowledge (if not wisdom).
I feel like Western culture has lost so much of our memory traditions that this trite story, which I've seen often repeated, doesn't have the weight it should.
Why can't we simultaneously have the old system AND the new? Lynne Kelly and Margo Neale touch on this in their coinage of the third archive in Songlines.
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it’s also the case that the web was first built in the 90s to share complicated academic work and make it editable by its readers
This guy gets it.
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psyarxiv.com psyarxiv.com
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Read, K., Gaffney, G., Chen, A., & Imran, A. (2021). The Impact of COVID-19 on Families’ Home Literacy Practices with Young Children. PsyArXiv. https://doi.org/10.31234/osf.io/dvcqm
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news.ycombinator.com news.ycombinator.com
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I tried all the different static site generators, and I was annoyed with how everything was really complicated. I also came to the realization that I was never going to need a content management system with the amount of blogging I was doing, so I should stop overanalyzing the problem and just do the minimum thing that leads to more writing.
Great way to put it. One thing that I keep trying to hammer is that the "minimum thing" here looks more like "open up a word processor, use the default settings, focus on capturing the content—i.e. writing things out just as you would if you were dumping these thoughts into a plain text file or keeping it to, say, the subset of Markdown that allows for paragraph breaks, headings, and maybe ordered and unordered lists—and then use your word processor's export-to-HTML support to recast it into the format that lets use their browser to read it, and then FTP/scp/rsync that to a server somewhere".
This sounds like I'm being hyperbolic, and I kind of am, but I'm also kind of not. The process described is still more reasonable than the craziness that people (HN- and GitHub-type people) end up leaping into when they think of blogging on a personal website. Think about that. Literally uploading Microsoft Word-generated posts to a server* is better than the purpose-built workflows that people are otherwise coming up with (and pushing way too hard).
(*Although, just please, if you are going to do this, then do at least export to HTML and don't dump them online as PDFs, a la berkshirehathaway.com.)
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- May 2021
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www.nytimes.com www.nytimes.com
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If this is so, we literati must surrender certain cherished assumptions: that litera ture is inextricably associated with reading and writing, that lack of literacy means lack of culture.
Lack of literacy definitely does not mean lack of culture.
Reminder to self: I've got a strong suspicion that the Hebrew bible was transmitted orally for generations prior to being written down in a similar manner. I need to collect some additional evidence to build this case. The arc of the covenant is a first potential piece of evidence.
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Alper, S. (2021). When Conspiracy Theories Make Sense: The Role of Social Inclusiveness. PsyArXiv. https://doi.org/10.31234/osf.io/2umfe
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- Apr 2021
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tekkie.wordpress.com tekkie.wordpress.com
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Though its format can be copied and manipulated, HTML doesn’t make that easy.
In fact, HTML makes it very easy (true for the reasons that lead Mark to write that it can be copied and manipulated). It's contemporary authoring systems and the typical author-as-publisher and the choices they make that are what makes this difficult.
The future of rich media lies in striving to be more like dead media (or at least mining it for insights by better understanding it through thoughtful study), rather than the misguided attempts we've been living inside.
(This is something that I've done a 180 on in the last year or so.)
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It’s designed so that whoever produced the video controls how it appears, and how it’s used.
It is exactly that "timid" ("tepid"?) attempt at dynamism that has led to these circumstances.
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cor.stanford.edu cor.stanford.edu
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- Mar 2021
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www.rand.org www.rand.org
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Helmus, Todd C., James V. Marrone, Marek N. Posard, and Danielle Schlang. ‘Russian Propaganda Hits Its Mark: Experimentally Testing the Impact of Russian Propaganda and Counter-Interventions’, 15 October 2020. https://www.rand.org/pubs/research_reports/RRA704-3.html.
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papers.ssrn.com papers.ssrn.com
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Krupenkin, Masha, Kai Zhu, Dylan Walker, and David M. Rothschild. ‘If a Tree Falls in the Forest: COVID-19, Media Choices, and Presidential Agenda Setting’. SSRN Scholarly Paper. Rochester, NY: Social Science Research Network, 22 September 2020. https://doi.org/10.2139/ssrn.3697069.
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edmontonjournal.com edmontonjournal.com
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Bergot, N. (2020, October 24). Battling fake science: University of Alberta launches free online science literacy course. Edmonton Journal. https://edmontonjournal.com/news/local-news/battling-fake-science-ualberta-launches-free-online-science-literacy-course
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psyarxiv.com psyarxiv.com
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Simone, Costanza De, Antonella Battisti, and Azzurra Ruggeri. “Differential Impact of Web Habits and Active Navigation on Adolescents’ Online Learning.” PsyArXiv, March 1, 2021. https://doi.org/10.31234/osf.io/hsvc4.
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twitter.com twitter.com
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ReconfigBehSci on Twitter: ‘RT @UCLACOVID19: An informed community is a healthier community. Check us out at @UCLACOVID19 and @uclaaasc’s https://t.co/m0GTixM2jW for r…’ / Twitter. (n.d.). Retrieved 2 March 2021, from https://twitter.com/SciBeh/status/1321406774214336515
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- Feb 2021
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solidproject.org solidproject.org
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The first web browser was also an editor. The idea being that not only could everyone read content on the web, but they could also help create it. It was to be a collaborative space for everyone.
This is really interesting. I think we have got used to the fact that the internet is mostly a passive space - where we search for things. Perhaps we sometime ask questions. And there are only some spaces, where we are actually creative ourselves.
Hypothes.is is the powerful idea that you can annotate the web.
Solid is a more radical solution. It is the idea that you can also control what data you share with other.
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- Dec 2020
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davecormier.com davecormier.com
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If you give any question to a student that has a clear, definitive answer, you are tempting them to cheat.
We should be assessing how people use information to solve problems they care about, rather than whether or not they can recall information.
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- Oct 2020
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www.theguardian.com www.theguardian.com
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Der Guardian über das estnische Bildungssystem und den Covid-19-Lockdown. Rechtzeitige Digitalisierung hat dafür gesorgt, dass die Schulen so leistungsfähig geblieben sind wie davor.
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climatenexus.org climatenexus.org
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Umfrage unter amerikanischen Wählern im Jahr 2020, die zeigt, dass die Klimakrise immer noch eine geringe Priorität hat und dass die meisten die Folgen von Temperaturerhöhungen nicht einschätzen können. Via Genvieve Günther auf Twitter https://twitter.com/doctorvive/status/1308760710470676480?s=21
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www.sciencedirect.com www.sciencedirect.com
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While individuals use these tools in the hope that their training will improve their performance, this relationship is not a given. This paper proposes that an individual's level of digital literacy affects her performance through its impact on her performance and effort expectations. To explain the influence of digital li
This is the very reason I selected this paper. Digital literacy is also a factor in determining one's technological acumen.
