- Sep 2018
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www.apmreports.org www.apmreports.org
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Whole language was a movement of people who believed that children and teachers needed to be freed from the tedium of phonics instruction. Phonics lessons were seen as rote, old-fashioned, and kind of conservative. The essential idea in whole language was that children construct their own knowledge and meaning from experience. Teaching them phonics wasn't necessary because learning to read was a natural process that would occur if they were immersed in a print-rich environment. Whole language proponents thought phonics lessons might actually be bad for kids, might inhibit children from developing a love of reading by making them focus on tedious skills like breaking words into parts.
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We are born wired to talk. Kids learn to talk by being talked to, by being surrounded with spoken language. That's all it takes. No one has to teach them to talk.But, as numerous studies have shown, reading is different. Our brains don't know how to do it. That's because human beings didn't invent written language until relatively recently in human history, just a few thousand years ago. To be able to read, structures in our brain that were designed for things such as object recognition have to get rewired a bit.
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www.hpi.uni-potsdam.de www.hpi.uni-potsdam.de
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End-Users
Because Grafoscopio was used in critical digital literacy workshops, dealing with data activism and journalism, the intended users are people who don't know how to program necessarily, but are not afraid of learning to code to express their concerns (as activists, journalists and citizens in general) and if fact are wiling to do so.
Tool adaptation was "natural" of the workshops, because the idea was to extend the tool so it can deal with authentic problems at hand (as reported extensively in the PhD thesis) and digital citizenship curriculum was build in the events as a memory of how we deal with the problems. But critical digital literacy is a long process, so coding as a non-programmers knowledge in service of wider populations able to express in code, data and visualizations citizen concerns is a long time process.
Visibility, scalability and sustainablitiy of such critical digital literacy endeavors where communities and digital tools change each other mutually is still an open problem, even more considering their location in the Global South (despite addressing contextualized global problems).
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www.niemanlab.org www.niemanlab.org
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But you can see how other editorial dynamic insertion frameworks can be designed and executed. For example, in theory, the tech allows for better targeting, and as such, if you could reliably identify the location of a listener, you could deliver editorial programming or journalistic information to that person specific to her city, town, or state
There's a lot of power inherent in this and we are wise to pay attention to how that power is used. Will we observe it deployed for good? Will the exercise of these powers be intentional and self-aware? Will average users have agency in determining how technology like this impacts them? Will average users even be afforded awareness of when they are impacted?
As emergent as Information Literacy is as a concept and societal imperative, it will be a steep challenge to keep up with rapid technological evolutions like this in order to empower us as content consumers to at least possess awareness around how and why we are targeted.
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- Aug 2018
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www.huffingtonpost.com www.huffingtonpost.com
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Most Americans pay at least a little attention to current events, but they differ enormously in where they turn to get their news and which stories they pay attention to. To get a better sense of how a busy news cycle played out in homes across the country, we repeated an experiment, teaming up with YouGov to ask 1,000 people nationwide to describe their news consumption and respond to a simple prompt: “In your own words, please describe what you would say happened in the news on Tuesday.”
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blog.ascilite.org blog.ascilite.org
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differing nomenclature makes the search for a commonly agreed definition or understanding of digital literacies even more elusive
An important point. I wonder if Bruce's work might help here.
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Representation of Digital Intelligence
I wonder if the similarity to a pie chart hints a message that the components are all equal. The use of the color spectrum also says something about continuity and adjacency which may not be intended. But it looks nice.
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callingbull.org callingbull.org
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info lit resource
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- Jul 2018
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newliteracies.uconn.edu newliteracies.uconn.edu
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Make it a policy to always teach a new technology, with new literacies, to your weakest reader(s) first. This enables struggling readers and writers to become literate in this new technology before other, higher-performing students in reading. Those who struggle with reading and writing become literate in a new literacy before others and can teach this new literacy to others who are not literate with this new form. This is a powerful principle that positions weaker readers as experts
This is an interesting proposal as it allows for students to gain more confidence in another area of literacy. I think it is important to note that it might be just as difficult, however, because reading and writing skills are taken to a new level. It may also persuade struggling students to rely more on digital literacy skills and abandon traditional reading and writing skills as "not for them" or "too difficult." I'd love to see if this method is as successful as it is presented to be!
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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).
Students can navigate, but are not "digitally literate," still don't follow concepts of appropriate use
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print out enough copies of the first page of search results for each student. Dis-tribute these. Then see if students can locate the best link on the search results page for each question that you ask such as, “Which link will take you to a site developed by an Egyptologist?”
Good example ACTIVITY to help students develop digital literacy
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Make it a policy to always teach a new technology, with new literacies, to your weakest reader(s) first
Great point! Bringing the weaker readers (in digital literacy) is a good starting point in classrooms
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Thus, when we speak of New Literacies in an online age we mean that literacy is not just “new” today; it becomes “new” every day of our lives.
Good point- "updates" really do require new skills and knowledge to be able to work. This statement really explains the urgency of being able to re-work and learn ever-changing technologies.
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www.zephoria.org www.zephoria.org
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We’ve built an information ecosystem where information can fly through social networks (both technical and personal). Folks keep looking to the architects of technical networks to solve the problem. I’m confident that these companies can do a lot to curb some of the groups who have capitalized on what’s happening to seek financial gain. But the battles over ideology and attention are going to be far trickier. What’s at stake isn’t “fake news.” What’s at stake is the increasing capacity of those committed to a form of isolationist and hate-driven tribalism that has been around for a very long time. They have evolved with the information landscape, becoming sophisticated in leveraging whatever tools are available to achieve power, status, and attention. And those seeking a progressive and inclusive agenda, those seeking to combat tribalism to form a more perfect union — they haven’t kept up.
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How many years did it take for the US military to learn that waging war with tribal networks couldn’t be fought with traditional military strategies? How long will it take for the news media to wake up and recognize that they’re being played? And how long after that will it take for editors and publishers to start evolving their strategies?
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News agencies, long trained to focus on reporting information and maintaining a conceptual model of standards, are ill-equipped to understand that they may have a role in this war, that their actions and decisions are shaping the way the war plays out.
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hbr.org hbr.org
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For one, much of the new research centers on U.S. politics and, specifically, elections. But social networks drive conversations about many other topics such as business, education, health, and personal relationships. To battle bad online information, it would be helpful to know whether people respond to these sorts of topics differently than they respond to information about political candidates and elections. It also would be useful to know whether myths about certain subjects — for instance, a business product or education trend — are trickier to correct than others.
