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Written by Yuhyun Park , the chair of infollutionZero Foundation. Great graphic of the digital literacies children must learn as "they spend, on average, 7 hours a day in front of screens from television and computers to mobile phones and various digital devices." He defines these skills as Digital Intelligence, or DQ: Digital Safety (behavior risks, content risks, contact risks), Digital Security (password protection, internet security, mobile security), Digital Emotional Intelligence (empathy, emotional awareness/regulation, social and emotional awareness), Digital Communication (online collaboration, online communication, digital footprint), digital literacy (computational thinking, content curation, critical thinking), digital rights (privacy, intellectual property rights, freedom of speech), digital identity (digital citizen, digital co-creator, digital entrepreneur), and Digital Use (screen time, digital health, community participation).

Digital Literacy, NYC Department of Education "Digital literacy is more than knowing how to send a text or watch a music video. It means having the knowledge and ability to use a range of technology tools for varied purposes. A digitally literate person can use technology strategically to find and evaluate information, connect and collaborate with others, produce and share original content, and use the Internet and technology tools to achieve many academic, professional, and personal goals. "

"Digital literacy is more than knowing how to send a text or watch a music video. It means having the knowledge and ability to use a range of technology tools for varied purposes. A digitally literate person can use technology strategically to find and evaluate information, connect and collaborate with others, produce and share original content, and use the Internet and technology tools to achieve many academic, professional, and personal goals."

Kami Griffiths, for NTEN, on the need for digital inclusion and literacy, January 25, 2016

Web site for Digital Competence: European-wide validation for all levels of learning "Objective:  Identify the key components of Digital Competence (DC) in terms of the knowledge, skills and attitudes needed to be digitally competent; Develop a DC framework/guidelines that can be validated at European level, taking into account relevant frameworks currently available; Propose a roadmap for the possible use and revision of a DC framework for all levels of learners. Outcomes: (1) a consolidated draft proposal for a DC framework, applicable at all levels of education, including non-formal settings (2) roadmap on how to realise and revise the DC framework. Rationale: With the 2006 European Recommendation on Key Competences (Official Journal L 394 of 30.12.2006), Digital Competence has been acknowledged as one of the 8 key competences for Lifelong Learning by the European Union. Digital Competence can be broadly defined as the confident, critical and creative use of ICT to achieve goals related to work, employability, learning, leisure, inclusion and/or participation in society. DC is a transversal key competence which, as such, enables acquiring other key competences (e.g. language, maths, learning to learn, creativity). It is amongst the so-called 21st Century skills which should be acquired by all citizens, to ensure their active socio-economic participation in society and the economy. Major questions: What are the key components of DC and what kind of knowledge, skills and attitudes people should have to be digitally competent, today and in the future? How can and/or should the development of this competence be validated at European level within a lifelong learning context, thus encompassing formal education, non-formal and informal learning and the world of work? "

love slide 18 on digital literacy by creating, curating, accessing, and selecting capabilities. Also like slides 46 & 47 on consulting, speaking, collaborating, and learning with the world. Also like slide 50 on global mindset. The series on the Global Educator profile starting at slide 51 is well done, too. (52-explorer attitude; 53-global connectedness; 54-global imagination) Slideshare by Sylvia Tolisano on the NOW Literacies through the Lens of Sharing. Program has 65 slides.

article by Annie Murphy Paul, July 19, 2013 about using the internet's facts and information in tandem with our own acquired knowledge--the facts--to then innovate, collaborate, & evaluate. Innovate requires us to know what became before. To collaborate, we just contribute knowledge to the join venture. To evaluate, we have to compare new information with knowledge we have already mastered.

An amazing project that utilizes gaming, social media, digital badging, and virtual worlds as methods to promote digital literacy to youth in high risk areas. These after-school programs are designed to "Global Kids believes that youth be not merely critical consumers but active producers of digital media". Kids produce games on social issues impacting them (such as neighborhood violence or racial intolerance) that are designed to teach others about not just about the issue but how it feels to be impacted by the issue.

