Tools, skills and strategies using three approaches to teaching digital literacy.This was a webinar and presented on using a core set of digital literacies (linked to the general capabilities of the Australian Curriculum), this session will take you step by step through some teaching strategies to use for how digital skills can be taught or integrated.
Participants will be able to:
Identify digital literacies from the general capabilities of the Australian Curriculum and map them to sample curriculum outcomes
Identify teaching strategies to use for digital literacy instruction
Identify digital tools for use with instructional strategies
2. What’s digital literacy all about?
Digital literacy has become an amorphous term. In the context of the General capabilities, the digital
technologies curriculum of the Australian Curriculum and 21c learning as viewed through the lens of
a teacher librarian, this seminar uses the following guidelines from Bawden (2008):
underpinnings
background knowledge
central competencies
attitudes and perspectives
Bawden, D. (2008). CHAPTER ONE: Origins and concepts of digital literacy. In Digital Literacies: Concepts, Policies & Practices (pp. 17–32). Peter Lang
Publishing, Inc.
3. Teaching strategies for digital literacy
cc: gcouros - https://www.flickr.com/photos/49053756@N03
4. The core
To be able to use
the appropriate tool
for a specific
learning purpose
To understand a
range of digital tools
and their value in
learning or
knowledge
acquisition
5. Step by step….inch by
inch….
Everyone needs to start somewhere …
General Capabilities
• Literacy
• ICT
• Critical and Creative thinking
• Personal and social capability
6. Core digital skills
1. Managing information
• Digital citizenship – security, digital etiquette etc
• Understand the cloud vs network vs personal device environment
2. Communicating
• Use of various communication mechanisms for the appropriate audience
• Use of appropriate language form for the audience
3. Research
• Search
• Collect information
• Synthesise
4. Problem solving
• Life long learning attitudes
• High level questioning
• Ability to select the right tool for the right purpose for the right audience
5. Creating
• Understanding of copyright / creative commons
• Continual improvement as a core attitude and behaviour
• Video creation skills
7. Core digital tools
1. Managing information
• The browser
2. Communicating
• Microsoft Word, Excel
• Wikis, forums, email, twitter, messaging / chat eg Voicethread
3. Research
• Cloud based bookmarking eg Diigo
• Databases to search and refine eg use of state library databases
4. Problem solving
• Mind maps o brainstorm tools eg Canva
5. Creating
• Video editing software or browser based tool eg iMovie
• Sound editing software or browser based tool eg sound recorder
• Image editing eg Photoshop elements
• Website creation tools eg Wix
8. To teach a digital skill you often need
to lay the groundwork of thinking
before the technical skill is taught
June
9. Teaching strategies
Assign a research task relevant to the students current
unit of work and segment stages into a nominated
number of lessons.
1. Brainstorm and use the results of this as outline or questions
for the research
2. High level search strategies
3. Use of a wiki to develop whole class information source
4. Segment class into 3 groups for the next 3 lessons to learn
about the use of:
1. Video creation
2. Website creation
3. Developing quizzes or surveys
5. Students determine how they will present their information
using 1 or more of the above skills. They could also form
teams to combine efforts – could need 3 or more lessons
6. Final product must teach others in the class about the topic.
– could need at least 2 lessons for the learning to happen
Use current topic as catalyst to learning. Eg recent
excursion to a zoo.
1. Capture photos of animals – talk about image formats and
how images can be edited. Provide a sample of an edited
image as an idea and then let children create their own
gallery of animals. Tool will depend on OS and device.
Discuss why editing images of people is not a good idea
without their permission
2. Introduce the idea of curating content – through Diigo (class
account – explain why this is used rather than individuals as a
security measure) and attach images.
3. Introduce how to use a wiki and a blog.
4. Class discussion on a publishing tool eg blog or wiki. Talk
about the features of each and decide which one would be
most appropriate for publishing their work. Each student
adds 1 image and writes about the animal.