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richardbruford.com richardbruford.com
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Alan poses a question in his TEDx talk that we should ask students: “Do you know how to use Google?” Of greater importance, the same question should be asked of teachers.
Video: Alan November TEDx talk "Do you know how to use google?" We need web literacy for teachers as well
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www.learningforjustice.org www.learningforjustice.org
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The Teaching Tolerance Digital Literacy Framework offers seven key areas in which students need support developing digital and civic literacy skills. The numbered items represent the overarching knowledge and skills that make up the framework. The bullets represent more granular examples of student behaviors to help educators evaluate mastery.
Digital Literacy Framework of Points
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www.literacyworldwide.org www.literacyworldwide.org
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Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.
Both must be present for learning and growing
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Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.
Digital skills involve knowing how to execute tasks on the computer. Digital Literacy involves searching and analyzing deeper into content in order to apply appropriate criteria.
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mozilla.github.io mozilla.github.io
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open access to the skills and know-how needed to use the web to improve their lives, careers, and organizations.
Teaching media literacy is an important skill!
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www.pewinternet.org www.pewinternet.org
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Ian O’Byrne, an assistant professor of education at the College of Charleston, wrote, “As an educator and researcher who studies these digital places and tools, I’m in front of screens a lot. I experiment and play in these spaces. I’m also writing and researching the impact of these screens and their impact on the well-being of others as it relates to children and adolescents. The problem in this is that one of the other hats that I wear is as a parent and husband. I am not only critical of my engagement and use of these digital technologies, but I’m also cautious/cognizant of their role as a mediator in my relationships with my children and significant other. These screens and digital tools play a strong role in our lives and interactions in and out of our home. In our home we have screens and devices all over the place. We have a video server that is ready to serve content to any one of these screens on demand. We have voice-assistive devices listening and waiting for our commands. I believe it is important as an educator and researcher to play with and examine how these devices are playing a role in our lives, so I can bring this work to others. Even with these opportunities, I’m still struck by times when technology seems too intrusive. This is plainly evident when I’m sitting with my family and watching a television show together, and I’m gazing off into my device reading my RSS feed for the day. Previously I would enjoy watching the funniest home videos and laughing together. Now, I am distant. The first thing in the morning when I’m driving my kids in to school and stop at a red light, previously I would enjoy the time to stop, listen to the radio, look at the clouds or bumper stickers on cars around me. Now, I pull out the phone to see if I received a notification in the last 20 minutes. When I call out for the voice-activated device in my home to play some music or ask a question, my request is quickly echoed by my 2-year-old who is just learning to talk. She is echoing these conversations I’m having with an artificial intelligence. I’m trying to weigh this all out in my mind and figure what it means for us personally. The professional understanding may come later.”
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- Jun 2018
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www.theatlantic.com www.theatlantic.com
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article identifies many important information literacy issues - issues of a kind generally not discussed in traditional info lit contexts
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www.oclc.org www.oclc.org
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How do users identify and evaluate online “resource containers” of information?
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The visual context and cues that print containers provide used to help individuals identify a document’s origins and measure its value
This is how we used to distinguish among scholarly, popular and trade publications. Need new methods.
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#containercollapse)
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- May 2018
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series of videos showing students basic web techniques for source verification and contextualization
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www.irrodl.org www.irrodl.org
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In other words, low digital literacy (among both students and faculty) likely shapes preferences for textbook format.
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www.theatlantic.com www.theatlantic.com
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Users of the internet emphasize retrieving and manipulating information over contextualizing or conceptualizing its meaning
Sounds like an information literacy deficit, but to be fair, IL proponents push the same imbalance.
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nerdybookclub.wordpress.com nerdybookclub.wordpress.com
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Access to books increases children’s future prospects and has a significant influence on the level of education they will attain, their productivity, their health, and their quality of life.
If we want kids to read more, and be better readers and writers, we need to give them access to lots of books, starting with ones they are most interested in. (This short article is specific about ways to improve book access for all kids.)
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- Apr 2018
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adamcroom.com adamcroom.com
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What can we build that would allow people to 1.) annotate terms of service related to tools they adopt in a classroom? and 2.) see an aggregated list of all current annotations. Last, if we were to start critically analyzing EdTech Terms of Service, what questions should we even ask?
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ikit.org ikit.org
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We will define “dialogic literacy” as the ability to engage productively in discourse whose purpose is to generate new knowledge and understanding
Definition of "dialogic literacy"
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- Feb 2018
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hapgood.us hapgood.us
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where you spend your trust
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- Jan 2018
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economics.mit.edu economics.mit.edu97581
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need to consider how this relates to info lit
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pdxscholar.library.pdx.edu pdxscholar.library.pdx.edu
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the protection of private information in an online environment has become the responsibility of user
Certainly an info lit issue. The Information Has Value frame puts heavy emphasis on other people's info, but we also need to be conscious of the value of our own
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- Dec 2017
- Nov 2017
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er.educause.edu er.educause.edu
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Digital Pedagogy to Foster Digital Literacies
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wrapping.marthaburtis.net wrapping.marthaburtis.net
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realize that the web was not something that happened to them but they were happening to
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understanding how Web applications work “under the hood” and how databases and scripts interact
Reminds me of a Web version of the Raspberry Pi approach to digital making.
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considering the interplay between design and content
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organizing and architecting an online space
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infomational.com infomational.com
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www.digitalnewsreport.org www.digitalnewsreport.org
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when Americans get news online, they increasingly reach for a smartphone (55%), with computer use falling significantly
Does this impact the quality of the news people receive? News on a phone would have less depth, and possibly trend towards clickbait. Is it more personalized, more subject to algorithmic interference?
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www.cjr.org www.cjr.org
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the figure is just 53 percent when people are asked specifically about the news that they themselves use
This bears further investigation. Is it low by historical standards? If so, might it be a result of marketing efforts by media outlets, as they try to distinguish themselves from the competition?
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people do not always distinguish between news reports and advertising on news sites, and the contrast between a professionally reported story and the “around the web” recommendations that may accompany it can be jarring
In the online environment these sites and articles are mixed together as if they were equivalent. When we encounter newspapers in stores, they are generally not adjacent to tabloids.
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- Oct 2017
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www.insidehighered.com www.insidehighered.com
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Technology is the problem. When the profit motive trumps the public good
That second thing is the major problem - the attitude that money matters and people don't. Truth becomes a casualty. Humanity becomes a casualty. It manifests itself in the precarious employment situation and the opioid crisis as well as the media.
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www.elearnspace.org www.elearnspace.org
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How information is accessed, created, and shared is revealing about the future of learning
This is talking about information literacy in a broad sense.
