376 Matching Annotations
  1. Jul 2020
    1. Online Reading Comprehension

      Sharing what they've found with one another Students getting really excited when they've found something, want to show teacher Once students get one part, challenge them to find something new Evaluate the information; what features make it good? What is definition of best? Synthesize what you are finding; bring in all the information from different sources Multimodal ways of reading

    1. Framing Internet use as a literacy issue will also make it more likely to be embraced by schools, an institution resistant to adopting new technologies

      If this is included with literacy, schools and districts may think more about the new ways that our students are constructing learning

    1. How do you ensure that students could still properly comprehend information under the SAMR model, particular in relation to literacy.

    1. xperiences invite participation and provide many different ways for individuals and groups to contribute.

      Participatory: web literacy

    1. It is important to use critical and creative thinking, even if you can pass classes without it.

    1. web-biggest misinformation engine as well as the greatest fact-checking resource

    2. reading laterally rather than deep reading a website

    3. Never ending array of content. No previous knowledge of sources.

    4. Participatory Propaganda-doing our part to get our own message out there

  2. www.literacyworldwide.org www.literacyworldwide.org
    1. Digital literacy is not about the skills of using technologies, but how we use our judgment to maintain awareness of what we are reading and writing, why we are doing it, and whom we are addressing.

      Very thoughtful post about the importance of data literacy.

    2. After students have the skill to use multiple platforms, I allow them the choice of which platform to use for the support they need, but I make sure they ask questions. When is it best to do a Google search versus ask a question on Twitter? Why would students tweet to a particular hashtag or person versus another? When they tweet to people from another country in another time zone, what kind of context do they need to consider? What should they add, remove, or modify in order to communicate better?

      This is crucially important in the teaching of literacy and detecting the biases of a particular source.

    1. Can explain concepts, principles, and processes by putting it their own words, teaching it to others, justifying their answers, and showing their reasoning.• Can interpret by making sense of data, text, and experience through images, analogies, stories, and models.• Can apply by effectively using and adapting what they know in new and complex contexts.• Demonstrate perspective by seeing the big picture and recognizing differ-ent points of view.• Display empathy by perceiving sensitively and walking in someone else’s shoes.• Have self-knowledge by showing meta-cognitive awareness, using productive habits of mind, and reflect-ing on the meaning of the learning and experience.

      These six facets are crucial for students to learn not only the facts related to a subject, but how to properly using analysis when learning and writing about the subject. This is especially crucial as technology has become more integrated into the classroom as well as the real world.

    2. think purposefully about curricular plan-ning. The UbD framework helps this process without offering a rigid process or prescriptive recipe.

      Very good definition for the term learning. As well, it seems as if UbD focuses on helping students learn in a way that is not just strictly reading and memorizing materials from the book. For me, I experienced the important of this when taking AP Euro in High School which focused heavily on analyzing source documents from history rather than simply regurgitating facts from the text. I wonder how integration of tech affects the ways in which students analyze and write for assignments in many subjects, particularly social studies.

    1. Simply stated, students are often not provided with opportunities in school to practice the web literacies necessary to read, write, and participate on the web.

      I remember having to take a computer science course in high school/middle school, but it mainly focused on developing digital skills instead of digital literacies

  3. Jun 2020
  4. May 2020
    1. being able to follow links to “follow a conversation” that is threaded on Twitter.

      This is one of my favorite parts about my website and others supporting Webmention: the conversation is aggregated onto or more closely adjacent to the source. This helps prevent context collapse.

      Has anyone made a browser tool for encouraging lateral reading? I'd love a bookmarklet that I could click to provide some highly relevant lateral reading resources for any particular page I'm on.

  5. Apr 2020
    1. Nous pouvons constater qu’il y a un lien entre les formes produites et les moyens mis en œuvre pour les produire.

      dans une perspective nativement numérique, écrire et produire sont alors intrinsèquement liés.

      par exemple: dans le modèle du manuscrit rédigé à la main ou tapé à la dactylo, le processus de production est au mieux analogue (consistant à reproduire des lettres que l'auteur a posées sur papier), au pire complètement hétérogène à l'acte d'écriture (il faut prendre le processus du début pour en faire un livre publiable).