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How is digital fluency different from digital literacy? In learning a foreign language, a literate person can read, speak, and listen for understanding in the new language. A fluent person can create something in the language: a story, a poem, a play, or a conversation. Similarly, digital literacy is an understanding of how to use the tools; digital fluency is the ability to create something new with those tools. Digital fluency can be viewed as an evolving collection of fluencies including, but not limited to, curiosity fluency, communication fluency, creation fluency, data fluency, and innovation fluency.
This comparison takes a narrow view of digital literacy. Often the term includes the ability to critically evaluate digital content and to create digital media (see e.g. Perspectives of digital literacies. However, the concept of digital fluency is also useful and this definition includes useful elements.
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www.fi.ncsu.edu www.fi.ncsu.edu
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Digital literacy should be positioned as an entitlement for students that supports their full participation in a society in which social, cultural, political, and financial life are increasingly mediated by digital literacies
Positioning digital literacy as an entitlement is useful language to persuade individual educators and institutions that digital literacy is core to 21st century education, not just an optional add-on.
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www.theguardian.com www.theguardian.com
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People with poor numerical literacy “more susceptible” to Covid-19 “fake news.” (2020, October 13). The Guardian. http://www.theguardian.com/world/2020/oct/14/poor-numerical-literacy-linked-to-greater-susceptibility-to-covid-19-fake-news
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drive.google.com drive.google.com
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Description: Silver-Pacuilla discusses the use of assistive technology in small tutoring groups. Students belonging to these groups are adults and have a learning disability related towards literacy. The conclusion was assistive technology can help bridge the literacy gap if used in small group settings
Rating: 6/10
Reason for the rating: Great discussion about students with learning disabilities. It tackles both the pros and the cons of technology, but this setting is for tutoring groups rather than classes.
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drive.google.com drive.google.com
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Description: The authors discuss the use of podcasts to engage undergraduate students and aid in their test scores. The goal of the study was to have a teacher create podcasts of their lectures for students to listen to outside of class. Though the study found no correlation between exam scores and podcasts, the majority of the students did utilize them for studying and found them useful.
Rating: 8/10
Reasoning for the rating: The scope of my proposal will be using audiobooks or podcasts in a general English literature class. Though this discusses the use of podcasts for a large lecture based class, it is focused at biology rather than literature. Yet, the study is comprehensive about the influence on the podcasts on student's test scores.
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journals.sagepub.com journals.sagepub.com
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Description: Researchers broke students into three different groups and presented the same information to students using different materials. One group was given only an e-book, another the audio-book, and the final group had access to both. They found no great correlation between comprehension and the modality which the information is given in.
Rating: 9/10
Reason for the rating: This test was given to college students about a non-fiction text which they were unfamiliar with. Students were randomly placed in their groups and the data analysis looks reputable. The information given in this text shows that audiobooks can be as effective as text in regards to comprehension. This will be valuable for the my proposal to incorporate audiobooks into English Literature classes.
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www.vatican.va www.vatican.va
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THE ILLUSION OF COMMUNICATION
Interesting section - one sided and lacking in nuance, but not untrue.
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langwitches.org langwitches.org
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being able to follow links to “follow a conversation” that is threaded on Twitter.
This is one of my favorite parts about my website and others supporting Webmention: the conversation is aggregated onto or more closely adjacent to the source. This helps prevent context collapse.
Has anyone made a browser tool for encouraging lateral reading? I'd love a bookmarklet that I could click to provide some highly relevant lateral reading resources for any particular page I'm on.
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What’s lateral reading?
lateral reading, noun
When you open up the Hypothes.is sidebar on a website and read the highlights and annotations that provide additional context to the main context.
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global.oup.com global.oup.com
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Sioned Davies is Chair of Welsh at Cardiff University. Her special interest is the interplay between orality and literacy, together with the performance aspects of medieval Welsh narrative.
Oh! This is fascinating. Perhaps some interesting tidbits for my growing theory about the borders of orality and literacy could be hiding in some of her research?
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www.theguardian.com www.theguardian.com
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Health signals der Erde, permanente Seite des Guardian
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socialsciences.nature.com socialsciences.nature.com
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Bericht über die Studie zum Verhältnis von Klimabildung und Ideologie. Verweise zu den wichtigsten Forschungen in dieser Richtung
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www.nature.com www.nature.com
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Studie über den Einfluss von Ideologien auf Bildung zu Klimathemen. Rechte Ideologien beeinflussen die Erziehung negativ.
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www.edweek.org www.edweek.org
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specifically
Test
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- Sep 2020
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hapgood.us hapgood.us
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But I end up coming back to this simple stuff because I can’t shake the feeling that digital literacy needs to start with the mirror and head-checks before it gets to automotive repair or controlled skids. Because it is these simple behaviors, applied as habits and enforced as norms, that have the power to change the web as we know it, to break our cycle of reaction and recognition, and ultimately to get even our deeper investigations off to a better start.
I find this quite interesting because of the analogies that are given. Many people find it hard or make it seem hard to investigate what is presented on the internet when in all honesty, the process will get easier to the point that it is considered a mirror check, something we humans do constantly.
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- Aug 2020
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en.wikipedia.org en.wikipedia.org
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Critical Pedagogy Wikipedia
Good jumping off point for various topics and avenues of research.
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digitalcommons.lesley.edu digitalcommons.lesley.edu
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What is Critical Literacy?
critical
- expressing or involving an analysis of the merits and faults of a work of literature, music, or art.
literacy
- the ability to read and write
- competence or knowledge in a specified area
The education of individuals and groups in a way that lets them gain competence and knowledge in a specified field or area, while simultaneously being able to express or analyze the merits and faults of the current and previous works.
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- Jul 2020
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www.youtube.com www.youtube.com
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Online Reading Comprehension
Sharing what they've found with one another Students getting really excited when they've found something, want to show teacher Once students get one part, challenge them to find something new Evaluate the information; what features make it good? What is definition of best? Synthesize what you are finding; bring in all the information from different sources Multimodal ways of reading
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journals-sagepub-com.nuncio.cofc.edu journals-sagepub-com.nuncio.cofc.edu
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Framing Internet use as a literacy issue will also make it more likely to be embraced by schools, an institution resistant to adopting new technologies
If this is included with literacy, schools and districts may think more about the new ways that our students are constructing learning
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www.youtube.com www.youtube.com
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How do you ensure that students could still properly comprehend information under the SAMR model, particular in relation to literacy.
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inst-fs-iad-prod.inscloudgate.net inst-fs-iad-prod.inscloudgate.net
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xperiences invite participation and provide many different ways for individuals and groups to contribute.
Participatory: web literacy
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www.youtube.com www.youtube.com
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It is important to use critical and creative thinking, even if you can pass classes without it.
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www.youtube.com www.youtube.com
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web-biggest misinformation engine as well as the greatest fact-checking resource
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reading laterally rather than deep reading a website
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Never ending array of content. No previous knowledge of sources.
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Participatory Propaganda-doing our part to get our own message out there
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www.literacyworldwide.org www.literacyworldwide.org
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Digital literacy is not about the skills of using technologies, but how we use our judgment to maintain awareness of what we are reading and writing, why we are doing it, and whom we are addressing.
