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John Pearce

21st Century Literacies - 0 views

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    In February 2008, the National Council of Teachers of English began to develop a statement on 21st literacies. This is the product of these ongoing deliberations. As the discussion says, "Literacy has always been a collection of cultural and communicative practices shared among members of particular groups. As society and technology change, so does literacy. Because technology has increased the intensity and complexity of literate environments, the twenty-first century demands that a literate person possess a wide range of abilities and competencies, many literacies. These literacies-from reading online newspapers to participating in virtual classrooms-are multiple, dynamic, and malleable. As in the past, they are inextricably linked with particular histories, life possibilities and social trajectories of individuals and groups."
Rhondda Powling

The Intersection of Digital Literacy and Social Media -- Campus Technology - 2 views

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    "As educators look for new ways to teach digital literacy or the use of digital technology to find, organize, comprehend, evaluate, and create information, some are turning to social media to help advance the concept in the college classroom. BUT.....colleges leveraging social media to improve digital literacy must focus on students' current use of social media and then find ways to interface those activities with the curriculum."
Tony Searl

SocialTech: Online Educa Berlin 2010 Keynote: Building Networked Learning Environments - 2 views

  • what constitutes digital literacy or digital literacies, should, in symmetry with the subject itself, not be perceived as a problem we aim to solve, or a thing we aim to determine once and for all.
  • At some point, we need to agree actions.
  • What I’m interested in is supporting the skills and critical thinking about educational engagement in networked environments, and particularly in how educators and learners can use these to support and transfigure existing practice.
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  • Supporting or learners and staff to use collaborative digital environments and tools in safe, critical and innovative ways should be on the top of all our digital literacy wish lists and informing local and national policy and practice.
  • We need to be mindful that a great deal of current research highlights correlations between socio economic status and access.
  • But supporting all of our children and young people’s ability to have meaningful, useful and safe online interactions means that we don’t further disadvantage some of our most vulnerable populations.
  • It turns out what people most want to know about their friends isn't how they imagine themselves to be, but what it is they are actually getting up to and thinking about
  • Recent research has clearly underlined the need to address children’s and young people’s use of the internet, mobile and games technologies in the context of digital literacy.
  • The report points up young people’s largely pedestrian use of technology, and highlights the role that educators could and should be playing in supporting young peoples engagement as producers, creators, curators rather than primarily as consumers:
  • There are many definitions of digital literacy. In one of the earliest (2006), Allan Martin defined Digital Literacy as “…the awareness, attitude and ability of individuals to appropriately use digital tools and facilities to identify, access, manage, integrate, evaluate, analyse and synthesise digital resources, construct new knowledge, create media expressions, and communicate with others in the context of specific life situations, in order to enable constructive social action; and to reflect upon this process.” 
  • The characteristics across many of the available definitions are that digital literacy are that: it supports and helps develop traditional literacies – it isn’t about the use of technology for it’s own sake or ICT as an isolated practice it's a life long practice – developing and continuing to maintain skills in the context of continual development of technologies and practices it's about skills and competencies, and critical reflection on how these skills and competencies are applied it's about social engagement – collaboration, communication, and creation within social contexts
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    reducing our aims just to types of skills risks boring everyone to death with short lived, tool specific training which doesn't address the social and political context of people's lives or their reasons for engaging with technology.
Rhondda Powling

Life of an Educator by Justin Tarte: The importance of literacy... - 1 views

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    "The simplest acquisition of literacy can have a profoundly empowering effect personally, socially and politically.  Literacy gives people tools with which to improve their livelihoods, participate in community decision-making, gain access to information about health care, and above all, it enables individuals to realize their rights as citizens and human beings. Literacy is not just about reading and writing; it is about respect, opportunity and development..."
anonymous

Are you listening to this?… Why, yes. I am. But, are you? « Real Reasons to Write - 0 views

  • literacy is situated, contextual, social, multiple, active and a component of identity. New literacies don’t replace former literacies. This isn’t a situation of either “new literacies” or “old literacies.”
  • Teaching English is about opening up what counts as valued communication, inviting ALL students to engage in multimodal discourses, and to put their knowledge to work. We produce and consume media; expertise means leveraging tools and spaces in intentional, productive ways; and we participate in global communities that are keenly, deeply invested
  • importance of balance across literacies by providing opportunities for students to demonstrate their knowledge through multiple modes - and to engage, where possible, with “struggleware.”
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  • be transparent when teaching - and to empower students to teach and attain a whole new level of credibility. If I teach in the ways that they inspire me to consider, I am empowering students to engage with literacies that value the ways that they are multiply literate
  • They challenge me to be a gateopener, rather than a gatekeeper.
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    A response to Marc Prensky's BLC'08 session on teaching programming
Rhondda Powling