  6. Mar 2020
    1. knowledge that is part of what it means to be a free person in the present historical context of the dawn of the information age

      definition - liberal as in free, as in free from control of "clever men"

    2. an extended notion of information literacy is essential to the future of democracy, if citizens are to be intelligent shapers of the information society rather than its pawns
    1. information literates.They have learned techniquesand skills for utilizing the wide range ofinformation tools as well asprimary sources in molding information solutions totheir problems

      initial definition

    2. Information has value indirect onortion to the control it rovides him overwhat he is and whathe can become

      Information has Value

  7. Feb 2020
    1. Do learners seek out texts that consider multiple perspectives and broaden their understanding of the world? Do learners critically analyze a variety of information and ideas from a variety of sources? Do learners choose texts and tools to consume, create, and share ideas that match their need and audience? Do learners create new ideas using knowledge and insights gained? Do learners analyze the credibility of information, authorial intent, and its appropriateness in meeting their needs? Do learners use information and the ideas of others to solve problems and make decisions as informed citizens? Do learners strive to see limitations and overlaps between multiple streams of information? Do learners gain new perspectives because of the texts they interact with? Do learners use tools to deepen understandings, to share ideas, and to build on others’ thinking? Do learners develop new skills strategies to meet the challenge of new texts and tools?

      These are the goals of digital literacy.

    1. The results of the questionnaire indicated that West Town students had greater access to the Internet at home and were required to use the Internet more in school. These results suggest that a separate and independent achievement gap existed for online reading, based on income inequality.

      The achievement gap is multifaceted, so as educators, we need to attack it in more ways. Getting children library cards (internet access) and technology experiences from a younger age can help close this gap, but only if it is in a equitable way.

  8. Jan 2020
    1. Being audience and culturally aware, resolving conflict appropriately, using technology tools effectively, and taking responsibility for personal and group productivity.

      3 of these 4 are goals for my classroom without tech even on my mind, but with tech, they can transcend even further into the daily lives of digitally literate students

    2. Learning through making involves constructing new content

      design, revise, remix, MAKE SOMETHING

    3. reading online requires a basic understanding of web mechanics

      searching, determining credibility, etc.

    1. At least five processing practices occur during online research and comprehen-sion: (1) reading to identify important questions, (2) reading to locate information, (3) reading to evaluate information critically, (4) reading to synthesize informa-tion, and (5) reading to communicate information

      how do we make sure that students are not just "skimming" or doing #2???

    1. MediaSmarts has drawn on the work of academics and educators across the country to develop a curriculum framework to ensure that students from Kindergarten to Grade 12 can receive a comprehensive digital literacy education. This framework consists of lessons, classroom activities and other teacher resources that translate the five key concepts into specific digital literacy skills that are essential for each grade level. These skills are grouped into seven categories: Ethics and Empathy: This category addresses students’ social-emotional skills and empathy towards others as well as their ability to make ethical decisions in digital environments when dealing with issues such as cyberbullying, sharing other people’s content and accessing music and video. Privacy and Security: This includes essential skills for managing students’ privacy, reputation and security online, such as making good decisions about sharing their own content, understanding data collection techniques, protecting themselves from malware and other software threats, and being aware of their digital footprint. Community Engagement: Resources in this category teach students about their rights as citizens and consumers, and empower them to influence positive social norms in online spaces and to speak out as active, engaged citizens. Digital Health: Digital health skills include managing screen time and balancing students’ online and offline lives; managing online identity issues; dealing with issues relating to digital media, body image and sexuality; and understanding the differences between healthy and unhealthy online relationships. Consumer Awareness: These skills allow students to navigate highly commercialized online environments. They include recognizing and interpreting advertising, branding and consumerism; reading and understanding the implications of website Terms of Service and privacy policies; and being savvy consumers online. Finding and Verifying: Students need the skills to effectively search the Internet for information they need for personal and school purposes, and then evaluate and authenticate the sources and information they find. Making and Remixing: Making and remixing skills enable students to create digital content and use existing content for their own purposes in ways that respect legal and ethical considerations, and to use digital platforms to collaborate with others.

      all things that can easily be worked into any curriculum that involves technology

    2. citizens who lack digital literacy skills risk being disadvantaged when it comes to accessing healthcare, government services and opportunities for employment, education and civic participation

      as teachers, we need to connect them to the world around them.. this world is digital in the modern age, so we can offer them not only the opportunity to do good for others but also for themselves

    3. Today’s youth are often called “digital natives” by adults because of the seemingly effortless way they engage with all things technological.

      we can prepare them for the future workforce; many jobs require certain skills with tech - managing social media, programming, contacting customers via chat and phone, etc.

    1. "It's not interactive, ... there's one screen, and you just have to read it," he explained. "It's the same as reading a [paper] page."

      sometimes tech isn't much of an improvement >> we need to channel to the special abilities of growing tech -hashtags, hyperlinks, interactive games and level checks, etc.

    2. That makes digital writing a potentially powerful lever for social good, allowing students to "actively participate in civic society and contribute to a vibrant, informed, and engaged community," as the ALA notes. It also makes digital writing a potentially dangerous tool—decisions about when and what to share online can have repercussions for a student's safety, privacy, and reputation.