10. Teaching strategies
Assessment task – secondary
• Students create a website to act as their portfolio
for a science assessment
• Sub sets of this will include: creative commons and
copyright, information structure, image and video
manipulation
• Students use a device to capture video content of
their scientific techniques to include in portfolio
Note: this would need at least 2 – 3 lessons at the
beginning of the unit to set the portfolio up.
Individualised learning for students should be
available as they edit their videos and upload to the
portfolio
Literature response task – primary
• At the conclusion of a story / novel, children are
asked to think about how they would have ended
the story if they had been the author. Use a
brainstorm tool to capture ideas and then each
child brainstorms their own story
• Children are then asked to develop their story
ending as a comic or graphic novel eg use
Canva.
• Sub sets of this will be storyboarding, layout, critical
thinking
• Note: This would need at least 3 – 4 lessons as
at least 1 of them will be used in teaching the
children how to use the comic strip tool
16. How do I integrate this into my classroom?
Curriculum connections
Use the Digital Technologies Processes and
Production skills descriptions eg ACTDIP025
through to ACTDIP032 for Stage 4
Future Learning
4 C’s
General
Capabilities
Digital
Technologies
Curriculum
18. How do I integrate this into my classroom?
Curriculum connections
Use the Digital Technologies Processes and
Production skills descriptions eg ACTDIP025
through to ACTDIP032 for Stage 4
Identify appropriate Capabilities
Future Learning
4 C’s
General
Capabilities
Digital
Technologies
Curriculum
19.
20. How do I integrate this into my classroom?
Curriculum connections
Use the Digital Technologies Processes and
Production skills descriptions eg ACTDIP025
through to ACTDIP032 for Stage 4
Identify appropriate Capabilities
Map these to the 4 C’s
Future Learning
4 C’s
General
Capabilities
Digital
Technologies
Curriculum
21. Communication –
keywords and
ability to write to a
wiki
1
Collaboration –
Work with a partner
and share
information on wiki
2
Critical thinking –
Lateral terms and
questioning of
sources
3
Creativity – how
else can the data
be visualised?
4
24. Curriculum Skills:
Using a digital learning framework, what specific skills are required for this unit?
Are there any specific application skills needed? Eg Photoshop?
Core Inquiry Skills:
What is the inquiry focus for this unit? Can the required digital skills be used / taught within this focus area?
Learning management:
Whole class?
Project teams?
Individuals?
Designing a digital inquiry unit
25. Phase: Open - Create a powerful open
that invites the students to engage in
the inquiry topic.
Phase: Immerse - Students build their
background knowledge by immersion in
the content. Students reflect on the
content and select a topic for further
investigation.
Present the inquiry or issue as a digital
story or video
Ensure more than superficial info is
considered by asking students to collect
summaries and then analyse using a tool
such as a concept map
Guided Inquiry Design
26. Phase: Explore - Students browse
and scan through a wide range and
variety of resources to explore
interesting ideas around their topic.
Phase: Identify - Students develop
an inquiry question or questions and
form a focus for their research. The
question or questions will frame the rest
of the inquiry.
Research process using tools
such as Zotero or Evernote
Use socratic questioning
processes in a collaborative
environment for students to
develop their inquiry question
27. Phase: gather - Students
collect detailed information from a
variety of information sources – “go
broad, go deep”
Phase: Create - Students organise their
gathered information to create their
product – “tell the story”
Ensure depth in research through
learning scaffolds and high expectations.
All students to select their own product
to tell their story – encourage a
makerspace attitude to this process
28. Phase: Share - Students present their
product to others to show what they
have learned
Phase: Evaluate - Students reflect on their
content learning and the progress
through the inquiry process.
Use collaborative space such as Google
drive or video or game development to
share
Encourage peer and self evaluation by
using a social or collaborative space for
discussion against the criteria from the
rubric
29.