Very thoughtful post about the importance of data literacy.
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After students have the skill to use multiple platforms, I allow them the choice of which platform to use for the support they need, but I make sure they ask questions. When is it best to do a Google search versus ask a question on Twitter? Why would students tweet to a particular hashtag or person versus another? When they tweet to people from another country in another time zone, what kind of context do they need to consider? What should they add, remove, or modify in order to communicate better?
This is crucially important in the teaching of literacy and detecting the biases of a particular source.
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inst-fs-iad-prod.inscloudgate.net inst-fs-iad-prod.inscloudgate.net
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Can explain concepts, principles, and processes by putting it their own words, teaching it to others, justifying their answers, and showing their reasoning.• Can interpret by making sense of data, text, and experience through images, analogies, stories, and models.• Can apply by effectively using and adapting what they know in new and complex contexts.• Demonstrate perspective by seeing the big picture and recognizing differ-ent points of view.• Display empathy by perceiving sensitively and walking in someone else’s shoes.• Have self-knowledge by showing meta-cognitive awareness, using productive habits of mind, and reflect-ing on the meaning of the learning and experience.
These six facets are crucial for students to learn not only the facts related to a subject, but how to properly using analysis when learning and writing about the subject. This is especially crucial as technology has become more integrated into the classroom as well as the real world.
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think purposefully about curricular plan-ning. The UbD framework helps this process without offering a rigid process or prescriptive recipe.
Very good definition for the term learning. As well, it seems as if UbD focuses on helping students learn in a way that is not just strictly reading and memorizing materials from the book. For me, I experienced the important of this when taking AP Euro in High School which focused heavily on analyzing source documents from history rather than simply regurgitating facts from the text. I wonder how integration of tech affects the ways in which students analyze and write for assignments in many subjects, particularly social studies.
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Simply stated, students are often not provided with opportunities in school to practice the web literacies necessary to read, write, and participate on the web.
I remember having to take a computer science course in high school/middle school, but it mainly focused on developing digital skills instead of digital literacies
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- Jun 2020
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www.thelancet.com www.thelancet.com
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Paakkari, L., & Okan, O. (2020). COVID-19: Health literacy is an underestimated problem. The Lancet Public Health, S2468266720300864. https://doi.org/10.1016/S2468-2667(20)30086-4
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journals.sagepub.com journals.sagepub.com
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Brashier, N. M., & Schacter, D. L. (2020). Aging in an Era of Fake News. Current Directions in Psychological Science, 0963721420915872. https://doi.org/10.1177/0963721420915872
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- May 2020
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www.washingtonpost.com www.washingtonpost.com
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Bode, L., & Vraga, E. (2020 May 7). Analysis | Americans are fighting coronavirus misinformation on social media. Washington Post.https://www.washingtonpost.com/politics/2020/05/07/americans-are-fighting-coronavirus-misinformation-social-media/
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www.thelancet.com www.thelancet.com
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The Lancet Public Health, May 2020, Volume 5, Issue 5, Pages e235-e296. https://www.thelancet.com/journals/lanpub/issue/current
Tags
- elderly
- Spain
- healthcare
- non-pharmaceutical
- vulnerable groups
- France
- impact
- Europe
- Italy
- death
- school closure
- inequality
- COVID-19
- alcohol
- isolation
- social distancing
- lang:en
- UK
- health literacy
- article
- public health
- human rights
- Iran
- USA
- disability
- modeling
- is:webpage
- China
- immigration
- publication
Annotators
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www.nytimes.com www.nytimes.com
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The Associated Press (2020, May 8). UN Chief Says Pandemic Is Unleashing a “Tsunami of Hate.” The New York Times. https://www.nytimes.com/aponline/2020/05/08/world/ap-un-virus-outbreak-hate-speech.html
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- Apr 2020
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psyarxiv.com psyarxiv.com
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Cavojova, V., Šrol, J., & Mikušková, E. B. (2020, April 15). Scientific reasoning as a predictor of health-related beliefs and behaviors in the time of COVID-19. https://doi.org/10.31234/osf.io/tfy5q
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Munger, K. (2020). Digital Literacy and Online Political Behavior [Preprint]. Open Science Framework. https://doi.org/10.31219/osf.io/3ncmk
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papyrus.bib.umontreal.ca papyrus.bib.umontreal.ca
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Nous pouvons constater qu’il y a un lien entre les formes produites et les moyens mis en œuvre pour les produire.
dans une perspective nativement numérique, écrire et produire sont alors intrinsèquement liés.
par exemple: dans le modèle du manuscrit rédigé à la main ou tapé à la dactylo, le processus de production est au mieux analogue (consistant à reproduire des lettres que l'auteur a posées sur papier), au pire complètement hétérogène à l'acte d'écriture (il faut prendre le processus du début pour en faire un livre publiable).
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www.sens-public.org www.sens-public.org
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comprenant mieux — digital literacy
cela semble insuffisant; il faudrait parler de digital competency, et de la possibilité d'exercer cette competency.
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- Mar 2020
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www.educause.edu www.educause.edu
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knowledge that is part of what it means to be a free person in the present historical context of the dawn of the information age
definition - liberal as in free, as in free from control of "clever men"
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an extended notion of information literacy is essential to the future of democracy, if citizens are to be intelligent shapers of the information society rather than its pawns
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files.eric.ed.gov files.eric.ed.gov
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information literates.They have learned techniquesand skills for utilizing the wide range ofinformation tools as well asprimary sources in molding information solutions totheir problems
initial definition
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Information has value indirect onortion to the control it rovides him overwhat he is and whathe can become
Information has Value
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www.digital-democracy.org www.digital-democracy.org
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information security literacy
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- Feb 2020
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Do learners seek out texts that consider multiple perspectives and broaden their understanding of the world? Do learners critically analyze a variety of information and ideas from a variety of sources? Do learners choose texts and tools to consume, create, and share ideas that match their need and audience? Do learners create new ideas using knowledge and insights gained? Do learners analyze the credibility of information, authorial intent, and its appropriateness in meeting their needs? Do learners use information and the ideas of others to solve problems and make decisions as informed citizens? Do learners strive to see limitations and overlaps between multiple streams of information? Do learners gain new perspectives because of the texts they interact with? Do learners use tools to deepen understandings, to share ideas, and to build on others’ thinking? Do learners develop new skills strategies to meet the challenge of new texts and tools?
These are the goals of digital literacy.
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www.edweek.org www.edweek.orguntitled1
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The results of the questionnaire indicated that West Town students had greater access to the Internet at home and were required to use the Internet more in school. These results suggest that a separate and independent achievement gap existed for online reading, based on income inequality.
The achievement gap is multifaceted, so as educators, we need to attack it in more ways. Getting children library cards (internet access) and technology experiences from a younger age can help close this gap, but only if it is in a equitable way.
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- Jan 2020
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mozilla.github.io mozilla.github.io
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Being audience and culturally aware, resolving conflict appropriately, using technology tools effectively, and taking responsibility for personal and group productivity.