      I love how digital literacy allows so many to have access to so much and to communicate easily with others. But there is a definite dark side to sharing in any digital format and many don't think about that.

  9. Nov 2019
    1. Using Technology to Enhance Teaching & Learning

      This website provides technology teaching resources as part of the Southern Methodist University (SMU) Center for Teaching Excellence. Users can find informational links to various technology tools that can be used for enhancing teaching and learning in online, hybrid, or face-to-face courses. On the right of the page under "Technology," users can click on the tech tools for additional resources/research on their implementation. Examples of these technologies include Blackboard LMS, PowerPoint presentation software, Google Suite products, blogs, and social media sites. Rating 8/10

    1. Digital Literacy Initiatives

      This website outlines digital literacy initiatives provided by the Literacy Information and Communication System (LINCS). The U.S. Department of Education, Office of Career, Technical, and Adult Education (OCTAE) implements these intitatives to aid adult learners in the successful use of technology in their education and careers. Students have free access to learning material on different subjects under the "LINCS Learner Center" tab. Teachers and tutors also have access to resoruces on implementing educational technology for professional development and effective instruction. Rating 8/10

    1. Section 1.5 Online Learner Characteristics, Technology and Skill Requirements

      This website outlines Section 1.5 of Angelo State University's guide to instructional design and online teaching. Section 1.5 describes key characteristics of online learners, as well as the technology and computer skills that research has identified as being important for online learners. Successful online learners are described as self-directed, motivated, well-organized, and dedicated to their education. The article also notes that online learners should understand how to use technology such as multimedia tools, email, internet browsers. and LMS systems. This resource serves as a guide to effective online teaching. Rating 10/10

    1. Computer literacy is considered a very important skill to possess. Employers want their workers to have basic computer skills because their company becomes ever more dependent on computers

      Learning the basic about computers is essential to employers.

    1. Tech Literacy Resources

      This website is the "Resources" archive for the IgniteED Labs at Arizona State University's Mary Lou Fulton Teachers College. The IgniteED Labs allow students, staff, and faculty to explore innovative and emerging learning technology such as virtual reality (VR), artifical intelligence (AI), 3-D printing, and robotics. The left side of this site provides several resources on understanding and effectively using various technologies available in the IgniteED labs. Each resources directs you to external websites, such as product tutorials on Youtube, setup guides, and the products' websites. The right column, "Tech Literacy Resources," contains a variety of guides on how students can effectively and strategically use different technologies. Resources include "how-to" user guides, online academic integrity policies, and technology support services. Rating: 9/10

  10. Oct 2019
    1. "Digital literacy is the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills."

      Definition of digital literacy.

  11. Sep 2019
    1. There is a growing need to establish literacies around open education, copyright, social media and networked learning as a foundational skill.

      Among both students AND instructors. Instructors teach what they know, and if they do not feel comfortable themselves working in these environments b/c they lack digital skills, then they will not encourage students to work openly.

    1. The learner’s key skills shift away from certainty and towards decision making between various options.

      from certainty to decision making - moving from simplicity to complexity, from knowing what to do to knowing ways to do things

  12. Aug 2019
  13. languagedev.wikispaces.com languagedev.wikispaces.com
    1. It forms the foundation of our perceptions, com-municntion!f and daily interactions.

      Interesting question: does language shape reality or does reality shape language?

    1. verall literacy are often larger than gender differences within countries.[34] However, the gap between men and women would narrow from 1990 onwards, after the increase of male adult literacy rates at 80 per cent (see image).[27]

      literacy can be used as a motivating factor

    2. "The written word was all around them, in both public and private life: laws, calendars, regulations at shrines, and funeral epitaphs were engraved in stone or bronze. The Republic amassed huge archives of reports on every aspect of public life"

      even in ancient times literacy was being utilized. not necessarily in the traditional sense of the word that we always think of, but literacy was found in private and public life. interesting way of thinking about literacy

    3. an important role in literacy development, gains in childhood literacy often occur in primary school settings. Continuing the global expansion of public education is thus a frequent focus of literacy advocates.

      Literacy seems to be strongly embedded in the education of an individual. Education being a way of achieving growth in reading and writing ability, speech, and listening skills.

    4. "Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society".[7]

      I believe literacy is the ability to understand, speak, communicate, etc. but also the continuous learning and practicing. It is important to be literate in almost all real-life situations and it would be impossible to fulfill your potential if you were illiterate. It gives us opportunities to connect and further educate ourselves to be successful.

    5. defining literacy as the "ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts".
    6. Reading development involves a range of complex language-underpinnings including awareness of speech sounds (phonology), spelling patterns (orthography), word meaning (semantics), grammar (syntax) and patterns of word formation (morphology), all of which provide a necessary platform for reading fluency and comprehension.

