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Seale Chapter 3: Printable version - 0 views

learn.open.ac.uk/...view.php H810 Digital Literacy Digital Inclusion
shared by Deborah Judah on 10 Sep 11 - No Cached
  • Examples of ATs that can be used to meet the needs of students with hearing disabilities include digital audio recording of lectures (that may be streamed online) and captioning and subtitles to ensure that information provided in audio format is also provided in a visual medium (Wald 2002). Examples of assistive technologies that can meet the needs of students with visual impairments include screen magnification software and speech output systems consisting of a speech synthesizer and screen reading software (Neumann 2002). Draffan (2002) outlines AT for dyslexic students including speech output systems (text being read back through synthesized speech); spell-checkers and speech recognition software. Henderson (2002) describes the kinds of AT that students with physical disabilities may use including alternative input devices such as switches, head mice or voice and keyboard emulators.
  • e-learning can be employed in face-to-face campus settings or at a distance as learners connect from home, work or other public spaces
  • E-learning
  • ...14 more annotations...
  • reduce issues of distance,
  • electronic text, unlike printed text, can be read by individuals who are blind, vision impaired, dyslexic and by individuals who cannot hold a book or turn pages (Gay and Harrison 2001).
  • physical access.
  • development of AudioMath, an AT designed to enable visually impaired people to access mathematical expressions contained in online documents. AudioMath can be connected to a text-to-speech engine, providing speech rendering of MathML (coded mathematical expressions of the World Wide web Consortium (W3Q).
  • Dixon (2004) describes the development of a ‘Code Memory Diagram Animation Software Tool’ designed to aid dyslexic computer programming students by expressing the temporal aspects of programming concepts.
  • Colwell et al. (2002) describe the development of a remote experimentation system (the PEARL system), which can extend access to laboratory work for students who are unable to attend a conventional laboratory for a variety of reasons, such as disability,
  • However, technology disables when it is developed without considering accessibility because it marginalizes segments of the population
  • With the evolution of the World Wide web into a complex and glamorous multimedia entity, designers, who are often ignorant of principles of accessible design, are likely to create access barriers that are unsurmountable … and that leave people with print disabilities stranded.
  • However, for students with disabilities, even if they do have access to computers and the Internet, they may not necessarily have access to accessible e-learning opportunities. These students therefore are still ‘have-nots’ and may experience what Burgstahler (2002a) describes as the ‘second digital divide’.
  • This second digital divide is a result of the inaccessible design of many electronic resources.
  • Rowland (2000) argues that if the web developer made simple accommodations to the site, the student would be able to hear what others see.
  • Web pages divided [page 27] into segments or frames can confuse software programs that translate text to voice. Graphics that have not been labelled with text will be read only as ‘image’ by the software reading the text on the screen and will deprive students of valuable content. Whilst web pages with a long list of hyperlinks crowded together can confuse a student with visual, cognitive, or motor disabilities. In essence, the second digital divide is caused by poor inaccessible design:
  • Yes, the newer screen reader software can recognize some standard graphics and connect words to them. If software designers would put text labels with their graphics, access would be simplified.
  • If the staff in higher education do not design, develop and support accessible e-learning materials, then the gap between disabled and non-disabled students will widen and technology will outstrip its usefulness as a tool that can facilitate access to learning, curricula, independence and empowerment.
  • Deborah Judah on 10 Sep 11
     
    This is a chapter I have read for my master module. I have highlighed some interesting stuff around making elearning accessible.
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Analyzing digital literacy with a single simple tweet - ICTlogy » ICT4D Blog - 1 views

ictlogy.net/acy-with-a-single-simple-tweet twitter Digital Literacy definition
shared by Anthony Beal on 04 Jan 12 - No Cached
  • Anthony Beal on 04 Jan 12
     
    Two years ago, in Towards a comprehensive definition of digital skills, I depicted digital literacy according to five different categories, being those categories technological literacy, informational literacy, media literacy, digital presence and e-awareness. Explaining these concepts with a single example (that is, all the concepts using the very same example for all of them) is not always easy, so you end up using different examples with each category or concept. Today I just found that single example that can be used to explain all of them...
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A New Curriculum for Information Literacy - 1 views

ccfil.pbworks.com/...emma_report_final.pdf Digital Skills Information Literacy Higher Education
shared by David Bevington on 16 Sep 11 - No Cached
  • David Bevington on 16 Sep 11
     