3 of these 4 are goals for my classroom without tech even on my mind, but with tech, they can transcend even further into the daily lives of digitally literate students
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Learning through making involves constructing new content
design, revise, remix, MAKE SOMETHING
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reading online requires a basic understanding of web mechanics
searching, determining credibility, etc.
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www.literacyworldwide.org www.literacyworldwide.org
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At least five processing practices occur during online research and comprehen-sion: (1) reading to identify important questions, (2) reading to locate information, (3) reading to evaluate information critically, (4) reading to synthesize informa-tion, and (5) reading to communicate information
how do we make sure that students are not just "skimming" or doing #2???
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mediasmarts.ca mediasmarts.ca
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MediaSmarts has drawn on the work of academics and educators across the country to develop a curriculum framework to ensure that students from Kindergarten to Grade 12 can receive a comprehensive digital literacy education. This framework consists of lessons, classroom activities and other teacher resources that translate the five key concepts into specific digital literacy skills that are essential for each grade level. These skills are grouped into seven categories: Ethics and Empathy: This category addresses students’ social-emotional skills and empathy towards others as well as their ability to make ethical decisions in digital environments when dealing with issues such as cyberbullying, sharing other people’s content and accessing music and video. Privacy and Security: This includes essential skills for managing students’ privacy, reputation and security online, such as making good decisions about sharing their own content, understanding data collection techniques, protecting themselves from malware and other software threats, and being aware of their digital footprint. Community Engagement: Resources in this category teach students about their rights as citizens and consumers, and empower them to influence positive social norms in online spaces and to speak out as active, engaged citizens. Digital Health: Digital health skills include managing screen time and balancing students’ online and offline lives; managing online identity issues; dealing with issues relating to digital media, body image and sexuality; and understanding the differences between healthy and unhealthy online relationships. Consumer Awareness: These skills allow students to navigate highly commercialized online environments. They include recognizing and interpreting advertising, branding and consumerism; reading and understanding the implications of website Terms of Service and privacy policies; and being savvy consumers online. Finding and Verifying: Students need the skills to effectively search the Internet for information they need for personal and school purposes, and then evaluate and authenticate the sources and information they find. Making and Remixing: Making and remixing skills enable students to create digital content and use existing content for their own purposes in ways that respect legal and ethical considerations, and to use digital platforms to collaborate with others.
all things that can easily be worked into any curriculum that involves technology
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citizens who lack digital literacy skills risk being disadvantaged when it comes to accessing healthcare, government services and opportunities for employment, education and civic participation
as teachers, we need to connect them to the world around them.. this world is digital in the modern age, so we can offer them not only the opportunity to do good for others but also for themselves
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Today’s youth are often called “digital natives” by adults because of the seemingly effortless way they engage with all things technological.
we can prepare them for the future workforce; many jobs require certain skills with tech - managing social media, programming, contacting customers via chat and phone, etc.
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www.edweek.org www.edweek.org
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"It's not interactive, ... there's one screen, and you just have to read it," he explained. "It's the same as reading a [paper] page."
sometimes tech isn't much of an improvement >> we need to channel to the special abilities of growing tech -hashtags, hyperlinks, interactive games and level checks, etc.
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That makes digital writing a potentially powerful lever for social good, allowing students to "actively participate in civic society and contribute to a vibrant, informed, and engaged community," as the ALA notes. It also makes digital writing a potentially dangerous tool—decisions about when and what to share online can have repercussions for a student's safety, privacy, and reputation.
I love how digital literacy allows so many to have access to so much and to communicate easily with others. But there is a definite dark side to sharing in any digital format and many don't think about that.
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- Nov 2019
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Using Technology to Enhance Teaching & Learning
This website provides technology teaching resources as part of the Southern Methodist University (SMU) Center for Teaching Excellence. Users can find informational links to various technology tools that can be used for enhancing teaching and learning in online, hybrid, or face-to-face courses. On the right of the page under "Technology," users can click on the tech tools for additional resources/research on their implementation. Examples of these technologies include Blackboard LMS, PowerPoint presentation software, Google Suite products, blogs, and social media sites. Rating 8/10
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lincs.ed.gov lincs.ed.gov
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Digital Literacy Initiatives
This website outlines digital literacy initiatives provided by the Literacy Information and Communication System (LINCS). The U.S. Department of Education, Office of Career, Technical, and Adult Education (OCTAE) implements these intitatives to aid adult learners in the successful use of technology in their education and careers. Students have free access to learning material on different subjects under the "LINCS Learner Center" tab. Teachers and tutors also have access to resoruces on implementing educational technology for professional development and effective instruction. Rating 8/10
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www.angelo.edu www.angelo.edu
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Section 1.5 Online Learner Characteristics, Technology and Skill Requirements
This website outlines Section 1.5 of Angelo State University's guide to instructional design and online teaching. Section 1.5 describes key characteristics of online learners, as well as the technology and computer skills that research has identified as being important for online learners. Successful online learners are described as self-directed, motivated, well-organized, and dedicated to their education. The article also notes that online learners should understand how to use technology such as multimedia tools, email, internet browsers. and LMS systems. This resource serves as a guide to effective online teaching. Rating 10/10
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www.csplacement.com www.csplacement.com
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Computer literacy is considered a very important skill to possess. Employers want their workers to have basic computer skills because their company becomes ever more dependent on computers
Learning the basic about computers is essential to employers.
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ignitedlabs.education.asu.edu ignitedlabs.education.asu.edu
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Tech Literacy Resources
This website is the "Resources" archive for the IgniteED Labs at Arizona State University's Mary Lou Fulton Teachers College. The IgniteED Labs allow students, staff, and faculty to explore innovative and emerging learning technology such as virtual reality (VR), artifical intelligence (AI), 3-D printing, and robotics. The left side of this site provides several resources on understanding and effectively using various technologies available in the IgniteED labs. Each resources directs you to external websites, such as product tutorials on Youtube, setup guides, and the products' websites. The right column, "Tech Literacy Resources," contains a variety of guides on how students can effectively and strategically use different technologies. Resources include "how-to" user guides, online academic integrity policies, and technology support services. Rating: 9/10
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- Oct 2019
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www.edweek.org www.edweek.org
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"Digital literacy is the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills."
Definition of digital literacy.
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- Sep 2019
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jime.open.ac.uk jime.open.ac.uk
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There is a growing need to establish literacies around open education, copyright, social media and networked learning as a foundational skill.
Among both students AND instructors. Instructors teach what they know, and if they do not feel comfortable themselves working in these environments b/c they lack digital skills, then they will not encourage students to work openly.
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davecormier.com davecormier.com
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The learner’s key skills shift away from certainty and towards decision making between various options.
from certainty to decision making - moving from simplicity to complexity, from knowing what to do to knowing ways to do things
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- Aug 2019
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languagedev.wikispaces.com languagedev.wikispaces.com
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It forms the foundation of our perceptions, com-municntion!f and daily interactions.
Interesting question: does language shape reality or does reality shape language?