      When thinking of literacy many people are just thinking of reading and being able to understand language. But there is so much more to being literate in a language.

    7. iteracy, which includes the abilities to apply to printed material critical analysis, inference and synthesis;

      How can this encompass digital literacy and non-printed texts; how does being literate change as the world of tech is constantly changing?

    8. The key to literacy is reading development, a progression of skills which begins with the ability to understand spoken words and decode written words, and which culminates in the deep understanding of text.

      This is a focus on text in literacy.

    1. Divergent responses to annotation demonstrate what Foucault means by power running through the whole social body.

      How would this have worked in pre-literate societies? Examples?

      "the whole social body" also reminds me of the idea of the "Great Chain of Being" to consider how differences in annotation may change and evolve in societies over long periods of time. I can't help but consider Richard Dawkins' original conceptualization of the "meme" and how they move through societies with or without literacy skills.

    1. Video Games (Is School Enough? Series)

      I love the idea for my students coding and creating games. I bought a robot to start getting students to code and start engaging in other ideas.

      I love the view the student has on feedback. Knowing what constructive criticism is really helpful is great growth-mindset. Using peers to give constructive criticism is a great way to help students out.

    1. Cultural Anthropologist Mimi Ito on Connected Learning, Children, and Digital Media

      This is a great question and a great start. I think teachers want o do this but do not know how or where to start. The question has been posed and I am sure little by little we will figure out how to do it.

  14. Jul 2019
  15. educatorinnovator.org educatorinnovator.org
    1. I, Pseudocoder

      This made me chuckle--both because I am living in a pseudocoding space myself, so I identify with the self-deprecating humor, and because of the riff on "I, Robot"

    1. Interpretive Mode

      Good ideas for the World Language Classroom and a good opportunity to teach digital literacy skills, especially reading. Students can look for the information instead of the information just being handed to them.

    1. However, this does not nec-essarily mean they are skilled in the effective use of online information, perhaps the most important aspect of the Internet. Studies show that stu-dents lack critical evaluation skills when reading online (Bennet, Maton, & Kervin, 2008; Forzani & Maykel, 2013; Graham & Metaxas, 2003) and that they are not especially skilled with reading to locate information online (Kuiper & Volman, 2008

      I completely agree with this. They can use the internet but they lack the skills to sift through information in a timely manner that does not make them give up in 10 seconds.

    2. One might even suggest that, over a lifetime, learning how to learn New Literacies is more important than learning a specific literacy of reading or writing.

      This is learning how to learn. When we learn how to learn we can figure out new technologies and we can problem solve

    1. By creating a curriculum that allows for problem-based inquiry learning, high-level discussion, and collaboration

      building skills to prepare students for digital world.

    2. In addition, the rise of the Internet means that teachers must shift how they teach reading and writing

      important to consider; the world is no longer simply paper and pen or type-writers. The literacy tools we have now are virtuously endless.

    1. five phases:
      1. students collaborative with instructor to pick area of interest and work on a DQ to guide their research.
      2. students engage in OCI as the do research and use digital tools to make discoveries 3.Students use critical thinking to evaluate online info by analyzing credibility of their info. 4.Students synthesize what they learned/researched by combining info in multiple, multimodal sources.
      3. Students engage in online content construction by putting their research into their own words and choosing the best digital tool/text before sharing their answers.
    2. The Internet Inquiry Project is an online research project that helps students develop the important digital knowledge and skills needed as they build their web literacies.

      IIQ helps students develop and craft web literacy by cultivating web knowledge and skills.

    1. Open learning, also known as open education

      requires a open, sharing, collaborative environment. Promotes pedagogical dialogue. OER have potential to transcend "geographic, economic, or language barriers". Also, OER strengthens digital literacy.

    1. Not teaching digital literacy along with language or other literacy instruction does our students a disservice. Nowadays, applying for a job or even filling in an online form to reserve a picnic table at a local park requires digital literacy skills.

      We must also not assume that others are teaching out students digital literacy. It is everyone's responsibility.

    1. Approachable and accessible to diverse audiences and their needs. The map needs to be written in a language that is easy to understand, and relevant—why do web literacy skills matter to them. Applicable to interest and/or expertise. The map needs to connect to curriculum, credentials, professional development, and other resources to teach people the skills they need to engage online and offline.

      I'm having trouble with what the internet literacy map is. Can anyone define?