BBC News - Children who use technology are 'better writers' - 7 views

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    Article summarizing recent finding that shows students using technology especially for writing have better core literacy skills. "Children who blog, text or use social networking websites are more confident about their writing skills: - The National Literacy Trust.
Andrew Williamson

What should students do once they can read? - Richard Olsen's Blog - 1 views

  • the only evidence presented to support the assertion that Victoria’s education outcomes are not improving is the report “Challenges in Australian Education: results from PISA 2009: the PISA 2009 assessment of students’ reading, mathematical and scientific literacy”
  • While it doesn’t seem unreasonable to want our students to be able to accurately perform these kind of tasks, these tests are not a true or accurate representation of the skills and competencies our students need in today’s technology driven world.
  • We need to understand the new social world that both our students and our teachers live and learn in.
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  • A world where the experts are no longer in charge, a world where autonomous self-directed learners are skilled at co-constructing new knowledge in unknown and uncertain environments
  • A world where knowledge is complex and is changing.
  • Our students need to be immersed in the modern learning, made possible by modern technology and free of the compromises that up til now our education system has been based on.
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    Looking at the New Directions for school leadership and the teaching profession discussion paper, the only evidence presented to support the assertion that Victoria's education outcomes are not improving is the report "Challenges in Australian Education: results from PISA 2009: the PISA 2009 assessment of students' reading, mathematical and scientific literacy" Specifically the New Directions paper focuses on reading literacy, where in 2009, 14,251 students were given a two-hour pen and paper comprehension test. To get an idea of what types of competencies the reading test is assessing we can look at the sample test , with questions range from comprehension about a letter in a newspaper, the ability to interpret a receipt, comprehension around a short story, an informational text, and interpreting a table. While it doesn't seem unreasonable to want our students to be able to accurately perform these kind of tasks, these tests are not a true or accurate representation of the skills and competencies our students need in today's technology driven world.
Rhondda Powling

Digital Culture & Education: Classroom perspectives - Digital Culture & Education - 2 views

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    In this issue we present articles that push the boundaries of research on digital cultures, teaching, and technologies in fruitful and generative directions.  Researchers and practitioners in this issue present case studies and analysis of practical classroom use of copyright literacies, learning management systems, mobile/cell phones, social video, Twitter, and Google Reader.  The articles demonstrate how the affordances of digital culture have shifted our understandings of how pupils learn as content can be accessed, designed, and shared.  Despite the affordances of digital culture, teaching and learning-with and through digital technologies-requires effective pedagogy.  Digital technologies are not 'teacher-proof' tools; they require thoughtful and thorough integration into pedagogy, in a manner that reflects carefully articulated instructional and learning goals
Rhondda Powling

Schools Can No Longer Ignore the Importance of Digital Citizenship - 3 views

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    Part of Lyn Hay's session on the importance of teaching digital literacy to our students and links to where this process is supported by the Australian curriculum
Tania Sheko

Wiki:Introduction to Blogging | Social Media CoLab - 1 views

  •  1. Link to a website -- a blog post, online story from a mainstream media organization, any kind of website -- and criticize it. If you can provide evidence that the facts presented in the criticized website are wrong, then do so, but your criticism doesn't have to be about factual inaccuracy. Debate the logic or possible bias of the author. Make a counter-argument. Point out what the author leaves out. Voice your own opinion in response.
    • Tania Sheko
       
      Critical literacies can be taught using social media.
  •  1. Pick a position about a public issue, any public issue, that you are passionate about. Immigration. Digital rights management. Steroid use by athletes. Any issue you care about.  2. Make a case for something -- a position, an action, a policy -- related to this public issue. You don't have to prove your case, but you have to make it. It doesn't have to be an original position, but you need to go beyond quoting the positions of others. Provide an answer to your public's question: "What does the author of this blog post want me to know, believe, think, or do?"  3. Use links to back up or add persuasiveness to your case. Use links to build your argument. Use factual sources, statements by others that corroborate your assertions, instances that illustrate the point you want to make.
    • Tania Sheko
       
      Another good exercise to develop critical literacies using social media.
Tony Searl

In Defense of Public School Teachers in a Time of Crisis - Henry Giroux | Paulo Freire, Critical Pedagogy, Urban Education, Media Literacy, Indigenous Knowledges, Social Justice, Academic Community - 2 views