    Project by Dr. Emma Coonan "IntroductionThis short project, based at Cambridge University Library and funded by the Arcadia Programme, sought to develop a practical curriculum for information literacy that meets the needs of the undergraduate student entering higher education over the next five years.The research is grounded in relevant theoretical models and reviews of recent professional literature and existing best practices. In addition, the authors consulted with experts in the information literacy field, and also those working in curriculum design and educational technologies.Project aims and objectivesThis project sought to develop a practical curriculum for information literacy that meets the needs of the undergraduate student entering higher education over the next five years. Specifically the project aimed:* To understand the information needs of future undergraduate students on entering higher education* To develop a revolutionary curriculum for information literacy that can be used with undergraduate students entering UK higher education* To provide practical guidance about how best to equip students with the knowledge, skills and behaviour around information use to support their learning in the digital age* To develop a flexible curriculum that can be used and adapted in the higher education community and used in face to face, blended and online learning provision."
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e-Ambassador - 1 views

www.e-ambassador.co.uk digital literacies student engagement FE England
shared by Lis Parcell on 15 Nov 12 - No Cached
  • Lis Parcell on 15 Nov 12
     
    Site for the 157 Group's E-Ambassador initiative (started ca 2012). "e-Ambassadors are students with good technical skills who liaise with fellow students, their tutor and the e-Learning team. The aim of the e-Ambassador programme is to enable students to influence how technology is used in their course. We anticipate that this programme will result in inspired and engaged independent learners. "
  • Lis Parcell on 15 Nov 12
     
    Came across this today, a project influenced by the JISC funded PEDL e-guides project at Coleg Llandrillo, predecessor to the college's current PADDLE #jiscdiglit project. I can see that they presented at an RSC London E-factor conference.
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JISC Inform / Issue 35, Winter 2012 | #jiscinform - 0 views

www.jisc.ac.uk/...TooBusyToTweet.html digital literacy Digital Skills jisc research higher education
shared by Sharon E. Crossan on 03 Jan 13 - No Cached
  • Sharon E. Crossan on 03 Jan 13
     
    Hector Peebles, multimedia & community editor and David Kernohan, Jisc programme manager, share their thoughts on how to be at the forefront of social media trends, whilst keeping up to date with current affairs and continuing to digest information for work or pleasure. Hector and David have put their heads together to provide you with information on the tools you can use to help you manage your time and track topics of interest.
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50 Activities To Promote Digital Media Literacy In Students - 4 views

www.teachthought.com/...tal-media-literacy-in-students digital literacy literacy media literacy
shared by Anthony Beal on 06 Feb 13 - No Cached
  • Anthony Beal on 06 Feb 13
     
    "Digital media is quickly replacing traditional media forms as those most accessible to most 21st century learners. The impact of this change is extraordinarily broad, but for now we'll narrow it down to changes in how learners respond to the media they consume. The most fundamental pattern of formal academia is to read something and then write about it. Sometimes this writing comes in the form of responding to questions, while other time it's in the form of an essay. And sometimes the reading is watching, playing with, or otherwise interacting with a digital media. So I thought it might make sense to compile a list of "things" learners can do as the result of "consuming" a digital media."
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IFLA Media and Information Literacy Recommendations « Libraries and Translite... - 2 views

librariesandtransliteracy.wordpress.com/...ation-literacy-recommendations Digital Literacy
shared by Anthony Beal on 04 Apr 12 - No Cached
  • Anthony Beal on 04 Apr 12
     
    In order to survive and develop, make decisions, and solve problems in every facet of life - personal, social, educational, and professional, individuals, communities, and nations need information about themselves as well as their physical and their social environments. This information is available via three processes: observation and experimentation, conversation (with other persons), and consultation (with memory institutions). The competence to do this effectively and efficiently is called Media and Information Literacy.
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Digital and Media Literacy: A Plan of Action | KnightComm - 0 views

www.knightcomm.org/edia-literacy-a-plan-of-action Digital Literacy education information literacy
shared by Anthony Beal on 04 Dec 11 - No Cached
  • Anthony Beal on 04 Dec 11
     
    The Knight Commission recognized that people need tools, skills and understanding to use information effectively, and that successful participation in the digital age entails two kinds of skills sets: digital literacy and media literacy. Digital literacy means learning how to work the information and communication technologies in a networked environment, as well as understanding the social, cultural and ethical issues that go along with the use of these technologies. Media literacy is the ability to access, analyze, evaluate, create, reflect upon, and act with the information products that media disseminate.
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Professionalism in the Digital Environment (PriDE) | A JISC-funded Digital Literacies P... - 0 views

digilitpride.wordpress.com Digital Literacy universities bath education research jisc
shared by Anthony Beal on 19 Dec 11 - No Cached
  • Anthony Beal on 19 Dec 11
     
    From the outset, the PriDE project will be interested in exploring what it means to be 'digitally literate' within the subject disciplines. The Faculty Learning Communities will this discuss this idea in their creative think tank sessions with the aim of articulating a digital literacy statement. These statements will then be shared with the wider community on this blog as one of the project outputs. In time, these statements will be joined by a list of Faculty digital literacy attributes and, potentially, some more specific lists of attributes for particular stakeholder groups - learners, academics, support staff.
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Digital Literacy Statements - Faculty digital literacy attributes for learners - 1 views

digilitpride.wordpress.com/digital-literacy-statements Digital Literacy pride jisc
shared by Anthony Beal on 27 Feb 12 - No Cached
  • Anthony Beal on 27 Feb 12
     
