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WELCOME TO DIGITAL LITERACY Home of 7,620,480 online users. Digital literacy is.

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WELCOME

TO

DIGITAL LITERACY

Home of 7,620,480 online users


Digital literacy is

Digital literacy is...

"the ability of individuals to use ICT appropriately to access, manage and evaluate information, develop new understandings, and communicate with others in order to participate effectively in society” Ministerial Council for Education, Early Childhood Development and Youth Affairs, 2010


WELCOME

TO

DIGITAL LITERACY

Home of 7,620,480 online users


Digital literacy fact 101:

Children accessed the Internet at home for the purposes of educational activities (85%), playing online games (69%) and for web browsing (48%) Australian Bureau of Statistics (2010) .


Digital literacy fact 101:

Out of 2.7 million children aged 5 to 14, 79% used the Internet Australian Bureau of Statistics (2010) .


W. Sutherland-Smith (2002) suggests that internet is not a gradual shift in the way we work, it is an analog-to-digital transformation that will alter the rules of communication.


  • Why is literacy important in the classroom? gradual shift in the way we work, it is an analog-to-digital transformation that will alter the rules of communication.

  • Current society is enwrapped in digital technologies (Neuman, Celano, 2006)

  • Internet has always existed for the current generation

  • Contemporary society has changed the way we work, play, learn and socialise (Healey, & Honan, 2004)

  • Digital education can bridge the gap between the school and home (Gee, 2007)


Online gameing

ONLINE GAMEING gradual shift in the way we work, it is an analog-to-digital transformation that will alter the rules of communication.

People worldwide play more than 3 billion hours weekly playing online games..... QUOTE QUOTEQUOTE???


  • When becoming digitally literate: gradual shift in the way we work, it is an analog-to-digital transformation that will alter the rules of communication.

  • Students learn how to modify, manipulate and control digital technologies (Gee, 2007)

  • Students learn web based reading strategies (Neuman, Celano, 2006)

  • Most importantly is the teach children how to effectively engage safely and responsibly with digital media (Jenkins, 2010)


  • Visual worlds, is it just child's play? gradual shift in the way we work, it is an analog-to-digital transformation that will alter the rules of communication.

  • Lankshear and Knobel (2003, p. 122) state, “Digital activities popular with youth may appear to be child’s play, but research indicates that these digitized toys and pursuits help young people develop a wide range of aptitudes and skills that are needed in a digital economy”


KARA – BRB ;-) gradual shift in the way we work, it is an analog-to-digital transformation that will alter the rules of communication. ETC ETC


Four resource model
FOUR RESOURCE MODEL gradual shift in the way we work, it is an analog-to-digital transformation that will alter the rules of communication.

(Luke, 1990)


  • Links to English Essential Learnings: gradual shift in the way we work, it is an analog-to-digital transformation that will alter the rules of communication.

  • The capacity to critically interpret and construct spoken, written, visual and multimodal texts in a broad range of mediums (Curriculum Corporation, 2005)

  • Connects to strands: Literary and Non-Literary texts and Language Elements (Queensland Studies Authority, 2008).

  • Texts = print and electronic forms (Curriculum Corporation, 2005).


The students have, not just words to make meaning from, but also visuals, sound and colour.

Sutherland-Smith (2002)


  • Students demonstrate information literacy skills when they: also visuals, sound and

  • Locate and collect information from a range of sources.

  • Frame and clarify questions.

  • Organise he information and represent it in ways suited both to the type of information and to their purpose.

  • Analyse and interpret information, judge its quality and decide what conclusions or inferences might reasonably be drawn from it.

  • Use and share the information with others.



Strategies to help you become digitally literate
Strategies to help you become Digitally Literate. components or dimensions.

  • Snatch and grab reading technique

  • Use the chunking technique

  • Provide clear search guidelines

  • Develop teaching mechanisms to overcome frustration with technology

  • Provide short-cut lists to sites or search engines

  • Limit links students can follow

  • Evaluate images and graphs.


MATHS components or dimensions.


Learning Objects components or dimensions.

Learning objects can be defined as: 

Any digital resource that can be reused to support learning.


Learning objects characteristics
Learning Objects Characteristics components or dimensions.

  • Typically ranging from 2 minutes to 15 minutes.

  • Has instructional content including: text, web pages, images, sound, video.

  • Has a glossary of terms, including definition and acronyms.

  • Has quizzes and assessments, including: questions, answers.

  • Has an educational level, including: grade level, age range, typical learning time, and difficulty.


The benefit of a learning object is
The Benefit of a learning object is: components or dimensions.

  • It provides an affordable and accessible way of learning

  • Inclusive for all students regardless of location and time of day

  • Appeals to students interests and encourages digital literacy

    ( McGreal,2010)


Digital literacy across the curriculum
Digital Literacy Across the Curriculum components or dimensions.

  • “Schools are increasingly encouraged to embed the use of ICT in all subject areas across both the primary and secondary curricula” (Becta 2010).

  • Students need competency in the following forms of literacy because all these forms of literacy are used across the curriculum as a tool to build knowledge:

- Information literacy

- Digital literacy

- Computer literacy

- Tele-visual literacy

- Audiovisual literacy

- Technological literacy

- Media literacy


Certain digital literacy’s lend themselves to particular KLA’s but use similar digital literacy skills. For example students are able to:

  • Access the Internet

  • Find, manage and edit digital information.

  • Join in communications and engage with online information and communication networks.

  • Embed pictures in a Wiki

  • Crop images

  • Save files as jpeg

  • Use digital cameras

  • Mobile phones

  • Smart boards, and the list goes on…


SCIENCE KLA’s but use similar digital literacy skills. For example students are able to:


S.O.S.E KLA’s but use similar digital literacy skills. For example students are able to:


ENGLISH KLA’s but use similar digital literacy skills. For example students are able to:


THE ARTS KLA’s but use similar digital literacy skills. For example students are able to:


H. P. E KLA’s but use similar digital literacy skills. For example students are able to:


TECHNOLOGY KLA’s but use similar digital literacy skills. For example students are able to:


WHAT NOW?!? KLA’s but use similar digital literacy skills. For example students are able to:

“Its not about what you know today but what you need to know tomorrow.”

QUOTE QUOTEQUOTE



We have used new technologies to engage the interest and prior knowledge of the students and put them in good reach of digital competencies for the future.

(Lankshear, Gee, Knobel, & Searle, 1997)


“By fostering digital literacy in subject teaching, practitioners are not only acknowledging and reflecting young peoples’ lived experiences of digital media cultures, they are supporting their students to extend their knowledge and become critical and discerning participants in their own in-school learning.’’ (Hague and Payton 2010)


Facts to back up what we are saying........... practitioners are not only acknowledging and reflecting young peoples’ lived experiences of digital media cultures, they are supporting their students to extend their knowledge and become critical and discerning participants in their own in-school learning.’’ (Hague and Payton 2010)


Facts to back up what we are saying........... practitioners are not only acknowledging and reflecting young peoples’ lived experiences of digital media cultures, they are supporting their students to extend their knowledge and become critical and discerning participants in their own in-school learning.’’ (Hague and Payton 2010)


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