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linkresearchlab.org linkresearchlab.org
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what does it mean to be human in a digital age
Been thinking about this from the infolit angle for a few years. Info is easy to find and access, and a little less easy to filter and evaluate. What matters more is creativity - what we can do with info, how we can connect it, what we can make out of it - all of which is impeded by copyright and enabled by openness.
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how we make decisions with that data needs to be as transparent as the content
another black box that needs to be opened
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And so, that part I think was the second marking point for me was this idea of connectedness, and that by being connected-- being transparent and connected-- you produced this huge array of potential knowledge futures in these areas.
Transparency is an important part of openness that I don't see discussed much in the OER community these days. If we replace an expensive text with free OER there is a great financial benefit for students, but the process of developing and selecting the OER remains something of a black box to the students. But if the students are involved in that development and selection, that process becomes transparent. Students can learn the process as well as the content, and build powerful learning skills, and an increased level of educational independence.
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- Sep 2017
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teaching.temple.edu teaching.temple.edu
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Our work, said Campbell, is not to graduate more students, but to enable students to graduate themselves
take charge of their education
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www.ictliteracy.info www.ictliteracy.info
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Digital literacy has also been positioned as an enabler of rights. Unless people have choice and agency, they cannot act in their own interests.
literacy as a foundation for agency
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rapids.amazon.com rapids.amazon.com
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hechingerreport.org hechingerreport.org
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The studying strategy with “the greatest power,” she adds, involves deeply questioning the text — asking yourself if you agree with the author, and why or why not.
Etexts have an advantage in the annotation department in that they're not limited to the marginal space. Annotations can be as lengthy as they need to be. They can also be organized through tags, and thus easily searched. They can contain hyperlinks and be hyperlinked, tying texts together. I wonder how many people are taught, in any meaningful or systematic way, to use digital texts. And if they were, how would that change this dilemma.
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copyrightliteracy.org copyrightliteracy.org
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copyright is about ambiguity, not right and wrong answers, may be a helpful way of framing copyright education
Does this relate to Perry https://www.cse.buffalo.edu/~rapaport/perry.positions.html ? I wonder.
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want to remain neutral or impartial
Education, in a broad sense, is the pursuit of truth. If we support the pursuit of truth, we are not neutral.
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libraryassessment.org libraryassessment.org
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University-wide 33–39% of faculty said that fewer than half of their undergraduates meet their expectations
This could mean that students are lacking in info lit skills, or that a minority of faculty have unrealistic expectations
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- Aug 2017
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www.openaccesstextbooks.org www.openaccesstextbooks.org
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2016 Student Textbookand Course Materials
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rulenumberoneblog.com rulenumberoneblog.com
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pedagogy of research
makes me think of Bruce's Six Frames, "Learning to Learn" http://www.tandfonline.com/doi/full/10.11120/ital.2006.05010002
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Sometimes, even people immersed in a discipline don’t quite understand how or why information is organized
an example of how literacy is a continuum. People immersed in a discipline are hardly "info illiterate," but how and why info is organized is a discipline in itself
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- Jul 2017
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newliteracies.uconn.edu newliteracies.uconn.edu
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The Internet is this generation’s defining technology for literacy and learning within our global community.2.The Internet and related technologies require new literacies to fully access their potential.
Completely agree with this statement!
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The new literacies of online research and comprehension frames online reading comprehension as a process of problem-based inquiry involving the skills, strategies, dispositions, and social practices that take place as we use the Internet to conduct research, solve problems, and answer ques-tions.
This is an essential part of PBL, internet research is the essential skill students need to be able to obtain information and analyze their findings.
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How can we develop adequate understanding when the very object that we seek to study continuously changes?
This can be seen as a problem or as an advantage, information is always changing, ideas are been created and developed. Students and teachers do not need to wait for books to print materials to be accessible, is right there.. one click away, now how we find and analyze information on the web is the tool our students need to become web literate .
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Consider, for example, just a few of these new technologies: Twitter, Facebook, Google+, Siri, Foursquare, Drop-box, Skype, Chrome, iMovie, Contribute, or any of many, many mobile “apps” and ebooks
students using this sites need to have web-literacy skills to obtain accurate and relevant information.
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wiobyrne.com wiobyrne.com
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It is the responsibility of educators in all grades and content areas to modify as needed for learners.
Educators guiding these students should have the necessary skills to effectively modify the route of the inquiry. some may argue that pre-k students are too young for this projects, but with the right guidance even little ones can benefit from it.
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www.literacyandtechnology.org www.literacyandtechnology.org
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TPACK What knowledge do teachers need in order to facilitate student research? Understanding complex relationships among technology, pedagogy, and content with models like the TPACK framework may facilitate teacher growth in new literacies
TPACK and web-literacy has been proven to help student to deductive evaluate, organize and synthesizing information effectively
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www.learnnc.org www.learnnc.org
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when students share what they have learned not only about the information they found, but the sources and strategies they used to uncover that information.
higher level of thinking! this skills will help students to become leaders rather to recall information. In the end of the day, everyone can search and find imformation at anytime, but can they find the "right" information?
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when directing students to google searchs, is important to guide our students to "get their web literacy hat on" this means to use their reading strategies to ensure the information is valid, important and related to our search.
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pressbooks.pub pressbooks.pub
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Wikipedia is broadly misunderstood by faculty and students alike. While Wikipedia must be approached with caution, especially with articles that are covering contentious subjects or evolving events, it is often the best source to get a consensus viewpoint on a subject. Because the Wikipedia community has strict rules about sourcing facts to reliable sources, and because authors must adopt a neutral point of view, articles are often the best available introduction to a subject on the web.
using Wikipedia as a source of information
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pressbooks.pub pressbooks.pub
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The habit is simple. When you feel strong emotion — happiness, anger, pride, vindication — and that emotion pushes you to share a “fact” with others, STOP. Above all, it’s these things that you must fact-check. Why? Because you’re already likely to check things you know are important to get right, and you’re predisposed to analyze things that put you an intellectual frame of mind. But things that make you angry or overjoyed, well… our record as humans are not good with these things. As an example, we might cite this tweet which recently crossed my Twitter feed: You don’t need to know that much of the background here to see the emotionally charged nature of this. President Trump had insulted Chuck Schumer, a Democratic Senator from New York, saying tears that Schumer shed during a statement about refugees were “fake tears”. This tweet reminds us that that Senator Schumer’s great grandmother died at the hands of the Nazis, which could explain Schumer’s emotional connection to the issue of refugees. Or does it? Do we actually know that Schumer’s great-grandmother died at the hands of the Nazis? And if we are not sure this is true, should we really be retweeting it?