    "The Faculty Learning Communities discussed this idea in their creative think tank sessions with the aim of articulating a digital literacy definition for each Faculty or School. These digital literacy definitions have been shared with the wider community on this blog as one of the project outputs.   These statements are also joined by a list of Faculty digital literacy attributes for learners. The stakeholders in the Faculty Learning Communities devised and then refined a set of digital literacy competencies for learners based on the JISC Learning Literacies Development Framework. The digital literacy attributes for each Faculty and School are made available below." Each of the competencies is avaialable as a PDF poster.
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JISC Funds Digital Visitors & Residents, Phase 3 [OCLC] - 0 views

www.oclc.org/...2012-06-12.htm digital literacy oclc digital visitors research
shared by Anthony Beal on 14 Jun 12 - No Cached
  • Anthony Beal on 14 Jun 12
     
    UBLIN, Ohio, USA, 12 June 2012-JISC, the UK's expert on information and digital technologies for education and research, has agreed to continue funding a third phase of "Visitors and Residents: What Motivates Engagement with the Digital Information Environment?" a UK-US partnership between the University of Oxford and OCLC Online Computer Library Center, Inc., in collaboration with the University of North Carolina, Charlotte. The project is led by David S. White (U. Oxford-TALL), and Lynn Silipigni Connaway, Ph.D. (OCLC Research).
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Nine Elements of Digital Citizenship - 1 views

digitalcitizenship.net/Nine_Elements.html digitalcitizenship citizenship nine elements
shared by yanika scotton on 22 Jan 13 - Cached
  • Digital citizenship can be defined as the norms of appropriate, responsible behavior with regard to technology use.
  • Digital exclusion of any kind does not enhance the growth of users in an electronic society. All people should have fair access to technology no matter who they are. 
  • To become productive citizens, we need to be committed to equal digital access.
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  • The mainstream availability of Internet purchases of toys, clothing, cars, food, etc. has become commonplace to many users.
  • Users need to learn about how to be effective consumers in a new digital economy. 
  • In the 19th century, forms of communication were limited. In the 21st century, communication options have exploded to offer a wide variety of choices (e.g., e-mail, cellular phones, instant messaging).  The expanding digital communication options have changed everything because people are able to keep in constant communication with anyone else.
  • A renewed focus must be made on what technologies must be taught as well as how it should be used.
  • Learners must be taught how to learn in a digital society. In other words, learners must be taught to learn anything, anytime, anywhere.
  • Business, military, and medicine are excellent examples of how technology is being used differently in the 21st century. As new technologies emerge, learners need to learn how to use that technology quickly and appropriately. Digital Citizenship involves educating people in a new way— these individuals need a high degree of information literacy skills.
  • We recognize inappropriate behavior when we see it, but before people use technology they do not learn digital etiquette (i.e., appropriate conduct).
  • Many people feel uncomfortable talking to others about their digital etiquette.  Often rules and regulations are created or the technology is simply banned to stop inappropriate use.
    • yanika scotton
      yanika scotton on 22 Jan 13
       
      example of banning technology: 'disable comment' feature on YouTube
  • It is not enough to create rules and policy, we must teach everyone to become responsible digital citizens in this new society.
  • Digital law deals with the ethics of technology within a society.
  • Users need to understand that stealing or causing damage to other people’s work, identity, or property online is a crime.
  • Hacking into others information, downloading illegal music, plagiarizing, creating destructive worms, viruses or creating Trojan Horses, sending spam, or stealing anyone’s identify or property is unethical.
  • Just as in the American Constitution where there is a Bill of Rights, there is a basic set of rights extended to every digital citizen. Digital citizens have the right to privacy, free speech, etc. Basic digital rights must be addressed, discussed, and understood in the digital world.  With these rights also come responsibilities as well.  Users must help define how the technology is to be used in an appropriate manner.  In a digital society these two areas must work together for everyone to be productive.
  • Eye safety, repetitive stress syndrome, and sound ergonomic practices are issues that need to be addressed in a new technological world.  Beyond the physical issues are those of the psychological issues that are becoming more prevalent such as Internet addiction.  Users need to be taught that there inherent dangers of technology. Digital Citizenship includes a culture where technology users are taught how to protect themselves through education and training.
  • In any society, there are individuals who steal, deface, or disrupt other people. The same is true for the digital community.
  • We need to have virus protection, backups of data, and surge control of our equipment. As responsible citizens, we must protect our information from outside forces that might cause disruption or harm.
    • yanika scotton
      yanika scotton on 22 Jan 13
       
