Climate Change: Crash Course Kids

As society and technology change, so does literacy.

1. Does the technology help to minimize complexity?

Digital technologies

based on evidence that the most resilient, adaptive, and effective learning involves individual interest as well as social support to overcome adversity and provide recognition.

this peer culture can produce learning that’s engaging and powerful.

when the topic is personally interesting and relevant, learners achieve much higher-order learning outcomes.

Young people learn best when actively engaged, creating, and solving problems they care about, and supported by peers who appreciate and recognize their accomplishments.

Collaborative Online Reading and Writing Practices Appear to Increase Comprehension and Learning

Online Contexts May Be Especially Supportive for Some Struggling Reader

Teachers Become More Important, Though Their Role Changes, Within New Literacy Classrooms

information is much more widely avail-able from people who have strong political, economic, religious, or ideological stances that profoundly influence the nature of the information they present to others. As a result, we must assist students to become more critical consumers of the information they encounter

Over 70% of these students used the Internet as the primary source for infor-mation on their most recent school report or project, while only 24% of these students reported using the library for the same task.

. Today, global economic competition requires organizations to abandon these traditional command and control structures to leverage all of their intellectual capital, oper-ate more productively, and become more competitive

The rapid appearance of the Internet in both our professional and personal

To be literate tomorrow will be defined by even newer technologies that have yet to appear and even newer discourses and social practices that will be created to meet future needs. Thus, when we speak of new literacies, we mean that literacy is not just new today; it becomes new every

Yet, as early adopters, history’s first generation of “always connected” individuals do not have the knowledge and skills to critically explore, build, and connect online. 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.

focus teacher training on how to use technology to enhance learning and meet curricular outcomes; and

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. Therefore, “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

views digital literacy as having three buckets: 1) finding and consuming digital content; 2) creating digital content; and 3) communicating or sharing it.