The Global Kids definition of leadership is very in tune with what we have been trying to convey, I think. Here is there goal statement: "The Global Kids Online Leadership Program (OLP) integrates international and public policy issues into digital media programs to encourage digital literacy and technical competency, foster global awareness, promote civic participation and develop 21st Century skills. OLP was created in 2000 to bring new media into Global Kids' after school programs, introduce these programs into online communities, and explore how the combination of the two could develop 21st Century Learning Skills. Through programs utilizing video games, virtual worlds, social media, and other forms of participatory media, youth involved in our programs now have the opportunity to have their voices heard and make a global impact in ways that were previously unimaginable."

video by Clay Johnson on how our reactions to email (email apnea, heart rate, etc.) affect us and how we get trapped into our own bubbles ("minor media outlets" give us more and more of what we show interest in). Consume deliberately, information over affirmation. Be really conscious--Rescue.com--to study internet use to reflect and insert some diversity Go local--what's happening in your house, neighborhood, than national preoccupations Clicks have consequences--for yourself, other people when you read, you vote for it Go for source information, not package info-if you don't have literacy how to get over hurdle. Digital literacy is the future of literacy itself. Getting closer to source material--stay with mostly local news case for conscious consumption

blog post written by Phillip Burton for skillsyouneed.com, apparently a British company.  

TEDx talk by Doug Belshaw. Interesting talk on digital literacy, and how it is tied to social and societal norms and memes. Good graphic explanations of his essential elements.

Great article by Joe Rominiecki, June 24, 2015 in AssociationsNow on the online community manager role; quotes the latest Community Roundtable report on how the online community management skillset is needed by many staff, not just one person. There is a big difference between lurking or contributing as an individual in Facebook or LinkedIn groups and mentoring/leading/supporting an online community. Supports our inclusion of "convening" as a vital digital literacy skill.

post by Alexis C. Madrigal, August 18, 2011, on electronic literacy gaps in our population. I'm one!

Stumbled into this blog post on why kids need to learn to code by Doug Belshaw, November 28, 2013 on Digital Media + Learning: The Power of Participation Love this rationale for why learning to code is important because I believe these arguments apply to adults acquiring greater digital literacy as well--it makes the reasons explicit. Coding is defined as learning to read and write a machine language; some are easier than others just like spoken language is. Reasons to learn to code 1. Problem-solving 2. (digital) confidence 3. Understanding the world (realizing that you can not only change and influence things but build things of value to others) In the comments, readers suggested these additional reasons: design thinking, understanding systems, knowing when to amend or break them and soft skills such as sharing your work, receiving feedback and critique to build diplomacy and negotiation skills.

Official US gov't site for Digital Literacy. Houses resources, how to's, news, and links to job training, resume writing, etc.

From Andrew Wiseman at The Atlantic City Lab, June 25, 2015. What seemed to be an amusing article on When Maps Lie actually has some good tips on how to interpret maps based on the data or lack thereof being depicted. Part of our digital literacy skillset.

Article by Timothy Stafford, November 2014, eLearn Magazine. Reports on study of 25 instructional designers who had at least three years of experience in p.i. design and one year of implementing social media into their instructional design platforms. Most interesting to me is the equal weight given to 3 learning theories to drive design and very broad definition of social media (which I agree with). Conclusion "Learning is shifting, but in many ways it is the foundations of learning that are having the most profound effect on contemporary instructional designers. Defining social media, digital literacy and learning, knowing, and expertise are only the tip of the iceberg for the future of learning within digital environments."

Has important considerations for choosing right digital devices based on purpose and nature of work to be done--Robin L. Flanigan, EdWeek, June 11, 2015.

I like the icons on the side that describe what you will do. I am wondering if we can use these in the services area so it is clear what each of our E-vents or Learning Labs will entail. I also liked the prerequisite list which makes clear what skills you need to take the course.

A Guide to New Theories, Methods, and Practices for Open Peer Teaching and Learning, written by the 21st Century Collective, which includes Cathy Davidson. Includes contributions organized by Motivations, Provocations, Invitations

A Guide to New Theories, Methods, and Practices for Open Peer Teaching and Learning, written by the 21st Century Collective, which includes Cathy Davidson. Includes contributions organized by Motivations, Provocations, Invitations

Fits into digital literacies--attention and search