30. References
Digital Technologies content descriptions for Stage 4. Processes and Production skills
https://www.australiancurriculum.edu.au/f-10-curriculum/technologies/digital-technologies
31. Resources
10 Innovative learning stations https://www.edutopia.org/article/10-innovative-
learning-stations-get-students-reading-shelby-scoffield
Internet Safety from Google https://beinternetawesome.withgoogle.com/
https://beinternetawesome.withgoogle.com/pdfs/Google_BeInternetAwesome_Digit
alCitizenshipSafety_Curriculum_.pdf
Design thinking http://designthinkingforlibraries.com/
Research tools https://docs.google.com/document/d/1v-
KkA88vGNWuhPu9aSbjfBdAL8NL6JtuSwVuX4iIgo4/edit
https://docs.google.com/drawings/d/17eOafGx-
Zutke9VbTzC5SHCKyqGjDGNwW2cnDQGtH0E/edit
10 Innovative learning strategies https://www.teachthought.com/learning/10-
innovative-learning-strategies-for-modern-pedagogy/
Using a core set of digital literacies (linked to the general capabilities of the Australian Curriculum), this session will take you step by step through some teaching strategies to use for how digital skills can be taught or integrated.
Participants will be able to:
Identify digital literacies from the general capabilities of the Australian Curriculum and map them to sample curriculum outcomes
Identify teaching strategies to use for digital literacy instruction
Identify digital tools for use with instructional strategies
Bawden, D. (2008). CHAPTER ONE: Origins and concepts of digital literacy. In Digital Literacies: Concepts, Policies & Practices (pp. 17–32). Peter Lang Publishing, Inc.
underpinnings
• literacy per se • Computer / ICT literacy
These “underpinnings” reflect the rather traditional skills, of which we may now need to regard computer literacy as one, which make up an older idea of literacy, and an ability to function in society. It seems an open question as to whether they should be regarded as a part of digital literacy (perhaps in its formulation as “smart working” or “basic skills”) or whether they should be assumed, before digital literacy is grafted on.
2. background knowledge
• the world of information • nature of information resources
Th is is the kind of knowledge that was assumed of any educated person, in the days when information came as books, newspapers and magazines, academic journals, professional reports, and not much else, and was largely accessed through physical print-on-paper libraries. Th e well-understood “publication chain”—from author to archivist, passing through editors, publishers, booksellers, librarians and the rest—lasted as a sensible concept well into the computer age. Now, it is largely meaningless, and there is no clear model to replace it. Nonetheless, attaining as good an understanding of what the new forms of information are, and where they fi t into the world of digital information, has to be an essential start in being digitally literate.
3. central competencies
• reading and understanding digital and non-digital formats • creating and communicating digital information • evaluation of information • knowledge assembly • information literacy • media literacy
Th ese are the basic skills and competences, without which any claim to digital literacy has to be regarded skeptically. Th ey are a remarkably wide set, and it would be sobering to try to assess to what degree they are possessed in the various countries of the world.
4. attitudes and perspectives
• independent learning • moral / social literacy
Th ese attitudes and perspectives are perhaps what make the link between the new concept of digital literacy, and an older idea of literacy, in vogue over two hundred years ago. It is not enough to have skills and competences, they must be grounded in some moral framework, strongly associated with being an educated, or as our ancestors would have said, a “lettered,” person. Th ey are arguably the most diffi cult to teach or inculcate of all the components, but they come closest to living up to the meaning of information from “infomare”; the transforming, structuring force.
Managing information
Digital citizenship
Understand the cloud vs network vs personal device environment
Communicating
Use of various communication mechanisms for the appropriate audience
Use of appropriate language form for the audience
Research
Search
Collect information
Synthesise
Problem solving
Life long learning attitudes
High level questioning
Ability to select the right tool for the right purpose for the right audience
Creating
Understanding of copyright / creative commons
Continual improvement as a core attitude and behaviour
Video creation skills