Example of importance of fact-check. How to spy lies based on a truthful story.
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pressbooks.pub pressbooks.pub
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Check for previous work: Look around to see if someone else has already fact-checked the claim or provided a synthesis of research. Go upstream to the source: Go “upstream” to the source of the claim. Most web content is not original. Get to the original source to understand the trustworthiness of the information. Read laterally: Read laterally.[1] Once you get to the source of a claim, read what other people say about the source (publication, author, etc.). The truth is in the network. Circle back: If you get lost, or hit dead ends, or find yourself going down an increasingly confusing rabbit hole, back up and start over knowing what you know now. You’re likely to take a more informed path with different search terms and better decisions.
Some ideas for checking Facts in the web
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www.citejournal.org www.citejournal.org
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FITness goes beyond traditional notions of computer literacy to require that persons understand information technology broadly enough to apply it productively at work and in their everyday lives, to recognize when information technology can assist or impede the achievement of a goal, and to continually adapt to changes in information technology. FITness, therefore, requires a deeper, more essential understanding and mastery of information technology for information processing, communication, and problem solving than does the traditional definition of computer literacy. Acquiring TK in this manner enables a person to accomplish a variety of different tasks using information technology and to develop different ways of accomplishing a given task. This conceptualization of TK does not posit an “end state,” but rather sees it developmentally, as evolving over a lifetime of generative, open-ended interaction with technology.
Fluency of Technology Literacy is fluid and must evolve over a person's lifetime, remaining flexible as technology changes. I would guess many of us stop growing in our FITness in our mid-20's as most people tend to stick with the tech tools and ways of doing things that they grew up with.
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hapgood.us hapgood.us
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We’ve Made It Ridiculously Easy to Contribute to the Digital Polarization Initiative
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readywriting.org readywriting.org
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The point is not to be defeatist, but to remind ourselves again and again that the process is always iterative, and that we must keep working to maintain, to improve, and thus to sustain our work.
Agreed. This sustain piece is such a hard one to onboard people to if they haven't been privy. Its fun when you see someone get it the first time though :)
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How can I add value to this network – contribute, amplify, connect, share, listen, support?
Totally obvious you believe this - inspiring and awesome!
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novemberlearning.com novemberlearning.com
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When he read the Web address, http://pubweb.northwestern.edu/~abutz/di/intro.html, he assumed that the domain name “northwestern.edu” automatically meant it was a credible source. He did not understand that the “~” character, inserted after the domain name, should be read as a personal Web page and not an official document of the university.
Even though I consider myself web literate enough to tell the difference between a personal and academic page, I honestly didn't know that the "~" denoted that. I really need to get better about thinking of web addresses and code as a language (which they are).
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forum.literatecomputing.com forum.literatecomputing.com
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Syllabus: EDM510 2016 Summer
digital literacy/skills/tools syllabus
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www.bloomberg.com www.bloomberg.com
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“The only way to save a democracy is to explain the way things work,” says Linus Neumann, a CCC spokesman and information security consultant. “Understanding things is a good immunization.”
democracy and web literacy
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www.edutopia.org www.edutopia.org
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Without a repertoire of reading strategies that can be applied to any text, students are being shortchanged in their education. In order to teach students to read effectively, teachers must be sure that they are not simply suppliers of information on a particular text but also instructors of techniques to build reading skills. Here are some ideas on how to incorporate reading skills lessons into a curriculum.
important to share with 470
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- Jun 2017
- May 2017
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www.teachingworks.org www.teachingworks.org
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From Fagella & Deshler (2007): The goal... is to create an instructional synergy across the levels within the continuum in which all teachers recognize that they have a responsibility and important role to play in enhancing the literacy skills of students.
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- Apr 2017
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press.etc.cmu.edu press.etc.cmu.edu
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Mozilla Web Literacy Map (https://wiki.mozilla.org/Webmaker/WebLiteracyMap).
Chatting with Mozilla's current person in charge about open practice/pedagogy. We could quote her here
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www.steve-wheeler.co.uk www.steve-wheeler.co.uk
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these do not replace the conventional literacies of reading and writing, speaking and listening, but are supplemental to them
they could also be seen as different facets of conventional literacies. I see relationships with the ACRL Framework
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www.niemanlab.org www.niemanlab.org
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‘truth’ is something generally believed by people in a position to know, that are likely to tell the truth
I need to think about how this relates to the long-running discussion of truth and the Framework
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The idea that you’ll get to truth by, for instance, just reading Breitbart and then Truthout, and somehow will come to truth, is kind of a bizarre idea
The truth that one comes to through this process is not the veracity of things being discussed, but rather an understanding of how different sides discuss things, their perceptions and priorities.
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We need to start with a good term — could we call this vision one of “connected open”?
I like this idea. Opens ways to connect info lit
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www.capetowndeclaration.org www.capetowndeclaration.org
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Participating includes: creating, using, adapting and improving open educational resources; embracing educational practices built around collaboration, discovery and the creation of knowledge; and inviting peers and colleagues to get involved
info lit connections
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www.digitalrhetoriccollaborative.org www.digitalrhetoriccollaborative.org
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designed to help students fact-check and trace the circulation of online information—helps to answer both of these questions.
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digitallearning.middcreate.net digitallearning.middcreate.net
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Digital Literacy and all those other literacies
So where's the false binary here? For me it's the idea that digital literacy is all that different from the same kind of literacy that educators have been talking about since weel before the invention of the computer.
This makes sense for me personally as a PhD in English who was always fascinated by the Internet and digital technology and who now finds himself working in the educational software industry.
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backchannel.com backchannel.com
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1) No one can even agree on a definition of “fake news,” even though a ridiculous number of words are being spent trying to define it.2) Folks don’t seem to understand the evolving nature of the problem, the way that manipulation evolves, or how the approaches they propose can be misused by those with whom they fundamentally disagree.3) No amount of “fixing” Facebook or Google will address the underlying factors shaping the culture and information wars in which America is currently enmeshed.
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- Mar 2017
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www.insidehighered.com www.insidehighered.com
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librarians can do more to promote information literacy.
But they should do that also.
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er.educause.edu er.educause.edu
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In 2017 the need to teach fact-checking and source analysis looms larger than ever
What evidence supports this claim. Are recruiters reporting that college graduates are unable to show proficiency in fact-checking sources or evaluating and verifying information they find on the internet?