    1. Digital literacy is not about the skills of using technologies, but how we use our judgment to maintain awareness of what we are reading and writing, why we are doing it, and whom we are addressing.

      good summary quotation

  16. Jun 2019
    1. A Brief History of Reading Instruction. Includes references to studies that support phonics as the best method for teaching reading and writing. Free textbook for phonics instruction: https://elink.io/p/free-phonics-books-98c2d4e

  17. May 2019
      • 0:37 - need to recognize the networked nature of today's media
      • 0:37 - need to recognize the networked nature of today's media
      • 0:48 - work within traditional media literacy and build on things that have worked for decades, but recognize what has changed and use the strengths of networked media
      • 1:05 - how do children check sources on the internet
      • 1:20 - one of the simplest ways is to follow the links back to the source
      • 1:34 - when it's a photo, you can do a reverse image search
      • 1:50 can do a news search and sort by date to see if the news story is current
      • 2:45 - misinformation campaigns happening - mixing genuine content with misinformation
      • 3:25 - some create alternate identities or fake accounts
      • 4:25 - important to get a sense of how reliable a source is
      • 4:35 - what is the purpose of the source and what is their business model? - is there accuracy and reliability in this, then likely will trust it as a source
      • 5:10 - impact that we don't get our news from a limited number of sources
      • 5:45 - some of these sources are from friends on social media, others are algorithmically determined
      • 6:08 - some advantages and disadvantages - the old model was news curated in a newspaper; new model has the potential of getting news we may not have gotten in the old model
      • 6:20 but in the old system you had gatekeeping and 'provenance'; in online news it's sometimes an effort to see where the information originates; gate keeping falls to us now
      • 7:05 we need to train young people to do this
      • 7:30 how should we teach this?
      • 7:35 - with the concept approach you don't need to feel like an expert
      • 7:40 - success teaching media literacy from the key concepts for three decades; begin from these
      • 7:52 - media are constructed;
      • 7:55 - they have commercial considerations;
      • 7:58 they have social and political implications;
      • 8:00 that audiences negotiate meaning;
      • 8:05 that each medium has a unique form and the form influences the content
      • 8:20 these can be applied to any form of media and adapted to any grade from K-12
      • 8:30 so the key concepts of digital literacy are paralleled and are in addition to those, they don't replace the original five concepts
      • 8:40 now have implications of digital literacies in that they are networked so we need to understand the idea of the network
      • 8:50 understand that content now is shareable, that this is the default rather than the exception
      • 8:55 - the ways the tools we use influence not just the content but the ways we use them
      • 9:05 - this has an impact, an ethical dimension
      • 9:10 - these can be applied in any context and to any grade level
      • 9:20 - we have a full digital literacy curriculum that we offer (speaking about Media Smarts Canada); it has lessons on seven different aspects that a teacher or school board can use
      • 9:45 - the value of the key concepts is teachers can modify these resources to their contexts
      • 9:50 - teachers have in those key concepts what is essentially a GUIDING STAR to understand what they are supposed to be achieving with these lessons
    1. teaching facts is a poor substitute for teaching people how to learn, i.e., giving them the skills to be able to locate, evaluate, and effectively use information for any given need

      equates learning how to learn with IL

    2. little in their environment fosters active thinking or problem solving

      an appeal for open education

    3. They remain one of the few safeguards against information control by a minority

      ominous and prophetic

  18. Mar 2019
    1. For literacy educators, consciousness of inequality is only the starting point for resistance, a basis for asking more immediatequestions: What happenswhen literacy classrooms are sites of activism? How do teachers work within and against the systems they are a part of to disrupt or challenge ideologies of social reproduction through the literacy curriculum? How does this involve more capacious understandings of the literate practices students bring to schools? What are the challenges teacher activists face when they strive to work within and against an educational system that is structured around normal curve ideologies? How might we re-envision the variance of student potentials, in a way that is not organized around a hierarchy of academic ability or essentialized notions of intelligence?
    1. Reading on the web is a critical skill for engaging content online. They can be viewed as “exploring,” or “navigating the web.” Just as traditional reading requires knowledge of the text and concepts of print, reading online requires a basic understanding of web mechanics. Good online readers know the tools and strategies that can be used to search for and locate people, resources, and information. They then know how to judge the credibility of these sources.1 The web literacy skills and competencies identified under reading on the web are as follows. Search

      Web Literacy 2.0 discusses how people use web literacy in their everyday lives. For example, "navigating the web" needs to be taught just as the concepts of print do. Quality online readers know where to look, what to ignore, and how to locate information. Writing on the web is also a skill that needs to be explicitly taught. A writer must be able to learn through making and creating. They must be able to communicate their ideas in written word, through presentations as well as through well organized and chosen aesthetics. Rating 10/10

  19. Feb 2019
    1. omen's rheloric should focus on the art of conversation

      What would Ong say about this??

    2. I have made no distinction in what has been said between Speaking and Writing, because tho they are talenL'i which do not always meet, yet >"'1•""�� there is no material difference between 'cm.