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en.wikipedia.org en.wikipedia.org
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verall literacy are often larger than gender differences within countries.[34] However, the gap between men and women would narrow from 1990 onwards, after the increase of male adult literacy rates at 80 per cent (see image).[27]
literacy can be used as a motivating factor
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"The written word was all around them, in both public and private life: laws, calendars, regulations at shrines, and funeral epitaphs were engraved in stone or bronze. The Republic amassed huge archives of reports on every aspect of public life"
even in ancient times literacy was being utilized. not necessarily in the traditional sense of the word that we always think of, but literacy was found in private and public life. interesting way of thinking about literacy
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an important role in literacy development, gains in childhood literacy often occur in primary school settings. Continuing the global expansion of public education is thus a frequent focus of literacy advocates.
Literacy seems to be strongly embedded in the education of an individual. Education being a way of achieving growth in reading and writing ability, speech, and listening skills.
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"Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society".[7]
I believe literacy is the ability to understand, speak, communicate, etc. but also the continuous learning and practicing. It is important to be literate in almost all real-life situations and it would be impossible to fulfill your potential if you were illiterate. It gives us opportunities to connect and further educate ourselves to be successful.
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defining literacy as the "ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts".
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Reading development involves a range of complex language-underpinnings including awareness of speech sounds (phonology), spelling patterns (orthography), word meaning (semantics), grammar (syntax) and patterns of word formation (morphology), all of which provide a necessary platform for reading fluency and comprehension.
When thinking of literacy many people are just thinking of reading and being able to understand language. But there is so much more to being literate in a language.
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iteracy, which includes the abilities to apply to printed material critical analysis, inference and synthesis;
How can this encompass digital literacy and non-printed texts; how does being literate change as the world of tech is constantly changing?
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The key to literacy is reading development, a progression of skills which begins with the ability to understand spoken words and decode written words, and which culminates in the deep understanding of text.
This is a focus on text in literacy.
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bookbook.pubpub.org bookbook.pubpub.org
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Divergent responses to annotation demonstrate what Foucault means by power running through the whole social body.
How would this have worked in pre-literate societies? Examples?
"the whole social body" also reminds me of the idea of the "Great Chain of Being" to consider how differences in annotation may change and evolve in societies over long periods of time. I can't help but consider Richard Dawkins' original conceptualization of the "meme" and how they move through societies with or without literacy skills.
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calicospanish.com calicospanish.com
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37 Tech Tools Your World Language Students Should Have
These are great tools and can help teachers find tools for an array of projects.
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extendboundariesofliteracy.pbworks.com extendboundariesofliteracy.pbworks.com
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Genus Species + Species Hybrids Example
Great examples of remixes in the real world
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www.youtube.com www.youtube.com
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Video Games (Is School Enough? Series)
I love the idea for my students coding and creating games. I bought a robot to start getting students to code and start engaging in other ideas.
I love the view the student has on feedback. Knowing what constructive criticism is really helpful is great growth-mindset. Using peers to give constructive criticism is a great way to help students out.
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www.youtube.com www.youtube.com
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Cultural Anthropologist Mimi Ito on Connected Learning, Children, and Digital Media
This is a great question and a great start. I think teachers want o do this but do not know how or where to start. The question has been posed and I am sure little by little we will figure out how to do it.
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Annotators
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jarche.com jarche.com
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always read the full article before sharing it or making any comments.
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Annotators
URL
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- Jul 2019
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educatorinnovator.org educatorinnovator.org
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I, Pseudocoder
This made me chuckle--both because I am living in a pseudocoding space myself, so I identify with the self-deprecating humor, and because of the riff on "I, Robot"
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www.weareteachers.com www.weareteachers.com
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11 Ways to Teach Savvy Search Skills
Some of these are useful tools when teaching digital literacy and research skills.
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www.kathleenamorris.com www.kathleenamorris.com
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Five Steps to Teaching Students How to Research Online and Filter Information
Great 5 steps to teach how to research and filter!
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www.edutopia.org www.edutopia.org
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Interpretive Mode
Good ideas for the World Language Classroom and a good opportunity to teach digital literacy skills, especially reading. Students can look for the information instead of the information just being handed to them.
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newliteracies.uconn.edu newliteracies.uconn.edu
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However, this does not nec-essarily mean they are skilled in the effective use of online information, perhaps the most important aspect of the Internet. Studies show that stu-dents lack critical evaluation skills when reading online (Bennet, Maton, & Kervin, 2008; Forzani & Maykel, 2013; Graham & Metaxas, 2003) and that they are not especially skilled with reading to locate information online (Kuiper & Volman, 2008
I completely agree with this. They can use the internet but they lack the skills to sift through information in a timely manner that does not make them give up in 10 seconds.
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One might even suggest that, over a lifetime, learning how to learn New Literacies is more important than learning a specific literacy of reading or writing.
This is learning how to learn. When we learn how to learn we can figure out new technologies and we can problem solve
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www.ascd.org www.ascd.org
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By creating a curriculum that allows for problem-based inquiry learning, high-level discussion, and collaboration
building skills to prepare students for digital world.
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In addition, the rise of the Internet means that teachers must shift how they teach reading and writing
important to consider; the world is no longer simply paper and pen or type-writers. The literacy tools we have now are virtuously endless.
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wiobyrne.com wiobyrne.com
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five phases:
- students collaborative with instructor to pick area of interest and work on a DQ to guide their research.
- students engage in OCI as the do research and use digital tools to make discoveries 3.Students use critical thinking to evaluate online info by analyzing credibility of their info. 4.Students synthesize what they learned/researched by combining info in multiple, multimodal sources.
- Students engage in online content construction by putting their research into their own words and choosing the best digital tool/text before sharing their answers.
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The Internet Inquiry Project is an online research project that helps students develop the important digital knowledge and skills needed as they build their web literacies.
IIQ helps students develop and craft web literacy by cultivating web knowledge and skills.
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wiobyrne.com wiobyrne.com
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Open learning, also known as open education
requires a open, sharing, collaborative environment. Promotes pedagogical dialogue. OER have potential to transcend "geographic, economic, or language barriers". Also, OER strengthens digital literacy.
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learning.mozilla.org learning.mozilla.org
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Teaching Activities
Great resources for educators!!
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edtech.worlded.org edtech.worlded.org
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Not teaching digital literacy along with language or other literacy instruction does our students a disservice. Nowadays, applying for a job or even filling in an online form to reserve a picnic table at a local park requires digital literacy skills.
We must also not assume that others are teaching out students digital literacy. It is everyone's responsibility.
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mozilla.github.io mozilla.github.io
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Approachable and accessible to diverse audiences and their needs. The map needs to be written in a language that is easy to understand, and relevant—why do web literacy skills matter to them. Applicable to interest and/or expertise. The map needs to connect to curriculum, credentials, professional development, and other resources to teach people the skills they need to engage online and offline.
I'm having trouble with what the internet literacy map is. Can anyone define?