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"This is an issue that cuts broadly across the social media and news industries, and we are working together to help people better understand the sources and authenticity of information before they share with their friends or family," Justin Osofsky, Facebook's vice-president of global operations and media partnerships, told AP.
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"If you build the freeway, you have the responsibility to make sure the freeway is safe," he told AP."You shouldn't just say that if there are potholes, drivers should try to avoid them."
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"Publishers need to take this finding seriously going forward and think about their readers as ambassadors to cultivate. Social media sites should also think seriously about transparency when it comes to emphasising where news articles originate."
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The Media Insight Project had this advice for journalists, their employers, and social media networks like Facebook:To publishers and journalists: Your readers and followers are not just consumers to monetise, instead they may be social ambassadors whose own credibility with their friends affects your brand's reputation. It is the sharer's credibility, more than your own, which determines other people's willingness to believe you and engage with you. This underscores the importance of news organisations creating strong communities of followers who evangelise the organisation to others.To news-literacy advocates: In light of growing concerns about "fake news" spreading on social media, this experiment confirms that people make little distinction between known and unknown (even made-up) sources when it comes to trusting and sharing news. Even 19 per cent of people who saw our fictional news source would have been willing to recommend it to a friend.To Facebook and other social networks: Facebook and other social networks could do more to emphasise and provide information about the original sources for news articles. The fact that only two in 10 people in our experiment could recall the news reporting source accurately after seeing a Facebook-style post suggests that basic brand awareness has a long way to go. We found that sharers affect perceptions more than the original news reporting source — but might that change if Facebook made the reporting source label more prominent?
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Ms Wardle said the research was a wake-up call for journalists, who should think of themselves as creators of individual "atoms of content", rather than focusing on their brand."Create content that is shareable, do excellent journalism that will be shared — but know that this will not always be enough," she said.
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"So as citizens of information and consumers of information, we have to learn how to be critical of the information that we consume and journalists have got an important role to play in helping audiences navigate the news ecosystem.
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"Times have changed. It used to be that we had gatekeepers; we had the ABC. [People] went to the newsagent and got their paper and paid their money. Now news comes to us via text message or email or Twitter or Facebook," she said.
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"We now become publishers when we share. So we have a responsibility to think about that before we retweet."Claire Wardle
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"When people see news from a person they trust, they are more likely to think it gets the facts right, contains diverse points of view, and is well reported than if the same article is shared by someone they are sceptical of," the researchers wrote.
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The study found that what mattered most was whether the story was posted to Facebook by someone trusted, or someone previously tagged as not trusted by the social media user.
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The study by the Media Insight Project found that people's trust in a piece of content on Facebook was stronger if they trusted the person who shared it — regardless of what organisation published it.
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Your favourite social media star is more influential than media organisations that have built up their audience's trust over decades, according to a recent experiment.
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www.zephoria.org www.zephoria.org
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many students I met were being told that Wikipedia was untrustworthy and were, instead, being encouraged to do research
Is this a problem with media literacy? Or does it stem from a mindless bias against Wikipedia? The problem described sounds like literacy taught poorly.
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scholarlykitchen.sspnet.org scholarlykitchen.sspnet.org
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Information literacy is not just a set of skills that are “nice to have”; such skills are truly a necessity of modern life.
Critical!
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reallifemag.com reallifemag.com
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For the past 40 years, society has demanded information literacy of students
Some people have been advocating for information literacy, but I have not seen evidence of a societal demand. In my experience, info lit is regarded as something that would be nice to have as part of the curriculum, if there was time and as long as someone else is responsible for it. We've spent 40 years trying to get it on the radar of faculty and administration.
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Information literacy presumes a set of unbiased institutions and incorruptible instructors are waiting in the wings to begin inculcating the masses with the proper truth procedures.
I'm not sure of the basis of this characterization of information literacy. It makes it sound as if we assume a mantle of papal infallibility, and it seems to ignore the complexities of info lit.
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bryanalexander.org bryanalexander.org
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A powerful media and information literacy project from UNESCO
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webliteracy.pressbooks.com webliteracy.pressbooks.com
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Mike Caulfield Web Literacy for Student Fact-Checkers
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a principle of “organizing the world’s information” has to be separating reliable sources from unreliable ones, and trying to provide answers that are true. It’s clear that in many cases that’s not happening. The snippets, which create the impression of a definitive answer while feeding people bad science, conspiracy, and hate speech, make matters worse.
Google has become dangerous.
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hapgood.us hapgood.us
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Check for previous fact-checking work Go upstream to the source Read laterally
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www.chronicle.com www.chronicle.com
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Teaching students to separate fact from fiction has become a priority after an election in which false "news" played a large role.
Incredibly important right now.
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thefederalist.com thefederalist.com
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the expert isn’t always right
There are issues of ethics that are not discussed here. Experts may have conflicts of interest. Experts may mislead or deceive, if they see a benefit to doing so. It seems to me that this behavior is becoming more acceptable, or at least that it has fewer consequences. The distrust then is less of expertise than of the expert.
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- Feb 2017
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research and discussion
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static1.squarespace.com static1.squarespace.com
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"Behold, I make all things new;" "the letter killeth, the spirit giveth life."
Building on my annotation on this as a section title. Given the etymology of a word like spirit, which can suggest breathe, there is yet another connection to oratory here and the preference for it over literacy. Oratory breathes life into discourse where print would kill it to make it stand still.
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helenbeetham.com helenbeetham.com
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We need to involve them in producing their own curriculum, their own organisational context, their own networks and rules of engagement
open ed
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Media literacy, data literacy, algorithmic awareness: these are not optional extras in a course of study now.
The web a basic communication platform these days. Understanding how to use it is as important as understanding how to use a word processor, yet it seems to be outside the curriculum in most places.
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Legal protections, rights, and democratic responsibilities are provided to citizens of a nation state, not to users of privately-owned digital platforms.
Which is why we need DoOO, which requires some digital literacy even as it builds it. I wonder what protections and rights are provided to the indie web though.
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dougbelshaw.com dougbelshaw.com
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‘information literacy’ suffers from a lack of descriptive power. It is too ambitious in scope, too wide-ranging in application and not precise enough in detail to be useful in an actionable way.
Interesting point - information literacy is "too big to know." One response has been to define it down, others would fracture it into multiple literacies. While it may be necessary to break it down to make it manageable, the larger view is important too.
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files.eric.ed.gov files.eric.ed.gov
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ndividuals can organize bodies ofknoWl-elg=--Esearch texts or other presentations for useful_analyze----nesvzskills in orderatc0Jprogram" their ownwacq4isition sequences
These learning skills are all part of info lit.
