ev682 digital literacy
TRANSCRIPT
Digital LiteracyWith a focus on Web Literacy
© 2014, School of Education, University of Brighton
– National Curriculum, Computing, Purpose of study
“...Computing also ensures that pupils become
digitally literate – able to use, and express
themselves and develop their ideas through,
information and communication technology – at
a level suitable for the future workplace and as
active participants in a digital world.”
Subject content for KS1
Pupils should be taught to:
• use technology purposefully to create, organise, store,
manipulate and retrieve digital content
• recognise common uses of information technology
beyond school
• use technology safely and respectfully, keeping personal
information private; identify where to go for help and
support when they have concerns about content or
contact on the internet or other online technologies.
Subject content for KS2Pupils should be taught to:
• understand computer networks including the internet; how they can provide
multiple services, such as the world wide web; and the opportunities they offer
for communication and collaboration
• use search technologies effectively, appreciate how results are selected and
ranked, and be discerning in evaluating digital content
• select, use and combine a variety of software (including internet services) on a
range of digital devices to design and create a range of programs, systems and
content that accomplish given goals, including collecting, analysing, evaluating
and presenting data and information
• use technology safely, respectfully and responsibly; recognise
acceptable/unacceptable behaviour; identify a range of ways to report concerns
about content and contact.
What exactly is
digital literacy?
“…able to use, and express themselves and
develop their ideas through, information and
communication technology – at a level suitable
for the future workplace and as active
participants in a digital world.”
– National Curriculum, Computing, Purpose of study
“To be digitally literate is to have access to a
broad range of practices and cultural resources
that you are able to apply to digital tools. It is the
ability to make, represent and share meaning in
different modes and formats; to create,
collaborate and communicate effectively and to
understand how and when digital technologies
can best be used to support these processes. ”
– Futurelab, 2010, goo.gl/lBVKv
The essential elements of digital literacies
Doug Belshaw at TEDxWarwick, youtube.com/watch?v=A8yQPoTcZ78
Essential Elements of Digital Literacy
• Cultural – Look at the context in which the literacy is situated
• Cognitive – How do we think when we are using a device (vs when we are not)?
• Constructive – We should aim to use technology in a constructive (vs a passive) way
• Communicative – We should be using technology to enhance our communications
• Confident – You need to be confident to jump in feet first and explore/use/master/learn
technology
• Creative – Using technology in the classroom requires some creativity and risk taking –
don’t stick to the basics when you can test out a new idea or use for technology
• Critical – You need the ability to look at the technologies you’re using (and what you’re
using them for) with a critical eye
• Civic – We should be using the technologies available to us for greater good (which can
be widely defined)
Edudemic after Belshaw, edudemic.com/digital-literacy/
How digitally literate are you?
Take a moment to reflect upon your own level of digital
literacy.
• Do you consider yourself to have a high, medium or
low level of digital literacy?
• How do you know?
Web LiteracyExploring one dimension of digital literacy
Pub Quiz Time!How Web Literate are you?
What exactly is web literacy?
Mozilla have developed a Web Literacy Map “covering
the complete set of skills people need to thrive in
today’s digital world.”
webmaker.org/en-US/literacy
X-Ray Goggles
Mozilla's X-Ray Goggles make it relatively easy for
children to start exploring HTML: the language of the
Web.
goggles.webmaker.org/
1. Work through steps 1-6 on the X-Ray Goggles page.
2. Then follow steps 1-3 to add the X-Ray Goggles to your bookmarks bar.
3. Now find a page on the Web that you would like to remix (e.g. a news
article on the BBC website). Try changing the text on this page (e.g.
change the headline and some of the body text).
4. Have a go at replacing an image in your chosen page. To do this you'll
need to be able to locate the URL for the current image and then
replace this with the full URL for another image that already ‘lives' on
the Web.
5. When you have remixed your web page, you can publish it so that you
can view the remix again later or send a link to a friend so that they can
see it. This step will require you to sign up for a Mozilla Persona
<https://login.persona.org/about>.
Thimble
Using Mozilla Thimble children can create their own web
pages by editing HTML code. Thimble provides lots of
support to help children get started with this process.
Perhaps the best way to start learning to write HTML is to
remix someone else's code.
thimble.webmaker.org/en-US
webmaker.makes.org/thimble/create-your-own-comic-a-starter-make
Comic Strip
1. Follow the instructions in this Thimble ‘starter make’ to
create your own comic strip (see the dark grey text):
webmaker.makes.org/thimble/create-your-own-comic-a-
starter-make
2. Save your completed comic strip (you'll need to be
signed in using your Mozilla Persona to do this) and
maybe share it with your friends via Facebook or Twitter.
3. Check out other great Thimble starter makes:
ginatesoriero.makes.org/thimble/ODU0NzIwNTEy/starter
-makes-teaching-kit
More Webmaker Resources
The Webmaker site hosts a wide range of excellent
resources that will help you to develop your learners'
web literacy.
For example, there is a ‘teaching kit’ for Privacy and
Security <https://laura.makes.org/thimble/privacy-and-
security-teaching-kit>
Or learn more about how to harness the power of the
Web using search <https://webmaker.org/en-
US/resources/literacy/weblit-Search>
Follow up from today
Assignment preparation: Evaluate how your own and
your group’s digital literacy is reflected through the
web resource you are developing.
Before next session
Task: Consider the ways in which teachers support a
diversity of learners in your school context.