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www.literacyworldwide.org www.literacyworldwide.org
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Digital literacy is not about the skills of using technologies, but how we use our judgment to maintain awareness of what we are reading and writing, why we are doing it, and whom we are addressing.
good summary quotation
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- Jun 2019
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www.parkerphonics.com www.parkerphonics.com
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A Brief History of Reading Instruction. Includes references to studies that support phonics as the best method for teaching reading and writing. Free textbook for phonics instruction: https://elink.io/p/free-phonics-books-98c2d4e
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- May 2019
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www.youtube.com www.youtube.com
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- 0:37 - need to recognize the networked nature of today's media
- 0:37 - need to recognize the networked nature of today's media
- 0:48 - work within traditional media literacy and build on things that have worked for decades, but recognize what has changed and use the strengths of networked media
- 1:05 - how do children check sources on the internet
- 1:20 - one of the simplest ways is to follow the links back to the source
- 1:34 - when it's a photo, you can do a reverse image search
- 1:50 can do a news search and sort by date to see if the news story is current
- 2:45 - misinformation campaigns happening - mixing genuine content with misinformation
- 3:25 - some create alternate identities or fake accounts
- 4:25 - important to get a sense of how reliable a source is
- 4:35 - what is the purpose of the source and what is their business model? - is there accuracy and reliability in this, then likely will trust it as a source
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- 5:10 - impact that we don't get our news from a limited number of sources
- 5:45 - some of these sources are from friends on social media, others are algorithmically determined
- 6:08 - some advantages and disadvantages - the old model was news curated in a newspaper; new model has the potential of getting news we may not have gotten in the old model
- 6:20 but in the old system you had gatekeeping and 'provenance'; in online news it's sometimes an effort to see where the information originates; gate keeping falls to us now
- 7:05 we need to train young people to do this
- 7:30 how should we teach this?
- 7:35 - with the concept approach you don't need to feel like an expert
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- 7:40 - success teaching media literacy from the key concepts for three decades; begin from these
- 7:52 - media are constructed;
- 7:55 - they have commercial considerations;
- 7:58 they have social and political implications;
- 8:00 that audiences negotiate meaning;
- 8:05 that each medium has a unique form and the form influences the content
- 8:20 these can be applied to any form of media and adapted to any grade from K-12
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- 8:30 so the key concepts of digital literacy are paralleled and are in addition to those, they don't replace the original five concepts
- 8:40 now have implications of digital literacies in that they are networked so we need to understand the idea of the network
- 8:50 understand that content now is shareable, that this is the default rather than the exception
- 8:55 - the ways the tools we use influence not just the content but the ways we use them
- 9:05 - this has an impact, an ethical dimension
- 9:10 - these can be applied in any context and to any grade level
- 9:20 - we have a full digital literacy curriculum that we offer (speaking about Media Smarts Canada); it has lessons on seven different aspects that a teacher or school board can use
- 9:45 - the value of the key concepts is teachers can modify these resources to their contexts
- 9:50 - teachers have in those key concepts what is essentially a GUIDING STAR to understand what they are supposed to be achieving with these lessons
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teaching facts is a poor substitute for teaching people how to learn, i.e., giving them the skills to be able to locate, evaluate, and effectively use information for any given need
equates learning how to learn with IL
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little in their environment fosters active thinking or problem solving
an appeal for open education
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They remain one of the few safeguards against information control by a minority
ominous and prophetic
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link.springer.com link.springer.com
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important distinction, information vs knowledge
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- Mar 2019
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jolle.coe.uga.edu jolle.coe.uga.edu
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For literacy educators, consciousness of inequality is only the starting point for resistance, a basis for asking more immediatequestions: What happenswhen literacy classrooms are sites of activism? How do teachers work within and against the systems they are a part of to disrupt or challenge ideologies of social reproduction through the literacy curriculum? How does this involve more capacious understandings of the literate practices students bring to schools? What are the challenges teacher activists face when they strive to work within and against an educational system that is structured around normal curve ideologies? How might we re-envision the variance of student potentials, in a way that is not organized around a hierarchy of academic ability or essentialized notions of intelligence?
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mozilla.github.io mozilla.github.io
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Reading on the web is a critical skill for engaging content online. They can be viewed as “exploring,” or “navigating the web.” Just as traditional reading requires knowledge of the text and concepts of print, reading online requires a basic understanding of web mechanics. Good online readers know the tools and strategies that can be used to search for and locate people, resources, and information. They then know how to judge the credibility of these sources.1 The web literacy skills and competencies identified under reading on the web are as follows. Search
Web Literacy 2.0 discusses how people use web literacy in their everyday lives. For example, "navigating the web" needs to be taught just as the concepts of print do. Quality online readers know where to look, what to ignore, and how to locate information. Writing on the web is also a skill that needs to be explicitly taught. A writer must be able to learn through making and creating. They must be able to communicate their ideas in written word, through presentations as well as through well organized and chosen aesthetics. Rating 10/10
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- Feb 2019
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www.insidehighered.com www.insidehighered.com
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students don’t need to learn skepticism as much as they need to learn when to trust.
fake news, digital literacy, fact checking
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static1.squarespace.com static1.squarespace.com
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omen's rheloric should focus on the art of conversation
What would Ong say about this??
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I have made no distinction in what has been said between Speaking and Writing, because tho they are talenL'i which do not always meet, yet >"'1•""�� there is no material difference between 'cm.
I think Ong would take issue with the notion that there is no "material difference" between speaking and writing. Writing is a "technology" so to speak, and thus presents itself differently than mere thought through speaking. One can go back and edit writing, whereas orality is not so easily done.
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Manage, analyze, and synthesize multiple streams of simultaneously presented information
This is a lot. How do we currently do this? How is this successful?
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can’t be created
There is a certain amount of empathy embedded in these, but I'd like to make it more explicit. We can weave in some thinking that "it's okay not to know everything." And, it's "okay to learn from others." And, it's okay to "not be perfect online."
Carve out a space for learning, failure, exploration, growth.
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Do
I like that most of these focus on process…as opposed to product. I still think they need to be revisited and remixed to capture my earlier note.
Also thinking about issues of ownership, sharing, and IP online. This would call in a need for CC-licensing, open learning, OER, etc.
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global communities
This ties in to the "ethical responsibilities" bullet below, but I think we've largely failed in this regard. I don't think of it as perhaps a failure, but we were a bit naive about the purpose and promise of tech use. I think the online social spaces have become a warzone, and these have been coopted by various groups. We need to do a better job educating, advocating, and empowering individuals to survive in these spaces.
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malleable
get the multiple and dynamic…but what does malleable mean here?
Of the three…this is the most interesting to me. Does it mean that we'll see opportunities for student work process/product be a bit more portable, transferrable, remixable? If so…sign me up. :)
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among members of particular groups
Wondering how much a focus on "in the classroom" limits us as I believe most learning contexts in the future will be outside of traditional classroom settings. Also thinking about power structures in these contexts.