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evoteseeiin = rs= mtensiye- attention to itevelopmentskills _of learning i se =-will enaincreasin =o -le- arn--o10Ille-neehltema c=o _ca.rerarnrne -instrdd
I see this as a call for information literacy - relates to Bruce's Learning to Learn frame
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umwdtlt.com umwdtlt.com
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OER textbook called Web Literacy for Student Fact-Checkers
Thoughts on this resource? Civic Online Reasoning
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static1.squarespace.com static1.squarespace.com
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I had usually depended upon my unsystematized knowledge am.I the inspiration of the hour and the occasion, but I had now got the "scholar bee in my bonnet," and supposed that inasmuch as I was to speak to college professors and students I must ul least make a show of some familiarity wilh letters.
See how he marks his own transition here with respect to literacy, which is a strong theme throughout these texts.
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www.counterpunch.org www.counterpunch.org
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As an ethical and political practice, a public pedagogy of wakefulness rejects modes of education removed from political or social concerns, divorced from history and matters of injury and injustice. Said’s notion of a pedagogy of wakefulness includes “lifting complex ideas into the public space,” recognizing human injury inside and outside of the academy, and using theory as a form of criticism to change things.[xxv] This is a pedagogy in which academics are neither afraid of controversy or the willingness to make connections that are otherwise hidden, nor are they afraid of making clear the connection between private issues and broader elements of society’s problems.
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In order for critical pedagogy, dialogue, and thought to have real effects, they must advocate the message that all citizens, old and young, are equally entitled, if not equally empowered, to shape the society in which they live.
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static1.squarespace.com static1.squarespace.com
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according lo social historian David Cressy, only 20 percent of women were sufficiently literate lo sign their names, even though the Renaissance had improved opportunities for their education (sec the introduction lo Part Three)
Blog post that furthers Cressy's findings.
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webliteracy.pressbooks.com webliteracy.pressbooks.com
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WEB LITERACY FOR STUDENT FACT-CHECKERS
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bryanalexander.org bryanalexander.org
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publisher Tim O’Reilly, who recently published an article on how he vets news online. It’s very useful, actually, listing a series of practical tips, from looking for references to checking out other links on the same topic.
This sounds like Jon Udell's digital tool kit.
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publisher Tim O’Reilly, who recently published an article on how he vets news online. It’s very useful, actually, listing a series of practical tips, from looking for references to checking out other links on the same topic.
This sounds like Jon Udell's digital tool kit.
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- Jan 2017
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reallifemag.com reallifemag.com
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Fake news is just squatting in one part of one building in an entire landscape of neglect and corruption; evicting them will make no difference to the blight.
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never mind that fake news is neither new (forgery, quackery, and conspiracy theorizing are not recent inventions) nor exclusively right-leaning. The new form it has taken in readily sharable social media, however, has made it easy for conventional media to excuse themselves from responsibility for how the election was covered.
"Fake news" was a small factor, compared to mainstream media treating Trump as a legitimate candidate, and sensationalizing hacked emails that contained nothing significant.
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www.theguardian.com www.theguardian.com
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But students are arriving with some well established digital practices of their own
Students can also be included as teachers when it comes to digital technologies
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www.literacyresearchassociation.org www.literacyresearchassociation.org
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The Role of Literacy Research in Racism and Racial Violence Statement Endorsed by the Literacy Research Association [PDF] 12/19/16
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spark.adobe.com spark.adobe.com
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Digital Literacy
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www.zephoria.org www.zephoria.org
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A new form of information manipulation is unfolding in front of our eyes. It is political. It is global. And it is populist in nature. The news media is being played like a fiddle, while decentralized networks of people are leveraging the ever-evolving networked tools around them to hack the attention economy.
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The techniques that are unfolding are hard to manage and combat. Some of them look like harassment, prompting people to self-censor out of fear. Others look like “fake news”, highlighting the messiness surrounding bias, misinformation, disinformation, and propaganda. There is hate speech that is explicit, but there’s also suggestive content that prompts people to frame the world in particular ways. Dog whistle politics have emerged in a new form of encoded content, where you have to be in the know to understand what’s happening. Companies who built tools to help people communicate are finding it hard to combat the ways their tools are being used by networks looking to skirt the edges of the law and content policies. Institutions and legal instruments designed to stop abuse are finding themselves ill-equipped to function in light of networked dynamics.
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www.zephoria.org www.zephoria.org
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personal responsibility
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Children are indoctrinated into this cultural logic early, even as their parents restrict their mobility and limit their access to social situations. But when it comes to information, they are taught that they are the sole proprietors of knowledge. All they have to do is “do the research” for themselves and they will know better than anyone what is real. Combine this with a deep distrust of media sources. If the media is reporting on something, and you don’t trust the media, then it is your responsibility to question their authority, to doubt the information you are being given. If they expend tremendous effort bringing on “experts” to argue that something is false, there must be something there to investigate.
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Many marginalized groups are justifiably angry about the ways in which their stories have been dismissed by mainstream media for decades. This is most acutely felt in communities of color. And this isn’t just about the past. It took five days for major news outlets to cover Ferguson. It took months and a lot of celebrities for journalists to start discussing the Dakota Pipeline. But feeling marginalized from news media isn’t just about people of color. For many Americans who have watched their local newspaper disappear, major urban news reporting appears disconnected from reality. The issues and topics that they feel affect their lives are often ignored.
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hybridpedagogy.org hybridpedagogy.org
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How can we, instead, meta-communicate liberation and possibility?
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points.datasociety.net points.datasociety.net
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Did Media Literacy Backfire?
Media literacy asks people to raise questions and be wary of information that they’re receiving. People are. Unfortunately, that’s exactly why we’re talking past one another.
...
Addressing so-called fake news is going to require a lot more than labeling. It’s going to require a cultural change about how we make sense of information, whom we trust, and how we understand our own role in grappling with information.
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dmlcentral.net dmlcentral.net
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The problem isn’t the fake news itself, as much as the historical consciousness that allows so many to willingly believe it with no skepticism.
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- Dec 2016
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hapgood.us hapgood.us
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Mike Caulfield walks through using Google image search for a fact check.
Apparently, Richard Nixon did write a short letter to Trump in 1987, saying that his wife thought Trump would do well if he ran for office.
I wonder how Nixon would have reacted to Trump's phone call with the president of Taiwan.
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hapgood.us hapgood.us
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Mike Caulfield points out that "digital literacy" needs to include solid knowledge of the Web and how to use it, such as search techniques and uses of specific websites. Principles of site evaluation are not enough.
