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makes a compelling case for a new kind of learning, one growing synchronously and fluidly with technology rather than resisting it with restless anxiety

The book touches on a number of critical issues in digital learning, from the role of remix culture to the importance of tinkering and experimentation in creating, not merely acquiring, knowledge.

Learners must be taught how to learn in a digital society. In other words, learners must be taught to learn anything, anytime, anywhere. 

Often rules and regulations are created or the technology is simply banned to stop inappropriate use. It is not enough to create rules and policy, we must teach everyone to become responsible digital citizens in this new society.

Ethical use manifests itself in the form of abiding by the laws of society. Users need to understand that stealing or causing damage to other people’s work, identity, or property online is a crime.

Digital learning is meant to enhance learning, not simply continue it via a digital means.

97% of which were from the United States

transliteracy is potentially a unifying concept for what it means to be literate in the digital age extends transliteracy in 21st century to include multiple discourses, communication platforms and tools calls for change of perspective away from battles over print / digital, moves instead towards unifying ecology of media / all literacies relevant to reading, writing, interaction and culture, both past and present not intended to replace other terms that refer to print literacy; encompasses both media and digital literacy and (media) convergence not just computer–based materials, but all communication types across time and culture emphasizes lateral approach to historical, contextual and cultural issues / literacies; bridges and connects past, present and future modalities situated in a liminal space between being a new cognitive tool and the recovery of an old one refuses to presuppose any kind of offline/online divide considers ability to understand multiple media and modes of communication and kinds of literacy we apply online

Crucially, the outcome of being digitally fluent relates to issues of responsibility, equity and access. We all need to be able to fully participate in a digitally-enabled education system and in an increasingly digitised society. If we work with fluency in the way we use technologies, we are able to keep ourselves safe online and take full advantage of life chance opportunities such as being able to apply for work, manage our finances, or be part of our local community).

Being ‘digitally literate’ means acquiring the skills to make and create meaning, and select technologies to do so. Being fluent requires competencies and capabilities that go beyond the skill level. Someone who is digitally fluent not only selects tools and knows what to do with them, but can explain why they work in the way they do and how they might adapt what they do if the context were to change.