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.

When we read, the eye does not progress steadily along the line of text; it alternates between saccades—little jumps—and brief stops, not unlike the movement of the mouse’s cursor across a screen of hypertext

endless, mesmerizing buzz”

critics fear that digital technology has put this gift in peril.

Advocate for equitable access to and accessibility of texts, tools, and information;

learning is a lifelong process which invites students and teachers alike to benefit from reflecting on questions associated with the continued literacy demand

Additionally, learners with disabilities should be provided equitable access to text, tools, and information and, when necessary, advocate for this access in all of their learning experiences.

Not only should learners have opportunities to explore and engage with a wide variety of  inclusive texts and tools, but they should also be provided equitable access to these texts and  tools on a frequent basis

that a literate person possess and intentionally apply a wide range of skills, competencies, and dispositions. These literacies are interconnected, dynamic, and malleable. As in the past, they are inextricably linked with histories, narratives, life possibilities, and social trajectories of all individuals and groups. Active, successful participants in a global society must be able to

Literacy has always been a collection of communicative and sociocultural practices shared among communities

Google Docs is an excellent example of this: by allowing learners to collaborate and communicate with one another through a web-based word processing document, time and space are no longer factors in a collaborative enterprise, as the technology removes those barriers for students.

Personalized learning technologies can, ironically, make the learning experience less personal, less human

As a matter of practical significance, however, most of the technologies under consideration in current literature are newer and digital and have some inherent properties that make applying them in straightforward ways difficult.

In the past two decades, earnings have dropped for those without high school degrees, while dropout rates have continued to remain high among vulnerable populations.

Peer Supported Connected learning thrives in a socially meaningful and knowledge-rich ecology of ongoing participation, self-expression and recognition. In their everyday exchanges with peers and friends, young people fluidly contribute, share and give feedback. Powered with possibilities made available by today’s social media, this peer culture can produce learning that’s engaging and powerful

Traditional education is failing to engage many students as they enter their middle school, high school, and college years. The culture clash between formal education and interest-driven, out-of-school learning is escalating in today’s world where social communication and interactive content is always at our fingertips. We need to harness these new technologies for learning rather than distraction.

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

Connected learning thrives in a socially meaningful and knowledge-rich ecology of ongoing participation, self-expression and recognition

Interests foster the drive to gain knowledge and expertise. Research has repeatedly shown that when the topic is personally interesting and relevant, learners achieve much higher-order learning outcomes. Connected learning views interests and passions that are developed in a social context as essential elements.

avenue towards economic and political opportunity

promotes skills and dispositions for lifelong learning

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