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hybridpedagogy.org hybridpedagogy.org
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We need to have our crap detectors on high alert, and double-check everything we can, especially if you find it popping back into your mind later.
To be critical, we have to read, think, and process over time. I'm definitely guilty of casual scrolling, but I'm also much more careful about the quick retweet.
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That means they make it easy to get the “gist” of a “news” story without going to the actual article, and they attract attention away from the name of the source in their news story previews.
This is huge. Pew's report this year said that 57% of American adults still watch TV for news (which includes cable), but in the 18-50 year old bracket, 50% are online. There is a significant shift toward news skimming over news reading.
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The Web has become an insidious propaganda tool. To fight it, digital literacy education must rise beyond technical proficiency to include wisdom.
- Double-check every claim before you share.
- Be wary of casual scrolling.<br> Everything you see affects your attitudes.
- Don't automatically disbelieve the surreal (or unpleasant).
- Do not exaggerate your own claims.
- Be prepared to repeat the truth over and over.
- Curate good resources, and share updates to them.
- It will reinforce the previous information.
- it will boost search engine rankings of the collection.
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Be wary of casual scrolling. This is hard work
That's an understatement. I wonder if information diet is an issue here - i.e. avoid the sites that serve us crap.
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This is more than traditional information literacy
I would say that this is information literacy. Traditionally, we have promoted a rather narrow view of IL, which is part of the problem.The ACRL Framework may be a step in the right direction.
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www.projectinfolit.org www.projectinfolit.org
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creating a video, podcast, or website for a class assignment, developing data visualizations, mapping data, making a prototype for an engineering or art class, collecting, locating, and analyzing data, or conducting interviews
Librarians should work at developing some expertise in these areas, so that we can provide advice and assistance as well as space.
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- Nov 2016
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mfeldstein.com mfeldstein.com
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Data should extend our senses, not be a substitute for them. Likewise, analytics should augment rather than replace our native sense-making capabilities.
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Information Literacy
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www.chronicle.com www.chronicle.com
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Digital Literacies
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www.literacyworldwide.org www.literacyworldwide.org
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I avoid putting my students in high-risk situations, but this does not mean avoiding teaching digital literacy.
This is something important to consider especially since I teach journalism. By default students need to learn how to deal with public comments. We try to ease into this arena of writing in a public space and avoiding controversy.
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Digital literacy
Everything listed here is important. Are we skipping too quickly past what is commonly called media literacy? Does choosing appropriate images include these considerations--for example, who made the image, for what purpose, with which viewpoints included or excluded, etc.? http://www.medialit.org/reading-room/five-key-questions-form-foundation-media-inquiry
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Digital skills would focus on which tool to use (e.g., Twitter) and how to use it (e.g., how to tweet, retweet, use TweetDeck), while digital literacy would include in-depth questions
I define digital skills as knowing how to work a kind of technology, whereas digital literacy is the knowledge of how a kind of technology works. One is not better than the other, however. If someone or some group wants to accomplish a goal using technology, they're going to need both literacy and skill. Having little skill with a lot of literacy would be like knowing how a car engine works on a technical scale, but not being able to fix it if your car broke down. Having little literacy with a lot of skill would be like having a bad teacher for a subject. They understand the material, perhaps even demonstrate mastery, but they cannot teach their knowledge to others because of the communication gap.
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reminding students to use alternative text for images to support those with visual disabilities.
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reminding students to use alternative text for images to support those with visual disabilities
This leads to digital inclusion as opposed to digital divide. Digital divide assumes that information is only accessible to certain areas/certain "categories" of users.
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in-depth questions
Access, skills, motivation, and engagement with content
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Digital literacies are not solely about technical proficiency but about the issues, norms, and habits of mind surrounding technologies used for a particular purpos
people often fall in the trap of focusing on technical aspects and skills. Spreading awareness about contextual placement of technologies (ex: pedagogies) is key
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norms, and habits
Key dimension sadly overlooked in conversations about digital literacies. This requires cultural change.
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langwitches.org langwitches.org
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relationship between literacy and documenting learning
Interesting! I normally think of literacy as more of an act of consumption and now she is challenging my thinking to expand to include documenting (and curating?!?!) as anessential element of literacy.
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- Oct 2016
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www.uv.es www.uv.es
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Develop proficiency and fluency with the tools of technology;
Every institution around the UE is trying to develop in a critical sense the main goals of the different subjects. In fact it doesn't makes too many differences between all this goals we have already read there: proficency and fluency, cross-cultural connections, managing information, etc. So the main point of this read is, in our opinion, to show the proper features to have as a complete citizen of the 21st century along literacy as a part of a common project.
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Several studies found the decrease in comprehension on digital devices was more due to distractions on the internet than to the medium itself. Perhaps self-control is among the key skills to teach students expected to read more online.
Distractions as a researched problem, but where is the citation?
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social, collaborative spaces.
SOCIAL reading, COLLABORATIVE annotation!!
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Many of his strategies resonate with teachers because they are based in research about how students have always made sense of difficult texts and are only enhanced by a few digital affordances.
traditional strategies enhanced by digital affordances=hypothes.is
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casual digital reading
Key word here is casual. Just as when we read for homework we do things we might not when reading for pleasure, so too online.
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Students are doing more reading on digital devices than they ever have before
Would like to see the numbers around this...
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ww2.kqed.org ww2.kqed.org
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She cites a new study that showed fifth-graders became better digital readers after learning how to use the digital annotation feature.
Boom!
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new training and practice
And new tools.
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In a Hewlett Packard online survey of 527 college students at San Jose State University, 57 percent of students who responded said they preferred print materials to e-books when studying. When citing reasons for their preference, 35 percent of print users cited “note-taking ability” as a reason for preferring print vs. six percent of those who favored e-books.
Great stat for hypothes.is..
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“It seems that the very ‘richness’ of the multimedia environment that e-books provide — heralded as their advantage over printed books — may overwhelm children’s limited working memory, leading them to lose the thread of the narrative or to process the meaning of the story less deeply.”
This doesn't bode well for research on annotation...
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“Reading comprehension research with multi-touch devices is still in its infancy and students will need to adapt new reading strategies in order to maximize their learning in this environment.”
We need to get in on this...
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according to one preliminary study presented by Heather Ruetschlin Schugar and Jordan T. Schugar of West Chester University.
Study showing better comprehension in paper.
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One of the best ways for readers to show engagement with the text, he said, is through marginal annotations.
Thumbs up!
