An overview of digital literacy by Renee Hobbs

1. Renee Hobbs
Professor of Communication Studies
Director, Media Education Lab
University of Rhode Island USA
Twitter: @reneehobbs
Digital Literacy
Decoded
#moboces

2. What essential competencies are needed to
be citizens in a digital age? How can we
support students in developing these
competencies in the 21st century learning
environment?
TODAY’S THEME

3. Literacy is expanding as a result of the
convergence of media forms, genres and
platforms
Educators approach digital literacy by
considering the needs of their learners & the
learning environment
Educators are developing a general consensus on
the instructional practices that support lifelong
learning with and about digital & media texts,
tools & technologies
PREVIEW OF KEY IDEAS

4. Rhetoric
Print Literacy
Visual Literacy
Information Literacy
Media Literacy
Computer Literacy
News Literacy
Digital Literacy
Changing Terminology

5. MEDIA&TECHACTIVIST
GOVERNMENTLIBRARY
EDUCATIONCREATIVE
A Growing Number of Stakeholders
for Digital Literacy

6. SKILLS & ABILITIES
➢ Computer Use and Knowledge
➢ ICT Skills & Digital Skills
LITERACY
➢ Online Reading & New Literacies
➢ Media Production / Youth Media
➢ Coding & Programming
TEACHING WITH
➢ Technology Integration
➢ Digital Platforms
➢ Online Learning
TEACHING ABOUT
➢ Information Literacy
➢ Media Literacy
➢ Digital Literacy
➢ Digital Citizenship
expanding variety of approaches and terms

7. LOVE HATE
SMARTBOARDS PLATFORMS MULTIMEDIA CREATIVE TOOLS
People have a love-hate relationship with
educational technology

8. LOVE HATE
PRINT VISUAL SOUND DIGITAL
People have a love-hate relationship
with media genres and forms

9. PRINTVISUAL
SOUND
DIGITAL
CONVERGENCE

11. Are we reproducing, transforming or challenging
the educational status quo?

12. Educators have differing perspectives about
the most important priorities for the practice
of digital literacy

16. Brazilian children strengthen reading comprehension
by exploring marketing and branding

18. Grade 3 students research the topic of homelessness and produce a
14-page comic book using original art & digital software tools

22. https://newseumed.org/ed-tools/

24. http://uccollab.org/program/poppyn/

27. Educators have differing perspectives about
the most important priorities for the practice
of media education BUT
There is widespread consensus among US
educators about the learning processes that
promote lifelong learning
There is widespread consensus about the
instructional processes that promote lifelong
learning

28. Learning Processes for
Digital & Media Literacy
Hobbs, R. (2010). Digital and Media Literacy: A Plan of Action. Washington DC: Aspen Institute and Knight Foundation.

29. Find, comprehend and
interpret content
Gain knowledge &
information
Collaborate &
share ideas
through
dialogue &
discussion
Reflect on
expected &
unanticipated
consequences
Plan and
implement
action
ACCESS
Hobbs, R. (2010). Digital and Media Literacy: A Plan of Action. Washington DC: Aspen Institute and Knight Foundation.

30. Find, comprehend and
interpret content
Gain knowledge &
information
Critically analyze how media
messages are constructed
Examine the quality of
information resources
Compose or create
messages in a variety of
forms
Reflect on
expected &
unanticipated
consequences
Plan and
implement
action
ACCESS
ANALYZE
Hobbs, R. (2010). Digital and Media Literacy: A Plan of Action. Washington DC: Aspen Institute and Knight Foundation.

31. Find, comprehend and
interpret content
Gain knowledge &
information
Critically analyze how media
messages are constructed
Examine the quality of
information resources
Compose or create
messages in a variety of
forms
Reflect on
expected &
unanticipated
consequences
ACCESS
ANALYZE
CREATE
Hobbs, R. (2010). Digital and Media Literacy: A Plan of Action. Washington DC: Aspen Institute and Knight Foundation.

32. Find, comprehend and
interpret content
Gain knowledge &
information
Critically analyze how media
messages are constructed
Examine the quality of
information resources
Compose or create
messages in a variety of
forms
Collaborate &
share ideas
through
dialogue &
discussion
Reflect on
expected &
unanticipated
consequences
Plan and
implement
action
ACCESS
ANALYZE
CREATE
REFLECT
Hobbs, R. (2010). Digital and Media Literacy: A Plan of Action. Washington DC: Aspen Institute and Knight Foundation.

33. Find, comprehend and
interpret content
Gain knowledge &
information
Critically analyze how media
messages are constructed
Examine the quality of
information resources
Compose or create
messages in a variety of
forms
Collaborate &
share ideas
through
dialogue &
discussion
Reflect on
expected &
unanticipated
consequences
Plan and
implement
action
ACCESS
ANALYZE
CREATE ACT
REFLECT
Hobbs, R. (2010). Digital and Media Literacy: A Plan of Action. Washington DC: Aspen Institute and Knight Foundation.

34. Educators have differing perspectives about
the most important priorities for the practice
of media education BUT
There is widespread consensus among US
educators about the learning processes that
promote lifelong learning
There is widespread consensus about the
instructional processes that promote lifelong
learning
HOW IS SUCH CONSENSUS EMERGING?

38. www.mediaeducationlab.com

39. JULY 15 – 20, 2018
www.digiURI.com
Elementary &
secondary
educators
College faculty
Librarians
Media professionals
Youth media staff
120 participants
from 25 states and
12 countries

40. Digital Literacy is Literacy
not technology integration
sharing meaning through symbols

41. CONTACT INFORMATION:
Renee Hobbs
Professor of Communication Studies
Director, Media Education Lab
Harrington School of Communication & Media
University of Rhode Island USA
Email: hobbs@uri.edu
Twitter: @reneehobbs
LEARN MORE
Web: www.mediaeducationlab.com