These fan videos include sampling clips from movies or television shows, creating movies within video games, using flash animation (or stop motion animation, claymation, etc.), roping friends and family into participating in a live-action video, and so on, all set to a favourite song or used

Popular song + movie editing

Music and music video remixes (e.g., Danger Mouse’s “Grey Album” and the Grey video

recording a series of anime cartoons and then video-editing them in synchrony with a popular music track; mixing “found” images with original images in order to express a theme or idea

to use images and sound and vide

It involves mixing digital images, texts, sounds and animation; in short, all manner of found artefacts. Young people are picking this up on a massive scale and it is becoming increasingly central to their practices of making meaning and expressing ideas.

no remix, no culture.

More specifically Lessig refers to a practice of creative writing within the school curriculum in parts of North America whereby students read texts by multiple authors, take bits from each of them, and put them together in a single text.

History shows us, for example, that remix isn’t specific to digital times but has always been a part of any society’s cultural development (see, for examp

Lessig (2005) says that every single act of reading and choosing and criticizing and praising culture is in this sense remix, and it is through this general practice that cultures get made.

By “remix” we mean the practice of taking cultural artefacts and combining and manipulating them into a new kind of creative blend.

How can innovative teachers use Instagram?

That reluctance is understandable, but it is important for effective 21st century teachers to be adaptable, especially in our ever-evolving educational landscape.

IG combines the categorize-by-hashtag system used by Twitter with the image-driven nature of Pinterest to create a place where educators can come to network, share and discover new ideas, and interact with each other on a more personal level.

You can find many teachers with these qualities on social media platforms like Twitter and Pinterest, which are popular online communities that innovative educators use to build a personal learning network, share ideas, discover new technologies, and find inspiration.

We uploaded a pre-publication draft of the column to allow for review, remix, and commentary.

Open learning, also known as open education, can be defined as a set of practices, resources, and scholarship that are openly accessible, free to use and access, and to re-purpose.

Typically, Wikipedia is simply used for information. Reverse this and use Wikipedia to make critical evaluation skills the primary focus. Select an entry for any topic being studied in the classroom. For homework, have students find one claim made at the site that is contested by others online and bring the disputed information as well as the sources to class. Have students share their disputed facts and sources and discuss critical evalua-tion strategies that could be used to help resolve the conflict. This conver-sation will teach many new online research and comprehension strategies to your students

Starfall (www.starfall.com) is an exceptional resource for children that supports the development of early offline reading skills within an online context. Starfall is free, a gift from the CEO of Blue Mountain Greeting Cards, who is dyslexic, to honor all the teachers of reading who helped him on his journey. It includes delightful activities that teach CCSS foun-dational skills in reading: letter-name knowledge, phonemic awareness, phonics, and sight word recognition. It also develops both early compre-hension and advanced comprehension skills.

Many students do not read search engine results; they simply click and look their way down each list of search results, reviewing each web page, often skipping right past a use-ful resource (Leu, Forzani, & Kennedy, 2013).

348PERSPECTIVES ON SPECIAL ISSUESThe UnitedStatesIn the United States, the Common Core State Standards (CCSS) Initia-tive (2012) establishes more uniform standards across states to prepare students for college and careers in the 21st century. One of the key design principles in the CCSS, research and media skills, focuses on the integra-tion of online research and comprehension skills within the classroom such as locating, evaluating, synthesizing, and communicating:To be ready for college, workforce training, and life in a technologi-cal society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new. The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum. (CCSS, n.d., p.4)Three changes are especially noticeable in the English language arts standards of CCSS:1.There is a greater focus on reading informational texts.2.Higher-level thinking is emphasized.3.Digital literacies are integrated throughout the English language arts standards.

1.The Internet is this generation’s defining technology for literacy and learning within our global community.2.The Internet and related technologies require new literacies to fully access their potential.3.New literacies are deictic; they rapidly change.4.New literacies are multiple, multimodal, and multifaceted, and, as a result, our understanding of them benefits from multiple points of view.5.Critical literacies are central to new literacies.6.New forms of strategic knowledge are required with new litera-cies.7.New social practices are a central element of new literacies.8.Teachers become more important, though their role changes, within new literacy classrooms. (p.

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

Finally, each online tool regularly is updated; each time this happens new affordances appear, requiring addi-tional skills and strategies.

We live during a time in which new technologies continuously appear online, requiring additional skills to effectively read, write, and learn, sometimes on a daily basis.

ffective learning is lifelong and integrated into the real world of work, civic engagement, and social participation.

She finds it to be a community of support-ive friends who have high writing standards and creativity.

Digital and net-worked media offer new ways of expanding the reach and accessibility of connected learning so it is not just privileged youth who have these opportunities.

she jumped at the chance to connect with others who shared her interest.

Connected learning is realized when a young person is able to pursue a personal interest or passion with the support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement.

Click [here] to learn more about connected learning in teaching practice.

earners need to feel a sense of belonging and be able to make meaningful contributions to a community in order to experience connected learning.

Through collaborative production, friendly competition, civic action, and joint research, youth and adults make things, have fun, learn, and make a difference together.

Youth who participated at YOUmedia saw clear results. Feeling emotionally and physically safe and a sense of belonging Becoming more involved in the chosen interests they brought to YOUmedia Improving in at least one digital media skill Improving academic skills: better communication with adults and improved writing ability Understanding more about opportunities available to them after high school

The Digital Youth Network provided in- and out-of-school connected learning experiences to low-income students in Chicago.

A survey of 30,000 college graduates found that a strong connection to a faculty member doubled the positive life outcomes of graduates.

