- May 2019
You can also follow Jenae on Twitter.
help students become expert learners
Yes! The overall goal is to empower students to have agency over their digital fluency, not just enable them to use this or that software or technique.
different applications and platforms
Yes! For example: practice in using spreadsheets in general, rather than just what to click on in a single product like MS Excel.
instructional designers are key players
And maybe librarians, who along with IDs are well-placed to work across curricula and embed digital literacies practices strategically?
Yay! I love the plural form in all cases. There is always more than one "literacy".
it is not always clear where students go to access training for these skills
Like with writing, digital literacies/skills/fluency should be incorporated across the curriculum.
The norms, applications, and protocols required to engage in digital research, reading, and writing require explicit instruction.
Yes! If we expect students to do something, we should devote learning time to helping them learn how/advance their knowledge.
ability to leverage technology to create new knowledge, new challenges, and new problems and to complement these with critical thinking, complex problem solving, and social intelligence to solve the new challenges
Another definition of digital literacy, recast as digital fluency.
shorthand for the myriad social practices and conceptions of engaging in meaning making mediated by texts that are produced, received, distributed, exchanged etc., via digital codification
A definition of digital literacy.
Device ownership alone doesn't make people digitally literate
A key point: a lot of people might have technology, but that doesn't mean they have built up knowledge and skills about how it works or how to do things with it.
- Feb 2019
Improving Digital Fluency
Not to beat a dead horse, but just like we should maybe always think of digital literacies in the plural, we should also think about digital fluencies as there is certainly more than one type or kind of fluency.
- Sep 2018
Between publishers' higher costs of textbooks and students' struggle with large amounts of reading materials, getting students to both access and engage more deeply with texts is a challenge.
Two challenges that #OER and #annotation together can provide infrastructure to help solve: the high cost of learning materials and engaging teachers and learners in social reading, discussion and analysis.
Issues to solve: both OER and annotation don't require digital reading, but are both made more powerful through it. Yet technology access and reading preferences don't always support to digital reading.
Solution: Explore online and offline, digital and print experiments in OER and annotation/social reading.
- Jul 2018
What has changed, what remains the same, and what general patterns can be discerned from the past twenty years in the fast-changing field of edtech?
Join me in annotating @mweller's thoughtful exercise at thinking through the last 20 years of edtech. Given Martin's acknowledgements of the caveats of such an exercise, how can we augment this list to tell an even richer story?