Digital Curation and Methods for Teaching Digital Literacy Skills
Post on 22-Jan-2015
DESCRIPTIONThis presentation summarizes a recent survey of the literature covering digital curation and methods for teaching digital literacy skills.
- 1. Tim Boileau, PhD Digital Curation and Media Literacy Skills in the 21st Century Scholarship and Research Series - April 9, 2014
2. Digital Curation Set of interdisciplinary activities for collection, preservation, maintenance, and archiving of digital information and research data, in order to add value to the information and data throughout its lifecycle. 2 Boileau, 2014 3. Digital Curation - Historical Perspective Libraries Museums 4 4. Digital Curation - Tools 5 5. Digital Curation - Domains Individuals! Institutions! Society 6 6. Digital Curation - Individuals Everyone is a curator! Despite technology, humans face innate cognitive limitations! Required skills for digital curation include: Analysis Networking Assessement Knowledge Construction Critical Thinking Conceptualization Distributed Cognition Trans-Media Navigation Investigation Collective Intelligence 7 7. Digital Curation - Institutions Concept of curation is not new: e.g., institutional memory, archives, knowledge management! What is new: stakeholders expect access to knowledge repositories to contribute to and access archived resources 8 8. Institutional Curation - DCC Digital Curation Centre (DCC) was established in the UK in 2004, with a focus on the preservation and curation of data collected from research conducted on a global basis. The primary aims of the DCC are:! to promote an understanding of the need for digital curation among communities of scientists and scholars; ! to provide services to facilitate digital curation; ! to share knowledge of digital curation among the many disciplines for which it is essential; ! to develop technology in support of digital curation; and, ! to conduct long-term research into all aspects of digital curation. 9 9. DCC Curation Processes 1. Conceptualize: conceive and plan the creation of digital objects, including data capture methods and storage options.! 2. Create: produce digital objects and assign administrative, descriptive, structural and technical archival metadata.! 3. Appraise and select: evaluate digital objects and select those requiring long-term curation and preservation. Adhere to documented guidance, policies and legal requirements.! 4. Ingest: transfer digital objects to an archive, trusted digital repository, data centre or similar, again adhering to documented guidance, policies and legal requirements.! 5. Preservation action: undertake actions to ensure the long-term preservation and retention of the authoritative nature of digital objects. ! 6. Store: keep the data in a secure manner as outlined by relevant standards. ! 7. Access and use: ensure that designated users can easily access digital objects on a day-to-day basis. Some digital objects may be publicly available, whilst others may be password protected. ! 8. Transform: create new digital objects from the original, for example, by migration into a different form.! 9. Dispose: rid systems of digital objects not selected for long-term curation and preservation. Documented guidance, policies and legal requirements may require the secure destruction of these objects. 10 10. 11 11. Digital Curation - Society Three Global Trends in Digital Curation (end of 2013):! The rise of individual access enabled by smartphones and tablets,! The end of content scarcity as digital distribution has become ubiquitous, and! The shift away from content ownership facilitated by always-on networks, to services. 12 12. Digital Curation Tool Examples 13 timboileau.wordpress.com http://www.scoop.it/t/aect tweetedtimes.com/#!/timboileau paper.li/timboileau/ pinterest.com/timboileau/education-technology/ 13. Digital Literacy Skills Digital literacy skills relate to the use of digital technology tools in activities that locate, create, communicate, and evaluate information within a networked (online) environment, mediated by digital computing technologies. 14 Boileau, 2014 14. Why Teach Digital Literacy Skills? Digital technology usage in and out the classroom has ipped! Learner motivation tied to perceptions! Close the digital divide 15 15. Teaching Digital Literacy Skills Requires a different epistemological framework than teaching other forms of literacy! Not the same thing as teaching how to use technology! What is lacking are the skills to discriminate between good information and bad information 16 16. Creating Digital Fluency Critical thinking evaluative techniques! Net savviness knowing how the web works! Diversity of sources preponderance of the evidence 17 Miller & Bartlett, 2012 17. Digital Literacy - Best Practices Digital literacy should be pedagogically led and integrated soundly into the curriculum;! Educators should use social software and collaborative technologies to encourage learners to work together;! Educators should focus on skills that facilitate lifelong learning and transferable skills, and ! Learners should use technology tools to create assessable deliverables. 18 Mallon & Gilstrap, 2014 18. Teaching Digital Literacy (1 of 3) Functional Skills hands-on, experiential learning to develop competency in basic ICT skills.! Creativity in reference to how learners think, construct knowledge objects, and apply methods for sharing and distribution of knowledge.! Collaboration meaningful learning requires dialogue, discussion, and exchange of ideas with and in relation to others for socially constructed meaning-making to occur. 19 Hague & Payton, 2010 19. Teaching Digital Literacy (2 of 3) Communication digital literacy requires additional higher order communication skills in a world where much communication is mediated by digital technology. ! Ability to Find and Select Information related pedagogy is inquiry-based learning; these are fundamental skills that are essential for knowledge development as learners learn how to learn.! Critical Thinking and Evaluation critical thinking is at the core of digital literacy; it includes analysis and transformation of information to create new knowledge; and requires reection to evaluate and consider different interpretations. 20 Hague & Payton, 2010 20. Teaching Digital Literacy (3 of 3) Cultural and Social Understanding provides learners with a language and context for digital literacy to promote broader understanding and interaction in the creation of meaning.! E-safety in teaching digital literacy, educators have an obligation to support learners in development of skills, knowledge, and understanding that will enable them to make informed decisions in order to protect themselves on an ongoing basis. 21 Hague & Payton, 2010 21. Questions?