Digital Literacy-extension

In 2011, the SCONUL Seven Pillars of Information Literacy model has been updated and expanded. While the basic principles underpinning the original Seven Pillars model, first published in 1999, remain valid, we now live in a very different information world and the new model reflects more clearly the range of different terminologies and concepts which we now understand as Information Literacy.

There is a pedagogic chasm between monomodal literacy practices of the past, still dominating most children's school experience, and the multimodal, dynamic publishing practices that children increasingly routinely engage in with new media and online spaces. This paper will utilise the findings of three case studies, drawing from them the implications each has for developing a pedagogy that best reflects new kinds of practices within digital and multimodal literacies.

The introduction of technology in education is gaining momentum worldwide. One model of incorporating technology into education that has gained tremendous traction in Latin America and the Caribbean is One-to-One computing.

"(Literacy here is perhaps the wrong term, for the skills needed to navigate and take ownership of these spaces far exceed the comparatively simple skill of comprehending written text.)" ---I take some exception to this statement. It seems a wee bit to self important and denigrates the actual challenges of literacy learning and the power of being textually literate

the author contends that it is absolutely essential that all persons (not just students) learn to become both Information Literate and Media Literate in this digital world in which we now find ourselves.

This article examines the factors that influence computer use by youth educators working in community-based organizations in urban, low-income communities. Although access to computers technologies is not a limiting factor and educator computer skills are generally adequate, attitudes about the importance of computer use in youth programs and awareness of the content of computer tools and types of applications do appear to limit the use of computers. Extension programs should provide training opportunities for community educators to develop their computer skills and raise their awareness of the diversity of computer and related learning technologies.

If ICTs are seen as the main drivers of contemporary society, then it is expected that these technologies will effectively terminate a social structure based on inequality. These new technologies appear to have an impact upon the economic, political, and social systems existing today.

The booklet discusses five areas in which ICT can be utilized in literacy education (enhancing learning; raising access to literacy education; training of teachers; localizing content; and creating a literacy-conducive environment) and provides examples of projects in which ICT has been utilized effectively to improve literacy education. The booklet concludes with recommendations for policy makers regarding the use of ICT in literacy campaigns.

People with higher literacy proficiency scores are earlier adopters of computer use. New adopters at each time period reach into progressively lower levels of literacy proficiency. Literacy proficiency scores and reading non-fiction predict familiarity with technology terms over and above computer use.

In early 2009, the Council for Advancement of Adult Literacy (CAAL) launched a project to further develop the technology recommendations proposed by the National Commission on Adult Literacy in Reach Higher, America. THE POWER OF TECHNOLOGY TO TRANSFORM ADULT LEARNING: Expanding Access to Adult Education & Workforce Skills Through Distance Learning is the result of that effort.

From 2001. Draft by Harry Boyte, etc...

This paper provides a basic conceptual framework for measuring information literacy and is designed to serve as a reference to facilitate the elaboration of information literacy indicators.

An easy-to-read, non-technical overview explaining What "information literacy" means, designed for busy public policy-makers, business executives, civil society administrators and practicing professionals

Worth keeping an eye on for digitial literacy research