      I think Ong would take issue with the notion that there is no "material difference" between speaking and writing. Writing is a "technology" so to speak, and thus presents itself differently than mere thought through speaking. One can go back and edit writing, whereas orality is not so easily done.

    1. Manage, analyze, and synthesize multiple streams of simultaneously presented information

      This is a lot. How do we currently do this? How is this successful?

    2. can’t be created

      There is a certain amount of empathy embedded in these, but I'd like to make it more explicit. We can weave in some thinking that "it's okay not to know everything." And, it's "okay to learn from others." And, it's okay to "not be perfect online."

      Carve out a space for learning, failure, exploration, growth.

    3. Do

      I like that most of these focus on process…as opposed to product. I still think they need to be revisited and remixed to capture my earlier note.

      Also thinking about issues of ownership, sharing, and IP online. This would call in a need for CC-licensing, open learning, OER, etc.

    4. global communities

      This ties in to the "ethical responsibilities" bullet below, but I think we've largely failed in this regard. I don't think of it as perhaps a failure, but we were a bit naive about the purpose and promise of tech use. I think the online social spaces have become a warzone, and these have been coopted by various groups. We need to do a better job educating, advocating, and empowering individuals to survive in these spaces.

    5. malleable

      get the multiple and dynamic…but what does malleable mean here?

      Of the three…this is the most interesting to me. Does it mean that we'll see opportunities for student work process/product be a bit more portable, transferrable, remixable? If so…sign me up. :)

    6. among members of particular groups

      Wondering how much a focus on "in the classroom" limits us as I believe most learning contexts in the future will be outside of traditional classroom settings. Also thinking about power structures in these contexts.

    7. continued evolution

      Wondering how far we (and NCTE) would like to push/advocate for "evolution" of curriculum, assessment, & teaching. I've been thinking lately (as per guidance from Gerber & Lynch) that we need to really problematize and reinvent these elements. Thinking about more digitally native pedagogies (and assessments, practices, etc.) as opposed to digitizing the traditional.

      An example would be considerations of computational thinking/participation in theoretical perspectives, or authentic assessments using API data or a tool like Hypothesis.

  20. Jan 2019
    1. xcessive power granted tolanguage to determine what is rea

      Ong talks about this on Orality and Literacy--if an idea is written down, it is understood as being more "real" than ideas that are spoken. I wonder how this translates into digital communication?

    1. Our students have an unprecedented breadth of information resources at their fingertips, yet there is a significant danger that they will miss the opportunity to engage with those voices that hold the greatest prospects for growth. Collecting confirmations of one’s existing views is a poor substitute for meaningful learning.
    2. For example, an individual who believes that knowledge in a certain domain consists of a set of discrete, relatively static facts will likely achieve a sense of certainty on a research question much more quickly than someone who views knowledge as provisional, relative, and evolving.

      But when curricula reinforce the confusion of speed and intelligence, that time may be precious.

    3. Nyhan and Reifler also found that presenting challenging information in a chart or graph tends to reduce disconfirmation bias. The researchers concluded that the decreased ambiguity of graphical information (as opposed to text) makes it harder for test subjects to question or argue against the content of the chart.

      Amazingly important double-edged finding for discussions of data visualization!

    4. A study by Nyhan and Reifler showed that having test subjects engage in a self-affirmation exercise significantly reduced their level of defensive processing when faced with counter-attitudinal information on policy issues.

      Relation to stereotype threat?

    5. Likewise, merely telling students that motivated reasoning has an impact on their information processing is apt to yield mixed results because students who view themselves as intelligent, fair-minded people will likely meet this revelation with a level of disconfirmation bias.

      Students and faculty both. Many disciplines are reluctant to introduce critical perspectives on disciplinary publishing too early, feeling that students need grounding in accepted information flows before branching out into active debates.

    6. additional motivation for test subjects to process information accurately made the impact of early preferences less prominent, though the influence did not disappear entirely

      Interesting implications for assignment design.

    7. Is it safe to assume that we give each bit of information a “fair hearing,” always adjusting our beliefs to conform to compelling evidence? Or do our backgrounds and preferences inhibit our ability to be objective when evaluating information that challenges our beliefs?

      What interests me here is how we might rethink the concept of "political" information. Most if not all information can be situated in a polis. How can we show the risk of motivated reasoning in "scientific" disciplines without falling into both-sidesism?

    8. By examining information as a product of people’s contingent choices, rather than as an impartial recording of unchanging truths, the critically information-literate student develops an outlook toward information characterized by a robust sense of agency and a heightened concern for justice.

