Does the average high school or college graduate know where the alphabet comes from, something of its development, and anything about its psychic and social effects? Does he or she know anything about illuminated manuscripts, about the origin of the printing press and its role in reshaping Western culture, about the origins of newspapers and magazines? Do our students know where clocks, telescopes, microscopes, X rays, and computers come from? Do they have any idea about how such technologies have changed the economic, social, and political life of Western culture?

In Switzerland, one of my recent ancestors was functionally illiterate. Because of this, she “signed away” most of her wealth. Down the line, I’m one of her very few heirs. So, in a way, I lost part of my inheritance due to illiteracy.

Do learners have the necessary skills to be able to learn in such a free range environment?

Knowing the Difference Between Digital Skills and Digital Literacies, and Teaching Both

But I see some promising changes that align with the emphasis in the Framework on creating rather than consuming, on understanding systems of information rather than how to find stuff, on context and making critical judgments that go beyond making convenient consumer choices. If we think about information as something communities create in conversation within a social and economic context rather than as a consumer good, we may put less emphasis on being local franchises for big information conglomerates and put more time, resources, and creativity into supporting local creativity and discovery. We may begin to do better at working across boundaries to support and fund open access to research rather than focusing most of our efforts on paying the rent and maintaining the security of our walled gardens. And as we make this shift, we may be able to stop teaching students how to shop efficiently for information that won’t be available once they graduate. We may help them think more critically about where knowledge comes from and how they can participate in making sense of things.

Wido van Peursen

Web Literacy Competencies

First I review the benefits of learning in the open to build a web presence.

ASNE

news literacy curriculum

John S. and James L. Knight Foundation, the Robert R. McCormick Foundation and the Donald W. Reynolds Foundation.

Strengthen standards and curricula for digital media literacy and coordinate digital media literacy and civic education.

intellectual property?

as students gain proficiency in expert discourses, they learn also to surrender their writing and writerly identifications—in the form of intellectual property and intellectual property rights—to the workings of a largely hid- den curriculum that equates literacy achievement with public conformity to its laws.

including visually and quantitatively, as well as in words.

performing literacy” in particular (Fishman, Lunsford, McGregor, & Otuteye, 2005 )

the greatest oppor­tunities for librarians lie in deeper connections to the curriculum, adapting to new modes of pedagogy, linking technology-rich and collaborative spaces in libraries to learning

prevented you from

Can you think of a time when you were pretty sure about what the right thing to do was, but you didn’t do it?

Step 3: My Initial Read

Feel free to share your observations and thoughts with others below before moving on to the next exercise.

must

must

DISCUSSION QUESTIONS (SHARE YOUR ANSWERS BELOW IN THE COMMENTS SECTION)

A final exercise will challenge you to bring the skills you hone through this process to bear on a complex scenario involving several ethical issues.

Usage-based pricing, where you pay for the capacity that you use, would properly incentivize ISPs to support net neutrality

Personally, I think Digital Humanities is about building things,” said Ramsay in a polarizing talk at the MLA convention in 2011, printed in Defining Digital Humanities. Unlike many theorists, however, he was willing to make this demand concrete: “Do you have to know how to code? I’m a tenured professor of digital humanities and I say ‘yes.’ ”

The challenge is that while biologists best understand the questions that can be addressed using the atlas, they may not always possess the computational and mathematical skills needed to conduct sophisticated analyses of such data files. For this reason, biologists generally collaborate with computational scientists. It is not always clear, though, what is the best way to frame the analysis.