Digital Citizenship: Information, Communication and Media Literacy
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A new curriculum for schools.
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Digital Citizenship: Information, Communication and Media Literacy
- 1. From Digital Natives to Digital Citizens: Teaching Digital Citizenship as part of the School Curriculum INA SMITH ANNAMARIE GOOSEN
- 2. Agenda Transformation Charter & Ecosystem Approach Digital Citizenship Reading & Learning Information Technology in Research and Communication Information Technology in Schools Proposed curriculum integrating Information Literacy, Computer Literacy, Media Literacy
- 3. LIS Transformation Charter Framework of principles and mechanisms for LIS to contribute to: ◦ Elimination of illiteracy and inequality ◦ Promote information literacy ◦ Building a modern, efficient, equitable library and information (eco)system ◦ Building an informed and reading nation
- 4. Access to information Democratise information Distribute status, wealth & power Makes for better people, less dependent More efficient & effective (productive) workers More responsive & responsible citizens Less conflict & disturbances More developed country, economic growth, job creation
- 5. Ecosystem approach “The ecological approach encourages us to think of South African LIS in such a way that where the flows of resources diminish, for example to school libraries, we will recognise that because of our interdependence, the weakness of one component has the potential to weaken other components.”
- 6. Information literacy Research problem Methodology Collecting information Analysing, critically evaluating Represent Acknowledge resources
- 8. http://www.theatlantic.com/education/archive/2015/04/digital- natives-yet-strangers-to-the-web/390990/ Reuben Loewy, 55 year old US teacher
- 10. “Kids not only need to be proficient in how to use digital technology, becoming savvy coders and prolific ebook readers, he explains—they also need to deeply, holistically, and realistically understand how the digital world works behind the scenes. They are consuming and seeing so many things online that they don’t know how to put it into context or how to evaluate it."
- 11. “At the same time, "even schools that have called themselves very technologically advanced haven’t even begun to explore how they actually teach [about that technology]," he said. They may hand out iPads or laptops to students, but such education often stops at the hardware. "Curriculum is the microcosm of what’s going on in society; I think that curriculum needs to catch up with the reality."
- 13. Very High Human Development Index (HDI)
- 14. Medium HDI
- 18. Norms of appropriate, responsible behaviour with regard to technology use Digital access for all Digital consumers doing online business Digital communication Digital literacy for searching & processing information Digital etiquette Digital Citizenship (1)
- 19. Digital law (plagiarism, illegal downloads, hacking, creating and spreading worms, viruses, Trojan Horses, sending spam, stealing identity) Digital rights & responsibilities (right to privacy, free speech) Digital health & wellness (safety, self-care, cyber-bullying) Digital security (virus protection, back-up’s) http://www.digitalcitizenship.net/Nine_Elements.html Digital Citizenship (2)
- 20. To become an empowered digital citizen, with competency in various application software tools and the Internet. To become an effective downloader of content, but also an uploader of media and a contributor to the world of knowledge. To apply self-learning and to continuously grow in terms of using computer technology as a tool. Expected Outcomes
- 23. Adult learners Prefer sense of self-control, autonomy, self-direction Learning must be relevant, purposeful, to achieve goals Time limited Wealth of knowledge Results-oriented – expectations met Potential limitations Successful if internally motivated
- 24. Child learners Other-directed – depend on teachers, parents Perception of time different Learn what they are told Limited experience base Learn quickly, open to new information & to change views Expectations less well defined Externally motivated
- 25. Learning styles
- 42. Chicago Public Library Makerspace
- 45. Information Technology in Schools Should be addressed on different levels: IT Infrastructure Computer Centre Layout & Management School Web Page & Social Media Learning Management System (online) Policies Curriculum Content Assessment
- 46. IT Infrastructure Hardware ◦ Desktops/Laptops/Tablets, Printers, Scanners, Digital cameras, Data projectors, Whiteboard or Digital Visual Presenter ◦ Server & network ◦ External storage devices ◦ Upgrades ◦ Learners & Facilitators ◦ Security Software ◦ Microsoft Office (Word, Excel, PowerPoint, Paint etc.), Internet & Internet Browser (Chrome) ◦ Licenses ◦ Upgrades ◦ Back-up’s ◦ Digital preservation
- 47. New generation overhead projector (or digital visual presenter)
- 51. Computer Centre Layout & Management Classes per cycle, per week 30-45 min. periods Availability for extra research ◦ During school breaks ◦ After school Internet, MSOffice, other educational applications Sell paper, CDs, DVDs, Flash disks, other Printing costs
- 52. School web page & Social Media “If it’s not on the web, it doesn’t exist.” Web page – regularly updated & 24/7 accessible Social media e.g. Facebook, Blog newsletter: news out quickly Social media encourages feedback Marketing & Communication – display window to the world
- 55. Web page: WordPress (incl. Blog newsletter) Facebook: news clips, photos, feedback Dropbox: sharing of files, storing files Intranet: storage & preservation of digital content Flickr: photos Google Docs/Forms: where feedback required Etc.
- 57. Policies Hardware & Software usage (Advertisements, Email disclaimers) Internet usage Protect users & school: ◦ Policy for learners ◦ Policy for educators
- 58. Policy for Learners Acceptable use & Unacceptable use Privileges Computer use/user rules Network etiquette Security Vandalism Personal damages
- 63. Curriculum Content *New* Namibian Information & Communication Curriculum 2016 Grades 4-7 only (private schools Grades 1-7) Includes Media and Information Literacy, Computer Literacy etc. Paint, Word, Excel, PowerPoint, Internet, etc.