      It seems like there's still a transfer problem here, though. There seems to be an assertion that criticality will be inherently cross-domain, but I'm not clear why that should be true. Why would the critical outlook not remain domain-specific. (To say "if it does, then it isn't critical", seems like a tautology.)

    1. 21st Century Skills (21C Skills)

      A focus on 21st Century Skills.

    2. reach and meet the growing number of diverse audiences using the web

      Important to focus on diverse audiences globally.

    1. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society.

      This is an important aspect of life.

    2. Achieving literacy is a lifelong learning process.

      Does this mean no one ever really achieves literacy? Or can it be better defined as a skill that is continually developing?

    3. Literacy is more than just reading, writing, and numeracy. It's not about being literate or illiterate anymore, but having adequate skills for today's demands.

      Its not just about having the skills, but using it successfully in everyday life.

    4. Literacy is the ability to read, write, speak and listen, and use numeracy and technology

      the definition of literacy.

    5. We all know what "literacy" means, right? Well, maybe not.

      What is literacy? What do you think?

  21. Dec 2018
    1. It is based on reciprocity and a level of trust that each party is actively seeking value-added information for the other.

      Seems like this is a critical assumption to examine for current media literacy/misinformation discussions. As networks become very large and very flat, does this assumption of reciprocity and good faith hold? (I'm thinking, here, of people whose expertise I trust in one domain but perhaps not in another, or the fact that sometimes I'm talking to one part of my network and not really "actively seeking information" for other parts.)

  22. Nov 2018
    1. Cynicism is a bigger problem than gullibility. Too many people doubt everything in the news, regardless of the source.

    1. An online discussion about screen time and its connections with digital literacy and creativity. Hosted by Drs. W. Ian O'Byrne and Kristen Hawley Turner.

    1. Poor health literacy is a silent and ubiquitous health care issue, and the field of neurosurgery is particularly prone to the consequent adverse effects. Failure to address low health literacy has several detrimental health and economic consequences, and numerous policies have been initiated to address these. Better facilitating patient understanding of neurosurgical disease, treatment options, and care surrounding the operative period may have a positive impact on the health care economy and ultimately achieve improved outcomes for patients.

      Certain disciplines are particularly prone to consequent adverse effects of poor health literacy.

    2. Deyo et al. (8) demonstrated a reduction in the adverse impact of inadequate health literacy in the neurosurgical field. The impact of an interactive videodisc program that informs patients of their treatment options for back surgery on patient outcome and surgical choices was evaluated. The program helped facilitate decision making and ensured informed consent. It also reduced surgery rates for patients with herniated disks. The authors of this study also implemented the use of patient-oriented multimedia to augment comprehension and advocated a similar strategy for other clinicians. Further commitment is needed to put health literacy at the forefront of improving health care and reducing health expenditures, especially in neurosurgery.
    3. Paasche-Orlow et al. (18) suggested 3 principles to ameliorate health literacy disparities. The first is to promote productive interactions. Clinicians need to develop better communication abilities and take appropriate measures to ensure adequate comprehension of health information. Educating youth and establishing health literacy standards in the educational system can help improve existing and future health literacy rates. Incorporating health literacy classes as a component of training for health professionals and in studies of preventive services can increase awareness among providers, facilitating better communication and quality of care (19). Additionally, transmitting complex ideas can be aided with the use of technology platforms. Yin et al. (25) investigated the plausibility of a pictogram-based intervention program to reduce medication administration errors. The authors found that when the intervention was used as part of medication counseling, there was a decrease in medication dosage errors compared with standard medication counseling.The second principle is concerned with addressing the organization of health care. Paasche-Orlow et al. advocated patient-centered care, streamlined access to health care, and incentives to promote collaboration to address the needs of the health illiterate population. The U.S. government created and enacted several major policies that address this principle to diminish the adverse effects of poor health literacy. The first is the Affordable Care Act, which stipulates that health plans and insurers must provide understandable and clear health information regarding coverage and benefits (11). Because most Americans receiving coverage through the new legislative act have limited health literacy, standardized information about health care would greatly assist these Americans in making better-informed health decisions (15). Another policy is the National Action Plan to Improve Health Literacy (22). This is the first plan of its kind to create health literacy goals for the entire country. It intends to provide all Americans with access to accurate health information, deliver patient-focused services, and support learning and skills that improve health. All of these acts and policies have the potential to improve 3 keys to health care: access, quality, and cost.The third principle from the study by Paasche-Orlaw et al. involves establishing an objective and sincere voice for better delivery of health information to the community. Individuals may have appropriate health literacy levels, but other personal or environmental factors can contribute to a lower understanding of vital health information. Ito (9) analyzed Vietnamese refugees who tested positive for inactive tuberculosis and their response to prophylactic tuberculosis treatment. Ito found that the immigrants were more hesitant to complete the medication regimen because the side effects were too “hot.” Instead, the immigrants preferred Asian herbal medications as they were considered “cooling.” Von Goeler et al. (23) investigated diabetes self-management among Puerto Rican adults with type 2 diabetes and found that the participants regularly self-monitored their blood glucose levels. However, they did not use that information to control their diabetes properly because of financial and social barriers such as competing family concerns. Situations such as these call for a voice, a cultural broker, who understands the environmental obstacles to comprehending and using health information fully.

