consume media critically

ADULT EDUCATION

it’s easy to forget that laws, morals and rights still apply online.

what you share online may be seen by people you didn’t intend or expect to see it. Your ability to control who sees what is limited: both content creators and traditional gatekeepers and distributors have much less power to control what happens to it once it’s posted. This can make it difficult to manage audiences, and there is always a risk of context collapse when what was intended for one audience is seen by another. As well, you may be sharing content that you’re not aware of with audiences you don’t know about, such as cookies and other tracking tools that record information about who you are and what you do when you visit a website.

Digital content is permanent

without guidance they remain amateur users of information and communications technology (ICT), which raises concerns about a generation of youth who are not fully digitally literate, yet are deeply immersed in cyberspace.

“it is not… enough to assume that young people automatically have all of the skills, knowledge and understanding that they need to apply to their use of technology. All young people need to be supported to thrive in digital cultures; they need help making sense of a rapidly changing world of technology which gives them access to vast amounts of information, which is infused with commercial agendas and which for many reasons can be difficult to interpret.”[1]

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

Digital literacy is more than technological know-how: it includes a wide variety of ethical, social and reflective practices that are embedded in work, learning, leisure and daily life.

being able to adapt what we produce for various contexts and audiences;

Understand is that critical piece – it’s the set of skills that help us comprehend, contextualize, and critically evaluate digital media so that we can make informed decisions about what we do and encounter online. These are the essential skills that we need to start teaching our kids as soon as they go online. Understand includes recognizing how networked technology affects our behaviour and our perceptions, beliefs and feelings about the world around us.

Digital Literacy Model

Beware online "filter bubbles" | Eli Pariser

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: When would you use Twitter instead of a more private forum? Why would you use it for advocacy? Who puts themselves at risk when they do so?

Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.

But how are faculty ever to create networkedlearning experiencesin open online spacesfor students if they have never experienced learning for themselves in these spaces?

In a blog post, or in the comments below, please use the following prompts to guide your response: In no more than three sentences, please define digital literacy.Make a list of the skills that are a part of digital literacy.What is the difference/relationship between digital literacy some of these other perspectives (e.g., information literacy, media literacy, etc).What do you think of the definitions/statements provided above? What do you like? What is missing?What are some perspectives that we left out above…but should include?What are some ways you teach digital literacy?What are some ways that students can best learn digital literacy skills?What do you believe the most effective way to teach digital literacy?How digital literate are you? In what ways are you “digitally literate”?

These efforts seek not to simply understand the web but to empower adolescents to help build a better open web.

Digital literacy would focus on helping students choose appropriate images, recognize copyright licensing, and cite or get permissions, in addition to reminding students to use alternative text for images to support those with visual disabilities.

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.

It means teaching progressively rather than sequentially, which helps learners understand better and more clearly over time.

Doug Belshaw’s eight elements of digital literacies, I have just mentioned the civic, critical, creative, and communicative. The other four are cultural, cognitive, constructive, and confidence. This last one is important and takes time to build

Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.

Digital and Information Literacy Framework

Digital Literacy

Digital Literacyin Higher Education, Part II

Digital and Information Literacies

Intel®Learn Easy Steps

rather than institutions providing formal tuition or teaching, the approach focuses on supporting informal mentoring relationships between individuals

Digital literacy for all or basic digital skills for low-level users of ICT.

Digital literacy model: Canada Centre for Digital and Media Literacy

Using higher education to "save the web" means leveraging the classroom to make visible the effects of surveillance capitalism. It means more clearly defining and empowering the notion of consent. Most of all, it means envisioning, with students, new ways to exist online.

Syllabus: EDM510 2016 Summer

rubric for the exercise

Okay, so here I was in one room with university administrators. I chose the concept I was going to present by three main criteria: a) The concept should scaffold ongoing, constructive and critical discussions around the different ideas of digital pedagogy, identity, teaching and learning among faculty and students. b) I wanted to show ‘proof’ that what I was pitching had worked before elsewhere, that it had been applied. c) Under no circumstances did I want to promote a centralized use of technology that follows ideas of control or restraint. (you may read “LMS” here) Instead, I was looking for something that provided students and educators with agency over their own digital identities and their learning and teaching.

It’s not like a disaster not to own one’s domain. It’s something that makes sense at some stage of One’s digital existence, but not the FIRST step imho.

Antigonish 2.0 offers a call to colleges and universities around the globe to consider how their resources—staff, faculty, students, space, digital infrastructures, brands—can be deployed at all three layers of the initiative.

Antigonish 2.0, therefore, is a community capacity-building project about media literacy and civic engagement.

Its vision was as education-focused as it was economic, with an emphasis on building literacy as an avenue toward civic participation. The Antigonish Movement addressed people's poverty and lack of agency by creating collaborative capacity for pushing back on the structures of their disenfranchisement.

Community of Online Research Assignments

Here's one way higher education can help: teach critical thinking modes that bring scholarly best practices to the modern web.

Fundamentally, these efforts miss because what’s needed is not an understanding of news but of the web.

University of Edinburgh has hired a Wikimedian-in-residenc

Advancing digital literacy has profound implications for global economies

Digital Polarization Initiative

Creating and participating in the digital space also surfaces a number of digital literacy issues, including security, privacy, and openness.

isc recommends staff-student partnerships to drive innovation while upskilling the digital prowess of all involved, and has published a guide for planning a collaborative approach.

we must put digital literacy at the core of the curriculum

We need everyone to have the skills to read, write and participate in the digital world

Web Literacy