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continued evolution
Wondering how far we (and NCTE) would like to push/advocate for "evolution" of curriculum, assessment, & teaching. I've been thinking lately (as per guidance from Gerber & Lynch) that we need to really problematize and reinvent these elements. Thinking about more digitally native pedagogies (and assessments, practices, etc.) as opposed to digitizing the traditional.
An example would be considerations of computational thinking/participation in theoretical perspectives, or authentic assessments using API data or a tool like Hypothesis.
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- Jan 2019
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static1.squarespace.com static1.squarespace.com
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xcessive power granted tolanguage to determine what is rea
Ong talks about this on Orality and Literacy--if an idea is written down, it is understood as being more "real" than ideas that are spoken. I wonder how this translates into digital communication?
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muse.jhu.edu muse.jhu.edu
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Our students have an unprecedented breadth of information resources at their fingertips, yet there is a significant danger that they will miss the opportunity to engage with those voices that hold the greatest prospects for growth. Collecting confirmations of one’s existing views is a poor substitute for meaningful learning.
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For example, an individual who believes that knowledge in a certain domain consists of a set of discrete, relatively static facts will likely achieve a sense of certainty on a research question much more quickly than someone who views knowledge as provisional, relative, and evolving.
But when curricula reinforce the confusion of speed and intelligence, that time may be precious.
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Nyhan and Reifler also found that presenting challenging information in a chart or graph tends to reduce disconfirmation bias. The researchers concluded that the decreased ambiguity of graphical information (as opposed to text) makes it harder for test subjects to question or argue against the content of the chart.
Amazingly important double-edged finding for discussions of data visualization!
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A study by Nyhan and Reifler showed that having test subjects engage in a self-affirmation exercise significantly reduced their level of defensive processing when faced with counter-attitudinal information on policy issues.
Relation to stereotype threat?
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Likewise, merely telling students that motivated reasoning has an impact on their information processing is apt to yield mixed results because students who view themselves as intelligent, fair-minded people will likely meet this revelation with a level of disconfirmation bias.
Students and faculty both. Many disciplines are reluctant to introduce critical perspectives on disciplinary publishing too early, feeling that students need grounding in accepted information flows before branching out into active debates.
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additional motivation for test subjects to process information accurately made the impact of early preferences less prominent, though the influence did not disappear entirely
Interesting implications for assignment design.
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Is it safe to assume that we give each bit of information a “fair hearing,” always adjusting our beliefs to conform to compelling evidence? Or do our backgrounds and preferences inhibit our ability to be objective when evaluating information that challenges our beliefs?
What interests me here is how we might rethink the concept of "political" information. Most if not all information can be situated in a polis. How can we show the risk of motivated reasoning in "scientific" disciplines without falling into both-sidesism?
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By examining information as a product of people’s contingent choices, rather than as an impartial recording of unchanging truths, the critically information-literate student develops an outlook toward information characterized by a robust sense of agency and a heightened concern for justice.
It seems like there's still a transfer problem here, though. There seems to be an assertion that criticality will be inherently cross-domain, but I'm not clear why that should be true. Why would the critical outlook not remain domain-specific. (To say "if it does, then it isn't critical", seems like a tautology.)
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mozilla.github.io mozilla.github.io
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21st Century Skills (21C Skills)
A focus on 21st Century Skills.
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reach and meet the growing number of diverse audiences using the web
Important to focus on diverse audiences globally.
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classroom.google.com classroom.google.com
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Non-reader does not mean completely illiterate!
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static1.squarespace.com static1.squarespace.com
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cognition is thus ecological:
Cf. Ong's examination of how literacy changes how we think
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www.literacyadvance.org www.literacyadvance.org
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Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society.
This is an important aspect of life.
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Achieving literacy is a lifelong learning process.
Does this mean no one ever really achieves literacy? Or can it be better defined as a skill that is continually developing?
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Literacy is more than just reading, writing, and numeracy. It's not about being literate or illiterate anymore, but having adequate skills for today's demands.
Its not just about having the skills, but using it successfully in everyday life.
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Literacy is the ability to read, write, speak and listen, and use numeracy and technology
the definition of literacy.
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We all know what "literacy" means, right? Well, maybe not.
What is literacy? What do you think?
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- Dec 2018
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hybridpedagogy.org hybridpedagogy.org
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It is based on reciprocity and a level of trust that each party is actively seeking value-added information for the other.
Seems like this is a critical assumption to examine for current media literacy/misinformation discussions. As networks become very large and very flat, does this assumption of reciprocity and good faith hold? (I'm thinking, here, of people whose expertise I trust in one domain but perhaps not in another, or the fact that sometimes I'm talking to one part of my network and not really "actively seeking information" for other parts.)
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digitalcapability.jiscinvolve.org digitalcapability.jiscinvolve.org
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Every student brings their own personal digital practices
We should accommodate what students bring to the class, and also use that diversity to expand everyone's capabilities.
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- Nov 2018
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www.irrodl.org www.irrodl.org
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technical difficulties
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Cynicism is a bigger problem than gullibility. Too many people doubt everything in the news, regardless of the source.
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screentime.me screentime.me
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An online discussion about screen time and its connections with digital literacy and creativity. Hosted by Drs. W. Ian O'Byrne and Kristen Hawley Turner.
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hapgood.us hapgood.us
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societies without trust come to bad ends.
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radicalscholarship.wordpress.com radicalscholarship.wordpress.com
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combat prescriptive approaches to grammar, mechanics, and usage.
what is this?
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www-sciencedirect-com.ezp-prod1.hul.harvard.edu www-sciencedirect-com.ezp-prod1.hul.harvard.edu
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Poor health literacy is a silent and ubiquitous health care issue, and the field of neurosurgery is particularly prone to the consequent adverse effects. Failure to address low health literacy has several detrimental health and economic consequences, and numerous policies have been initiated to address these. Better facilitating patient understanding of neurosurgical disease, treatment options, and care surrounding the operative period may have a positive impact on the health care economy and ultimately achieve improved outcomes for patients.
Certain disciplines are particularly prone to consequent adverse effects of poor health literacy.
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Deyo et al. (8) demonstrated a reduction in the adverse impact of inadequate health literacy in the neurosurgical field. The impact of an interactive videodisc program that informs patients of their treatment options for back surgery on patient outcome and surgical choices was evaluated. The program helped facilitate decision making and ensured informed consent. It also reduced surgery rates for patients with herniated disks. The authors of this study also implemented the use of patient-oriented multimedia to augment comprehension and advocated a similar strategy for other clinicians. Further commitment is needed to put health literacy at the forefront of improving health care and reducing health expenditures, especially in neurosurgery.