  • Yet, teachers are being deskilled, unceremoniously removed from the process of school governance, largely reduced to technicians or subordinated to the authority of security guards. Underlying these transformations are a number of forces eager to privatize schools, substitute vocational training for education and reduce teaching and learning to reductive modes of testing and evaluation.
  • Teachers are no longer asked to think critically and be creative in the classroom.
  • Put bluntly, knowledge that can't be measured is viewed as irrelevant, and teachers who refuse to implement a standardized curriculum and evaluate young people through objective measures of assessments are judged as incompetent or disrespectful
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  • teachers are increasingly removed from dealing with children as part of a broader historical, social and cultural context.
  • Removed from the normative and pedagogical framing of classroom life, teachers no longer have the option to think outside of the box, to experiment, be poetic or inspire joy in their students. School has become a form of dead time, designed to kill the imagination of both teachers and students
  • Under this bill, the quality of teaching and the worth of a teacher are solely determined by student test scores on standardized tests.
  • Moreover, advanced degrees and professional credentials would now become meaningless in determining a teacher's salary.
  • In other words, teaching was always directive in its attempt to shape students as particular agents and offer them a particular understanding of the present and the future.
  • Rather than viewed as disinterested technicians, teachers should be viewed as engaged intellectuals, willing to construct the classroom conditions that provide the knowledge, skills and culture of questioning necessary for students to participate in critical dialogue with the past, question authority, struggle with ongoing relations of power and prepare themselves for what it means to be active and engaged citizens in the interrelated local, national and global public spheres.
  • fosters rather than mandates
  • respects the time and conditions teachers need to prepare lessons, research, cooperate with each other and engage valuable community resources.
  • In part, this requires pedagogical practices that connect the space of language, culture and identity to their deployment in larger physical and social spaces. Such pedagogical practices are based on the presupposition that it is not enough to teach students how to read the word and knowledge critically. They most also learn how to act on their beliefs, reflect on their role as engaged citizens and intervene in the world as part of the obligation of what it means to be a socially responsible agent.
  • As the late Pierre Bourdieu argued, the "power of the dominant order is not just economic, but intellectual - lying in the realm of beliefs," and it is precisely within the domain of ideas that a sense of utopian possibility can be restored to the public realm
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    teachers are being deskilled, unceremoniously removed from the process of school governance, largely reduced to technicians or subordinated to the authority of security guards. Underlying these transformations are a number of forces eager to privatize schools, substitute vocational training for education and reduce teaching and learning to reductive modes of testing and evaluation.
Rhondda Powling

Social bookmarking site for schools. Allow students to learn, gather & share resources with classmates. - 5 views

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    Could be useful tool for classes to share specific links with each other. Another way to manage online bookmarks. "A social bookmarking site for schools. Allow students to explore, learn, gather & share resources with everyone in the class. No student sign up required! Easily share resources with anyone in the class!"
Rhondda Powling

3 Ways to Curate and Share Great Content | The Principal of Change - 1 views

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    George Couros discusses how he sets about curating and sharing the work of others. " I have been blessed with a huge network on social media and I want to use that to not only share my voice, but hopefully the voice of others as wel"
Rhondda Powling

Teaching digital citizenship across the whole curriculum | eSchool News | eSchool News - 4 views

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    "Digital citizenship is not just about teaching students what not to do, but also what they should be doing, to create a positive online impression. It can not be taught in a one-off lesson but needs to be embedded into lessons and "lived" or owned by everyone going about their daily lives "
Ruth Howard

Infotention How-to (Discovery) | Social Media Classroom - 0 views

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    "First step in creating a radar is process of discovery" Howard Rheingold on Infotention How To 
Rhondda Powling

A Quick Guide to YouTube Privacy - 1 views

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    "You don't share as much personal information on YouTube as on other social networks, but if you're conscious of online privacy, you may want to take a look at your privacy settings. This video takes a quick look at how to protect your privacy on the video-sharing site with a few easy steps to ensure your account is set up in a way that satisfies your need for online confidentiality."
Rhondda Powling

How To Clean Up Your Social Media For College Applications - 1 views

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    Always useful to advise students of their digital footprint with some ramifications clearly identified.
John Pearce

McSweeney's Internet Tendency: Internet-Age Writing Syllabus and Course Overview. - 0 views

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    This highly amusing look at the world of Web 2.0 as viewed through the INTERNET-AGE WRITING SYLLABUS AND COURSE OVERVIEW is a salutary reminder to those of us who have latently become besotted by the wonders of social networking that "All that Twitters is not told". As Mr McSweeney suggests the course is the perfect antidote to those who are worried what to do; "As print takes its place alongside smoke signals, cuneiform, and hollering ......." I 4 1 wll B signing up 4 I cn hz writng skls
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