Learning is motivating when it grows out of personal interest. A growing body of research indicates that interest helps us pay attention, make connections, persist and engage in deeper learning. For example, when reading about games they enjoy playing, teenage boys read at a much higher level than their reading level in school.

The research is clear: Learning is irresistible and life-changing when it connects personal interests to meaningful relationships and real-world opportunity.

Less than 20% of students constructed “Mastery” responses, or responses that questioned the source of the post or the source of the photo. On the other hand, nearly 40% of students argued that the post provided strong evidence because it presented pictorial evidence about conditions near the power plant.

Our sites for field-testing included under-resourced, inner-city schools in Los Angeles and well-resourced schools in suburbs outside of Minneapolis. Our college assessments, which focused on open web searches, were administered online at six different universities that ranged from Stanford, an institution that rejects 94% of its applicants, to large state universities that admit the majority of students who apply. In what follows, we provide an overview of what we lear

only nine percent of high school students in an Advanced Placement history course were able to see through MinimumWage.com’s language to determine that it was a front group for a D.C. lobbyist, or as Salon’s headline put it, “Industry PR

would hope that middle school students could distinguish an ad from a news story. By high school, we would hope that students reading about gun laws would notice that a chart came from a gun owners’ political action committee. And, in 2016, we would hope college students, who spend hours each day online, would look beyond a .org URL and ask who’s behind a site that presents only one side of a contentious issue.

Between January 2015 and June 2016, we administered 56 tasks to students across 12 states. In total, we collected and analyzed 7,804 student responses. Our sites for field-testing included under-resourced, inner-city schools in Los Angeles and well-resourced schools in suburbs outside of Minneapolis. Our college assessments, which focused on open web searches, were administered online at six different universities that ranged from Stanford, an institution that rejects 94% of its applicants, to large state universities that admit the majority of students who apply.

Studentsmust be taught to read both sources from a critical perspective.

17Their writing is much more open to the public and can have more far-reaching consequences.The young people are creating new modes of expression that are poorly understood by adults,and as a result they receive little to no guidance or supervision.

college and career readiness, and workforce development

Managing and maintaining the privacy and security of your digital identity through behaviors and digital tool settings.

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.

The map needs to be written in a language that is easy to understand, and relevant—why do web literacy skills matter to them.

“21C Skills” refers to a broad set of knowledge, skills, work habits, and character traits that are important to succeed in today’s world, particularly for college and career readiness and in the workplace. Examples of these skills include collaboration, communication, creativity, and problem-solving.

They can evaluate web content, and identify what is useful and trustworthy.

critical thinking, collaboration, problem solving, creativity, communication), these digital-age skills help us live and work in today’s world.

web remains a healthy open and public resource for all.

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.

Do our students recognize the ways in which Facebook’s privacy settings continually shift without user permission, and what posting a photo today might mean for their future employment opportunities? Do students recognize the importance of password-protecting their devices and having different passwords across platforms?

When would you use Twitter instead of a more private forum? Why would you use it for advocacy? Who puts themselves at risk when they do so?

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.

Training children and parents in particular about privacy threats and how to protect children’s privacy could also fall in this domain of activity.

Policy makers should expand children’s privacy safeguards to encompass data collection and marketing practices across digital platforms, including toys and other objects that are part of the Internet of Things.

Studies have shown, for example, that teenagers are inclined to behave impulsively and often do not think about the consequences of their actions before taking them, even in situations involving considerable risk.32

For example, although high school students in 1 study expressed little concern about the future use of their personal data, they also demonstrated limited knowledge of the actual business practices involved in using such information for commercial purposes.25

Mattel’s “Hello Barbie” is emblematic of a new generation of interactive digital toys; it records a child’s voice, sends the recording to the Cloud, uses voice-recognition software to decode the content, and learns the child’s name, conversational styles, habits, and interests.20

These tools and techniques are frequently used to identify children and youth of color, including Hispanic people and African Americans, and create targeted marketing messages based on their ethnicities and cultures

Sophisticated algorithms make it possible to tailor and personalize each user’s experience, alter what an individual sees in a newsfeed or other online content, and create advertising messages based on the user’s interests, friends, and routine actions.

For example, privacy is important to young people’s psychosocial development, ensuring they have the freedom and autonomy to explore and try out a variety of possible selves in their search for identity, without risk of surveillance or exposure.

As children increasingly consume content on an ever-expanding variety of digital devices, media and advertising industries are creating new ways to track their behaviors and target them with personalized content and marketing messages based on individual profiles.

If this study can be replicated at a much larger scale, the results point to the potential of a media touch screen diet that is rich in educational software as a relatively inexpensive mode of early intervention for school readiness.

At this time, the issue is unresolved, with effects likely depending on age of a child, the type of programming watched, and other contextual factors.21

There is little research on whether watching adult entertainment programming has an overall positive or negative cognitive effect, but there is fairly clear evidence that violent content can influence antisocial and aggressive behavior.19

Once comprehension is established, television begins to influence child knowledge and, therefore, cognitive development more generally.

Parental use of mobile devices, however, has been shown to considerably reduce parental interactions with young children.14

Such claims include the potential of electronic games and other interactive technologies (eg, educational apps for tablets and smartphones) to support learning in formal educational contexts.1

On the positive side, all of these media have been claimed to be enriching, allowing children to vicariously experience and witness places and events far beyond their normal experiences

The use of computer games as well as educational computer programs can lead to gains in academically relevant content and other cognitive skills.

And then — contrary to what happens at most schools, where a student’s work exists only inside a learning management system and cannot be accessed once the semester is over — the domain and all its content are the student’s to take with them. It is, after all, their education, their intellectual development, their work.