Because blog entries are published on websites, they can easily incorporate photography, infographics, and embedded video. This is a great way to scaffold all elements of digital literacy, as student assignments become increasingly complex and build digital literacy skills over the course of the school year.

Construction is the building or assembling of an infrastructure.

Construction is equal parts inspiration and perspiration. Construction calls on creativity as well as persistence, flexibility, and revision. Construction asks our students and teachers to focus on the power and patience employed during work process…and not just the final resultant work product.

Creation can be viewed simply as the act of producing, or causing to exist.

Quickly skimming the headings of a book gives students a high-level overview of what they are reading.

41% of parents say that their children do not enjoy reading.

This is where digital tools can provide security and opportunities for students to express themselves. Technology has a true purpose. Students still need to develop the ability–and confidence–to speak in class, but these tools can help by providing a comfortable way for students to develop their voice and express themselves.

Second, the ability to read and use online information effectively to solve problems defines success in both life and work

First, they focus directly on information use and learning, so these skills are central to education at all levels.

At least five processing practices occur during online research and comprehension, each requiring additional new skills and strategies when they take place online: (1) reading to identify important questions, (2) reading to locate information, (3) reading to evaluate information criti-cally, (4) reading to synthesize information, and (5) reading and writing to communicate information.

Group size: It’s a simple fix, but the size of the groups can help establish the right dynamics. Generally, smaller groups are better because students can’t get away with hiding while the work is completed by others.

Making Sure Everyone Participates “How many times have we put students in groups only to watch them interact with their laptops instead of each other? Or complain about a lazy teammate?”

In this conversation, we're going to have-- I'm going to have you guys write down the questions, and then talk to each other about the conversation, about the book, and I'm going to sort of step back and take notes. And I'll do a little bit of guiding, but you guys are going to talk to each other. And there's three particular roles that students will fill. One is the scribe role, where one student is taking notes on the conversation, so that all the other students can be fully engaged in the conversation that's happening. Another role is a little map where one student is monitoring who's speaking when and they draw these sort of diagrams so that there's a visual map of how the conversation is going. The other thing I just want to point out since I'm showing these to you is, would you say this is a good conversation? Yes.

They surpassed their more wealthier peers, growing up in Silicon Valley, in 21st-century competencies and digital media engagement.

connected learning -- learning that is socially connected, interest-driven, and oriented towards educational opportunity. 

Stage 3—Plan Learning Experiences and Instruction

Stage 2—Determine Assessment Evidence

Stage 1—Identify Desired Results

As you work through the information literacy skills with your students, remember that these skills are not the types of skills you can teach once and assume students will learn. They require very advanced thinking and organizing skills and therefore need multiple lessons and practice sessions. In my opinion, students are always on a scale of improvement with these skills; it is not a situation in which students either have them or don't. There are several skills on the list that I need to improve upon myself!

6. Communicate information and evaluate results (Application and Evaluation):

5. Use information effectively to address the problem or task (Synthesis):

4. Organize the information (Application):

3. Analyze the information found (Analysis and Evaluation):

2. Find and identify information needed (Comprehension/Analysis):

1. Know when there is a need for information (Comprehension):

Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.

Using and revising keywords to make web searches to find information more efficiently

To help people become good citizens of the web, Mozilla focuses on the following goals: 1) develop more educators, advocates, and community leaders who can leverage and advance the web as an open and public resource, and 2) impact policies and practices to ensure the web remains a healthy open and public resource for all.