      Increase secuirty!
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Exeter CASCADE - 1 views

blogs.exeter.ac.uk/cascade digital literacy student education Digital Skills
shared by David Bevington on 01 Dec 11 - No Cached
  • Anthony Beal on 01 Dec 11
     
    JISC funded project. CASCADE is designed to develop digital capability across the University of Exeter, focusing initially on the experience of postgraduate researchers and on the University's strengths in research-led teaching. Our mode of working is highly collaborative, with 'students as change agents' cascading digital know-how across the five Colleges. We also work in a scholarly way, researching the unique digital literacies of different subject areas and understanding existing practices with digital technology before working with staff and students to enhance them.
  • David Bevington on 16 Dec 11
     
    Developing student/staff digital capabilities through innovative practices.
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The Sconul 7 Pillars of information literacy - 2 views

www.nottingham.ac.uk/...sheppard information literacy digital literacy information skills
shared by Judi Millage on 14 Nov 13 - No Cached
  • Judi Millage on 14 Nov 13
     
    An updated and expanded version to reflect more clearly the range of different terminologies and concepts which we now understand as "Information Literacy". Online (rather than pdf) version with clickable links
  • Judi Millage on 14 Nov 13
     
    An updated and expanded version to reflect more clearly the range of different terminologies and concepts which we now understand as "Information Literacy". Online (rather than pdf) version with clickable links
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T3S1: Digital Literacies with Dr. Doug Belshaw - 2 views

www.slideshare.net/...iteracies-with-dr-doug-belshaw digital literacy MOOC
shared by Anthony Beal on 21 Feb 13 - No Cached
  • T3S1: Digital Literacies with Dr. Doug Belshaw by Doug Belshaw on Feb 15, 2013 792 views Slides for the #etmooc session I'm leaning o
  • Anthony Beal on 21 Feb 13
     
    Slides for the #etmooc session Doug is leading on digital literacies on Monday 18th February 2013.
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Digital Literacy: Skills for the 21st Century: Introduction - 0 views

cct2.edc.org/web Literacy Digital Literacy 21st Century Skills Digital Skills
shared by David Bevington on 06 Sep 11 - Cached
  • David Bevington on 06 Sep 11
     
    This Digital Literacy Toolkit began with the premise that multimedia authoring, which is happening with the extensive use of PowerPoint in classrooms, must be taught as a skill, just as traditional text-based writing is taught. While teachers and students have become familiar with the technical skills required to use images in multimedia productions, they lack a critical language to determine whether an image or a sound is used appropriately. Images, sounds and animations - like words - are building blocks whose meanings can be changed to suit the communicative purpose of the author. Just as the same words and phrases can be arranged or manipulated to express different meanings depending on the author's intent, so can sounds and images. The advent of multimedia authoring and an almost unlimited variety of images available via the Internet in the classroom, makes understanding this concept, that an image's meaning changes depending on the purpose for which it is used, a new requirement of 21st Century communication.
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Five-Minute Film Festival: Teaching Digital Citizenship | Edutopia - 1 views

www.edutopia.org/...m-festival-digital-citizenship e-safety privacy information literacy
shared by Anthony Beal on 21 Sep 12 - No Cached
  • Anthony Beal on 21 Sep 12
     
    VideoAmy explores the topic of digital citizenship with this playlist of 14 short videos on the importance of online safety, manners, privacy, and responsibility.
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6 Things To Teach Students About Social Media - Edudemic - 1 views

edudemic.com/...ch-students-about-social-media
shared by Anthony Beal on 18 Nov 12 - No Cached
  • Anthony Beal on 18 Nov 12
     
    "Today's society is becoming more and more socially focused with each passing day. Social media is not simply a passing trend; it is here to stay. Now more than ever, students need to understand the basics of social media and how it can affect their future both negatively and positively. A strong or weak social media presence now affects both college admissions and the workforce."
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Should university students use Wikipedia? | Education | guardian.co.uk - 1 views

www.guardian.co.uk/...versity-students-use-wikipedia information literacy digital literacy wikipedia academic he
shared by Anthony Beal on 15 May 13 - No Cached
  • Anthony Beal on 15 May 13
     
    A Lancaster University student looks at the pros and cons of Wikipedia in the Guardian. Includes extracts from interviews with two Lancaster academics.
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e-Crime Wales : e-Crime Wales - 0 views

www.ecrimewales.com e-Safety Social Media Advice and Guidance Digital Identity
shared by Sharon E. Crossan on 24 Apr 13 - Cached
  • Sharon E. Crossan on 24 Apr 13
     
    e-Crime Wales is a partnership of organisations and agencies committed to equipping Welsh businesses with the knowledge and tools to be aware, vigilant, informed and ultimately safe from the destructive effects of e-Crime in all its forms. 
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