      Ameliorate health literacy disparities

    4. Koh et al. (11) detailed a cycle of crisis care elaborating the nature of high medical costs, possibly resulting from fear and denial. First, an individual is in need of medical help, so he or she goes to a physician's office where the staff asks the individual to fill out a complex and confusing form. The physician examines the patient and explains the condition and treatment options using medical jargon. Numerous prescriptions, laboratory tests, and referrals are given without confirmation of the patient's comprehension. The staff sends the patient home with complicated instructions. Inevitably, the patient may consume medication incorrectly or miss follow-up appointments, and his or her condition worsens. Eventually, the patient presents to the emergency department, and the hospital staff develops a new treatment plan. Again, no one confirms the patient's understanding. When the patient is discharged, he or she is likely to get sick again and repeat the cycle (11)
    1. Instructional Design Strategies for Intensive Online Courses: An Objectivist-Constructivist Blended Approach

      This was an excellent article Chen (2007) in defining and laying out how a blended learning approach of objectivist and constructivist instructional strategies work well in online instruction and the use of an actual online course as a study example.

      RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

    1. Digital Promise

      Digital promise website serves millions of underserved adults in the United States by offering educational resources via technology. With personalized learning and individual pathways, they stand a chance to advance in their careers and lives.

      The site has a network of educators and developers who contribute to the "Beacon Project". As part of this project, the site includes resources across the country that help with support and access to education.

      RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

    1. Distance Education Trends: Integrating new technologies to foster student interaction and collaboration

      This article explores the interaction of student based learner-centered used of technology tools such as wikis, blogs and podcasts as new and emerging technology tools. With distance learning programs becoming more and more popular, software applications such as Writeboard, InstaCol and Imeem may become less of the software of choice. The article looks closely at the influence of technology and outcomes.

      RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

    1. LINCS is a national leadership initiative of the U.S. Department of Education, Office of Career, Technical, and Adult Education (OCTAE) to expand evidence-based practice in the field of adult education. LINCS demonstrates OCTAE’s commitment to delivering high-quality, on-demand educational opportunities to practitioners of adult education, so those practitioners can help adult learners successfully transition to postsecondary education and 21st century jobs.

      The LINCS website has an abundance of information that can prove useful in the designing of adult educational materials which are technology based. The site includes courses, articles and links 743 research studies, materials and products. In addition there are State Resources for Adult Education and Literacy Professional Development. Overall I found the site to be a wonderful source of relevant information to tap into.

      RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

    1. while learning to talk is a natural process that occurs when children are surrounded by spoken language, learning to read is not. To become readers, kids need to learn how the words they know how to say connect to print on the page. They need explicit, systematic phonics instruction. There are hundreds of studies that back this up.
  23. Oct 2018
    1. For students to work in the open, everything they use has to be original content, openly licensed, or in the public domain

      have to disagree here. Students can link, quote, summarize, paraphrase, and thus build or contribute to open resources from closed information

    1. When students are shown quick techniques for judging the veracity of a news source, they will use them. Regardless of their existing beliefs, they will distinguish good sources from bad sources.

      https://webliteracy.pressbooks.com/

  24. Sep 2018
    1. The basic assumption that underlies typical reading instruction in many schools is that learning to read is a natural process, much like learning to talk. But decades of scientific research has revealed that reading doesn't come naturally. The human brain isn't wired to read. Kids must be explicitly taught how to connect sounds with letters — phonics.

      . . .

      But this research hasn't made its way into many elementary school classrooms. The prevailing approaches to reading instruction in American schools are inconsistent with basic things scientists have discovered about how children learn to read. Many educators don't know the science, and in some cases actively resist it.

      https://www.apmreports.org/story/2018/09/10/further-reading-hard-words

    2. There is no debate at this point among scientists that reading is a skill that needs to be explicitly taught by showing children the ways that sounds and letters correspond.
    3. But the science shows clearly that when reading instruction is organized around a defined progression of concepts about how speech is represented by print, kids become better readers. There is also widespread support in the research for the effectiveness of teacher-directed lessons as opposed to letting children discover key concepts about reading on their own.
    4. teacher-directed whole-class phonics lessons with small-group activities to meet the needs of children at different points in the process of learning to read.
    5. 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.