Group items tagged

Digital literacy refers to the skills, knowledge and understanding required to use new technology and media to create and share meaning. This week's article is adapted from the British report Digital participation, digital literacy, and school subjects: a review of the policies, literature and evidence , published by the Futurelab organisation . The article discusses students' current levels of digital literacy; literacy as it relates to information and the media; the relevance of multiliteracies and critical literacy; issues surrounding the use of technology in schools; and professional development requirements for educators.

From JISC - have done a lot of research on the idea of a digital native.

Digital literacy looks beyond functional IT skills to describe a richer set of digital behaviours, practices and identities. This tool kit examines information literacy, media literacy, communication & collaboration, digital scholarship, career & identity management, learning skills and ICT literacy

This slideshow overviews 21st century learning, digital literacy and how these are place within an inquiry learning process. It presents an approach for teachers to consider as one way to embed digital literacy in an inquiry classroom and was presented at a one day workshop on mapping and planning for the Australian Curriculum run be Eduwebinar

Social media-networked digital media such as Facebook, Twitter, blogs, and wikis-enable people to socialize, organize, learn, play, and engage in commerce. The part that makes social media social is that technical skills need to be exercised in concert with others: encoding, decoding, and community. I focus on five social media literacies: Attention, Participation, Collaboratio,n Network awareness and Critical consumption

This article shares a framework that integrates literacy, 21st century skills and ICT strategies, so that units of work can be prepared that take students from learning basic skills directly from teacher modelling, right through to collaborative application of these skills against real-world, authentic problems.

"Leadership through meta-literacy actions Meta-literacy provides the impetus for our transition to future learning - a new kind of learning that has adaptability at its core. Becoming a model for lifelong learning has been the goal of every teacher librarian because school libraries are in the knowledge business. This is where we find our strength and our call to leadership."

ACCESS, Vol. 26, Issue 1, 2012, pp. 4-7.

ACCESS, Vol. 26, Issue 1, 2012, pp. 4-7.

"The concept of information fluency builds on what we have become familiar with as information literacy embedded within the Information Skills document currently used by schools. The Information Fluency Framework has been developed in line with a range of frameworks (NSW DoE 2021)."

Blog of Elizabeth Hutchinson focusing on the value and worth of school libraries

Personalized learning is steadily revolutionizing teaching and learning, both during the school day and the time students spend outside of the classroom. The proliferation of quality digital tools and platforms that facilitate exciting new ways for students to learn-such as through self-guided or blended learning-has dramatically expanded the possibilities for where and when students can access educational content and what they can do with it.

International research provides compelling evidence that school libraries and teacher-librarians make a significant contribution to student literacy and learning outcomes. After summarising previous research, this article presents recent research focused on Gold Coast schools . These new Australian findings present an evidenced based snapshot of school libraries and teacher-librarians, from the principals' perspective.

"The 21st Century Fluencies is a structured framework to model the critical skills that today's students need to succeed, both today and in the future and become digital citizen's. The Global Digital Citizen Foundation* divides digital fluency into five categories: Information, Solution, Creativity, Collaboration and Media. A syntheses of the elements involved in each fluency is detailed below."

Are there computers in the classroom? Does it matter? Students, Computers and Learning: Making the Connection examines how students' access to and use of information and communication technology (ICT) devices has evolved in recent years, and explores how education systems and schools are integrating ICT into students' learning experiences. Based on results from PISA 2012, the report discusses differences in access to and use of ICT - what are collectively known as the "digital divide" - that are related to students' socio-economic status, gender, geographic location, and the school a child attends. The report highlights the importance of bolstering students' ability to navigate through digital texts. It also examines the relationship among computer access in schools, computer use in classrooms, and performance in the PISA assessment. As the report makes clear, all students first need to be equipped with basic literacy and numeracy skills so that they can participate fully in the hyper-connected, digitised societies of the 21st century.

Thanks Jennie, I have just come home from travelling in Asia and I heard them talking about this study in the media. I was thinking I'd have to look it up when I got home but you have saved me the effort. Thanks

Buffy Hamilton shares a pre-research strategy employed with Year 11 students and demonstrates how the TL can undertake a lead role in curriculum planning and delivery around information literacy and inquiry.

The P21 site focuses on global citizenship and presents a framework with a holistic view of 21st century teaching and learning that combines a discrete focus on 21st century student outcomes (a blending of specific skills, content knowledge, expertise and literacies) with innovative support systems to help students master the multi-dimensional abilities required of them in the 21st century and beyond.

Blended Library is a joint research project with the Human-Computer Interaction Group University of Konstanz, Library of the University of Konstanz, the work group Databases and Information Systems University of Konstanz, the Knowledge Media Research Center Tuebingen and the university library of Tuebingen.

As our libraries evolve in the age of digital information, they need our help more than ever to stay well-funded and supported so they can grow in their critical role as advocates of technology and information literacy. Should they become learning commons, gathering places for trading information, technology hotspots, makerspaces, or all of the above? The possibilities are wide open, as you'll see in this playlist of videos about the future of libraries.

Recent technological advances have affected many areas of our lives: the way we communicate, collaborate, learn, and, of course, teach. Along with that, those advances necessitated an expansion of our vocabulary, producing definitions such as digital natives, digital immigrants, and, the topic of this post -- "21st-century teacher."

"Research about educational trends and pedagogical models shows the significant difference effective school library services can make on student literacy and learning outcomes. The research findings illustrate the positive impact of dynamic, inclusive library services and environments - physical and virtual - that are aligned with the school's vision and learning goals."