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Paasche-Orlow et al. (18) suggested 3 principles to ameliorate health literacy disparities. The first is to promote productive interactions. Clinicians need to develop better communication abilities and take appropriate measures to ensure adequate comprehension of health information. Educating youth and establishing health literacy standards in the educational system can help improve existing and future health literacy rates. Incorporating health literacy classes as a component of training for health professionals and in studies of preventive services can increase awareness among providers, facilitating better communication and quality of care (19). Additionally, transmitting complex ideas can be aided with the use of technology platforms. Yin et al. (25) investigated the plausibility of a pictogram-based intervention program to reduce medication administration errors. The authors found that when the intervention was used as part of medication counseling, there was a decrease in medication dosage errors compared with standard medication counseling.The second principle is concerned with addressing the organization of health care. Paasche-Orlow et al. advocated patient-centered care, streamlined access to health care, and incentives to promote collaboration to address the needs of the health illiterate population. The U.S. government created and enacted several major policies that address this principle to diminish the adverse effects of poor health literacy. The first is the Affordable Care Act, which stipulates that health plans and insurers must provide understandable and clear health information regarding coverage and benefits (11). Because most Americans receiving coverage through the new legislative act have limited health literacy, standardized information about health care would greatly assist these Americans in making better-informed health decisions (15). Another policy is the National Action Plan to Improve Health Literacy (22). This is the first plan of its kind to create health literacy goals for the entire country. It intends to provide all Americans with access to accurate health information, deliver patient-focused services, and support learning and skills that improve health. All of these acts and policies have the potential to improve 3 keys to health care: access, quality, and cost.The third principle from the study by Paasche-Orlaw et al. involves establishing an objective and sincere voice for better delivery of health information to the community. Individuals may have appropriate health literacy levels, but other personal or environmental factors can contribute to a lower understanding of vital health information. Ito (9) analyzed Vietnamese refugees who tested positive for inactive tuberculosis and their response to prophylactic tuberculosis treatment. Ito found that the immigrants were more hesitant to complete the medication regimen because the side effects were too “hot.” Instead, the immigrants preferred Asian herbal medications as they were considered “cooling.” Von Goeler et al. (23) investigated diabetes self-management among Puerto Rican adults with type 2 diabetes and found that the participants regularly self-monitored their blood glucose levels. However, they did not use that information to control their diabetes properly because of financial and social barriers such as competing family concerns. Situations such as these call for a voice, a cultural broker, who understands the environmental obstacles to comprehending and using health information fully.
Ameliorate health literacy disparities
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Koh et al. (11) detailed a cycle of crisis care elaborating the nature of high medical costs, possibly resulting from fear and denial. First, an individual is in need of medical help, so he or she goes to a physician's office where the staff asks the individual to fill out a complex and confusing form. The physician examines the patient and explains the condition and treatment options using medical jargon. Numerous prescriptions, laboratory tests, and referrals are given without confirmation of the patient's comprehension. The staff sends the patient home with complicated instructions. Inevitably, the patient may consume medication incorrectly or miss follow-up appointments, and his or her condition worsens. Eventually, the patient presents to the emergency department, and the hospital staff develops a new treatment plan. Again, no one confirms the patient's understanding. When the patient is discharged, he or she is likely to get sick again and repeat the cycle (11)
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eric.ed.gov eric.ed.gov
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Instructional Design Strategies for Intensive Online Courses: An Objectivist-Constructivist Blended Approach
This was an excellent article Chen (2007) in defining and laying out how a blended learning approach of objectivist and constructivist instructional strategies work well in online instruction and the use of an actual online course as a study example.
RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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- Performance Factors, Influences, Technology Integration, Teaching Methods, Instructional Innovation, Case Studies, Barriers, Grounded Theory, Interviews, Teacher Attitudes, Teacher Characteristics, Technological Literacy, Pedagogical Content Knowledge, Usability, Institutional Characteristics, Higher Education, Foreign Countries, Qualitative Research
- Instructional systems design; Distance education; Online courses; Adult education; Learning ability; Social integration
- etc556
- online education growth
- etcnau
- instructional design systems
- instructional methods
- instructional technology
- distance education
- constructivism
- instructiveness effectiveness
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digitalpromise.org digitalpromise.org
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Digital Promise
Digital promise website serves millions of underserved adults in the United States by offering educational resources via technology. With personalized learning and individual pathways, they stand a chance to advance in their careers and lives.
The site has a network of educators and developers who contribute to the "Beacon Project". As part of this project, the site includes resources across the country that help with support and access to education.
RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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www.tandfonline.com www.tandfonline.com
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Distance Education Trends: Integrating new technologies to foster student interaction and collaboration
This article explores the interaction of student based learner-centered used of technology tools such as wikis, blogs and podcasts as new and emerging technology tools. With distance learning programs becoming more and more popular, software applications such as Writeboard, InstaCol and Imeem may become less of the software of choice. The article looks closely at the influence of technology and outcomes.
RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
Tags
- Performance Factors, Influences, Technology Integration, Teaching Methods, Instructional Innovation, Case Studies, Barriers, Grounded Theory, Interviews, Teacher Attitudes, Teacher Characteristics, Technological Literacy, Pedagogical Content Knowledge, Usability, Institutional Characteristics, Higher Education, Foreign Countries, Qualitative Research
- etc556
- asynchronous
- writeboard
- etcnau
- imeem
- education programs
- synchronous
- distance education
- instacoll
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lincs.ed.gov lincs.ed.gov
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LINCS is a national leadership initiative of the U.S. Department of Education, Office of Career, Technical, and Adult Education (OCTAE) to expand evidence-based practice in the field of adult education. LINCS demonstrates OCTAE’s commitment to delivering high-quality, on-demand educational opportunities to practitioners of adult education, so those practitioners can help adult learners successfully transition to postsecondary education and 21st century jobs.
The LINCS website has an abundance of information that can prove useful in the designing of adult educational materials which are technology based. The site includes courses, articles and links 743 research studies, materials and products. In addition there are State Resources for Adult Education and Literacy Professional Development. Overall I found the site to be a wonderful source of relevant information to tap into.
RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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www.nytimes.com www.nytimes.com
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while learning to talk is a natural process that occurs when children are surrounded by spoken language, learning to read is not. To become readers, kids need to learn how the words they know how to say connect to print on the page. They need explicit, systematic phonics instruction. There are hundreds of studies that back this up.
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- Oct 2018
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openoregon.org openoregon.org
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For students to work in the open, everything they use has to be original content, openly licensed, or in the public domain
have to disagree here. Students can link, quote, summarize, paraphrase, and thus build or contribute to open resources from closed information
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When students are shown quick techniques for judging the veracity of a news source, they will use them. Regardless of their existing beliefs, they will distinguish good sources from bad sources.
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- Sep 2018
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www.apmreports.org www.apmreports.org
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The basic assumption that underlies typical reading instruction in many schools is that learning to read is a natural process, much like learning to talk. But decades of scientific research has revealed that reading doesn't come naturally. The human brain isn't wired to read. Kids must be explicitly taught how to connect sounds with letters — phonics.
. . .
But this research hasn't made its way into many elementary school classrooms. The prevailing approaches to reading instruction in American schools are inconsistent with basic things scientists have discovered about how children learn to read. Many educators don't know the science, and in some cases actively resist it.
https://www.apmreports.org/story/2018/09/10/further-reading-hard-words
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There is no debate at this point among scientists that reading is a skill that needs to be explicitly taught by showing children the ways that sounds and letters correspond.
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