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“You can also flip back and forth very easily, and spatially, there are advantages to print media.”
What about the spatial advantages to digital: the ability to search for example, or access one's notes as a discrete document. ...
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The trick to being a good reader, no matter the medium, is being an engaged reader, a fact that Pennington notes is well-supported by research. “It’s pretty clear that good readers are active readers engaged with the text,” he said.
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information-literacy.blogspot.com information-literacy.blogspot.com
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quoted Wittgenstein "The meaning of a word is its use in the language".
This relates to Bruce's Frames - different people have different understandings of what IL is.
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you could teach for information literacy, but not teach information literacy
Interesting distinction. It is more effective to engage in the practice of IL than to teach about IL.
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dl.dropboxusercontent.com dl.dropboxusercontent.com
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This bold claim has led design and critical scholars to hotly debate if participants have a technological ideology imposed on them, or if thinking with technologies enable new civic perspectives.
Pueden estar ocurriendo ambas. La pregunta sería cuándo ocurre cuál. Unas pistas pueden estar del lado de la alfabetización crítica (Freire, Data Pop).
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- Sep 2016
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www.districtdispatch.org www.districtdispatch.org
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This report indicates we can connect with our digital learners to talk about trust and evaluation in the digital information sphere.
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newclasses.nyu.edu newclasses.nyu.edu
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In our view, crosscultural psychological research confirms anthropological findings of the universality of basic cognitive capacities. All culture groups thus far studied have demonstrated the capacity to remember, generalize, form concepts, operate with abstractions, and reason logically.
Also, connecting to Chomsky, all culture groups have the capacity to learn language (innate linguistic ability), which is imperative for the ability to remember, think abstractly, reason logically, etc.
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learn-us-east-1-prod-fleet02-xythos.content.blackboardcdn.com learn-us-east-1-prod-fleet02-xythos.content.blackboardcdn.com
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Ama-zonian groups, such as the Piraha, whose languages do not include numerals above three, are worse at distinguishing large quan-tities digitally than groups using extensive counting systems, but are similar in their abil-ity to approximate quantities.
This reminds me of a similar study on language with the Vai in Liberia (Scribner and Cole 1981) which suggests that formal literacy schooling in English does not give learners higher intelligence or better abstract reasoning skills, only the ability to talk about those skills in "contrived situations." So even though the numerical/literacy system one grows up with influences the way one thinks, it doesn't mean that one system can be prioritized over the other as "better" or "more intelligent."
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A commitment to sourcing every fact is laudible, of course. What’s missing is an understanding of citing and publishing models, not just the data derived from those models. This is a new problem — older media couldn’t generate data on their own. Authors will need to figure out journalistic standards around model citation, and readers will need to become literate in how to “read” a model and understand its limitations.
The idea of new media able not only to quote numbers, but also to produce them is interesting. In the case of some domain specific visualizations, like the ones we did for public medicine info, they are part of a bigger narrative, that introduce some conventions for interpreting the visuals, i.e. they teach some particular graphicacy (the ability to create and understand data visualizations, according to data pop alliance ). May be this new media needs to build that reader/explorer, by presenting her/him with works of literacy, numeracy and graphicacy, and setups and context to learn, discuss and build them.
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allaboardhe.org allaboardhe.org
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colostate.instructure.com colostate.instructure.com
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Rather than suggesting that we replace one understanding of literacy over another, we should simply expand on what we could (and should) include in a composition course or project.
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- Jul 2016
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books.google.ca books.google.ca
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Page 15
Rockwell and Sinclair call for
a new kind of literacy that allows us to continue our pursuits as humanities scholars in the changing world we find ourselves in.
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www.jisc.ac.uk www.jisc.ac.uk
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Beetham and Sharpe ‘pyramid model’ of digital literacy development model (2010)
like this model and the progression it represents. It might be interesting to compare it to imposter syndrome. Identity represents a level of confidence in one's abilities, confidence which can be independent of ability level.
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What it means to be digitally literate changes over time and across contexts, so digital literacies are essentially a set of academic and professional situated practices supported by diverse and changing technologies
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- Jun 2016
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hackeducation.com hackeducation.com
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it can mean that students see themselves as actively building their learning
This is the heart of the open ed/info lit connection. If the perception is that students go to school to be taught, the more important goal of learning how to learn is so much more difficult to achieve. But fostering lifelong learning means ceding some control over what is to be learned to the learner.
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literacyworldwide.org literacyworldwide.org
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many focus on skills rather than literacies.
To the "unskilled," the what and how may be a big hurdle. Skills seem prerequisite to literacy here.
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www.steve-wheeler.co.uk www.steve-wheeler.co.uk
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transliteracy is that it is the ability to be able to present your ideas, connect and manage your presence equally well no matter what tools and technologies you select
Interesting that transliteracy is at the heart. Information comes in may forms and flows through many channels. Transliteracy. IMO, recognizes the multiplicity.
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er.educause.edu er.educause.edu
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Find and vet information online. In the digital world, being able to not only find information online but also determine its quality and validity is crucial.
Vetting could be done through annotation/bookmarking.
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Some people have argued that widespread literacy (understood as reading at an eighth-grade level) was about making sure factory workers could read manuals well enough to keep machines running, rather than about providing for an informed citizenry. The equivalent for digital literacy would be to define it simply as being able to learn software quickly. Instead, digital literacy should be defined as knowing the effective practices suited to the dominant media. We should not teach students just the skills that will prepare them to follow instructions or quickly comprehend a user interface; instead we should aim to help students develop the expertise that will allow them to combine and create technologies to develop new and dynamic solutions. Just as traditional literacy and the liberal arts have been the key to independence since the advent of public schooling, digital literacy today is about intellectual freedom (see figure 1).
Very interesting.
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Despite having grown up with access to an increasing amount of technology, students now need to learn how to use technology to solve problems in academic and professional settings.
So "digital native" is not enough. Digital literacy is something different, something more.
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The people who were comfortable at this humanities-technology intersection helped to create the human-machine symbiosis that is at the core of this story. Walter Isaacson, "The Innovators: How a Group of Inventors, Hackers, Geniuses and Geeks Created the Digital Revolution" (2014)
Great line!
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Design and create digital solutions. Ultimately students should build a skill set that allows them to develop or customize their own digital tools. This does not necessarily mean that students need to be able to write their own applications from scratch. Rather, they should be comfortable customizing and combining tools to create a complete solution—for example, creating a web-form to automate the collection of customer evaluations and then outputting the results to a spreadsheet for analysis.
Is this an argument against online learning as a "management" problem?
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