- 64. IC aims to …. Develop critical thinking and a problem solving attitude Develop skills to search for and use information through classroom tasks and assignments Enhance a lifelong learning attitude through reading Provide awareness of HIV and AIDS, democratic principles, population growth, ecological sustainability, ICT, and improvement of quality of life for all Namibians Provide the learner with a basic working knowledge of ICT tools, mainly computer hardware and software Make the learner aware of the ways in which ICT is used in practical and school-related situations
- 68. About the Curriculum (1) Forward looking, forward thinking Present trend: convergence of radio, television, Internet, newspapers, books, digital archives, libraries into one platform Holistic approach to Media (incl. Information, Communication and Computer) Literacy Cross-curricular themes addressed: environmental learning, HIV/AIDS, population education, education for human rights and democracy, information and communication technology and road safety
- 69. About the Curriculum (2) Learner-Centered Education (LCE) Approach - active participation, contribution, production by learners Find, critically evaluate, communicate & share information Active digital citizens – respond to problems/questions & build a better, just, democratic society Lifelong learners, always curious - learn new things all the time
- 71. Approach All learners – different skills levels Each learner unique – adapt Simplify text where English is the 2nd language Adapt level of difficulty Change topic to be more relevant Rearrange lessons/activities Adapt existing activities Add to existing lessons & activities
- 72. Schools without computer centres – cover theory & encourage community library visits Individual, Pair, Group, Class Work – encourage to collaborate Engage with other schools – also internationally Invite experts to do virtual presentations through Skype
- 74. Examples of new learning ….
- 85. Assessment Continuous assessment Formative assessment Diagnostic assessment No examinations
- 88. Practical Investigation (10 marks)
- 90. Support for Educators User-friendly manuals Minimum preparation & expertise required Planning & preparation all in one E-mail support (response within 24 hours) Facebook page: new ideas, lessons – to complement existing lessons Mailing list to share ideas Downloads http://kidsinthecloud.wordpress.com Workshops
- 91. Support
- 95. Tips … Remember that everything is connected Observe, learn and get ideas from others Analyse, ask questions, think critical Explore, experiment, dare, take chances Follow an agile approach – don’t resist change, but think about how it can be to the benefit of society in general Nobody will ever know everything Learn something new every day! Change cannot be avoided ….
- 96. Thank you! Questions? Ina Smith & Annamarie Goosen Kids in the Cloud (Pty)Ltd http://kidsinthecloud.wordpress.com kidsinthecloud@gmail.com
Notas do Editor
- Commissioned by the Department of Arts and Culture (DAC) and the National Council for Library and Information Services (NCLIS)
- The starting point was the recognition that, in the information age, access to information is crucial and is a source of wealth and power. Access to information makes for better people, more efficient and effective workers, and more responsive and responsible citizens, and a library’s main role is as a provider of that access.
- It should encourage a shift towards thinking about services, rather than functions tied rigidly to typology, e.g. library services for children regardless of setting, so that public libraries might consider ways of delivering services to schools without school libraries.
- According to user groups they serve. as soon as the focus shifts from the conventional structural categorisations to the attributes and needs of their user groups (actual and potential), commonalities and inter-dependencies emerge.
- The HDI was created to emphasize that people and their capabilities should be the ultimate criteria for assessing the development of a countr The Human Development Index (HDI) is a composite statistic of life expectancy, education, and income per capitaindicators, which are used to rank countries into four tiers of human development. A country scores higher HDI when the life expectancy (at birth) is higher, the education period and schooling is longer, and the GDP per capita is higher.
- For over 40 years now, UNESCO has been celebrating International Literacy Day by reminding the international community that literacy is a human right and the foundation of all learning. Literacy is a cause for celebration since there are now close to four billion literate people in the world. However, literacy for all – children, youth and adults - is still an unaccomplished goal and an ever moving target. According to data released by the UNESCO Institute for Statistics, literacy rates for adults and youth continue to rise. Young women aged 15-24 are making the strongest gains, but still lag behind young men. In 2011, 87% of female youth had basic literacy skills, compared to 92% of males. Overall, more than half of countries with data have youth literacy rates of 95% or higher. Despite these gains, 774 million adults (15 years and older) still cannot read or write – two-thirds of them (493 million) are women. Among youth, 123 million are illiterate of which 76 million are female. Even though the size of the global illiterate population is shrinking, the female proportion has remained virtually steady at 63% to 64%. A combination of ambitious goals, insufficient and parallel efforts, inadequate resources and strategies, and continued underestimation of the magnitude and complexity of the task accounts for this unmet goal. Lessons learnt over recent decades show that meeting the goal of universal literacy calls not only for more effective efforts but also for renewed political will and for doing things differently at all levels - locally, nationally and internationally. In South Africa, government has launched the Kha Ri Gude Mass Literacy Campaign in February 2008, with the intention of enabling 4,7 million adults above the age of 15 years to become literate and numerate in one of the eleven official languages. Achieving this goal will enable South Africa to reach its UN: Education For All commitment made at Dakar in 2000 - that of halving the country’s illiteracy rates by 2015. Initiated and managed by the Department of Education, Kha Ri Gude delivers across all nine provinces in a massive logistical outreach. The campaign enables adult learners to read, write and calculate in their mother tongue in line with the Unit Standards for ABET level 1, and also to learn spoken English.
- Globally, there are 50-75 million ‘marginalized’ children who are not enrolled in school. Children whose primary language is not the language of instruction in school are more likely to drop out of school or fail in early grades. Research has shown that children’s first language is the optimal language for literacy and learning throughout primary school (UNESCO, 2008a). In spite of growing evidence and parent demand, many educational systems around the world insist on exclusive use of one or sometimes several privileged languages. This means excluding other languages and with them the children who speak them (Arnold, Bartlett, Gowani, & Merali, 2006).
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