Digital Literacy: Theoretical Framework

Transcription

1 Digital Literacy: Theoretical Framework September 2014

2 Table of Contents Definition... 1 Key Concepts... 1 Digital Literacy Competencies... 2 Digital Literacy and Student Centered Learning... 9 Generous support from Comcast allows Seattle Goodwill to provide vital digital literacy access and training to help those job seekers facing significant barriers in our community find and secure employment. Goodwill s unique digital literacy program provides training on mobile devices, in addition to desktop or laptop computers to provide students the opportunity to practice and build the skills needed to work and further education.

3 Digital Literacy: Theoretical Framework This document describes Seattle Goodwill s definition of digital literacy, what competencies it entails, methods for incorporating digital literacy into a lesson, and how digital literacy relates to studentcentered learning. Definition Digital literacy involves the knowledge, skills, and attitudes to effectively navigate, critically evaluate, create or adapt information using a range of digital technologies (independently or collaboratively) to accomplish authentic, relevant goals. Exposure and Exploration Foundational Skill Building 21 st Century Skill Building Key Concepts Being digitally literate is an ongoing process in which individuals must consistently keep up by actively learning and trying out new technology tools and resources, building skills with these technologies, and most importantly using these technologies to meet their needs and achieve their goals. For the purpose of this initiative, we have broken digitally literacy into three phases. 1. Exposure and Exploration Discovering and trying it out 2. Foundational Skill Building Learning the how-to and practicing st Century Skill Building - Putting it to use Individuals may be in different phases for different technologies at the same time. For example, an individual may be able to use very proficiently in work and education settings, but may still need more education and practice with social media before they feel comfortable using it in similar settings. 1 P a g e

4 A key distinction between Foundational Skill Building and 21 st Century Skill Building is the use of technology to complete real world tasks. A real world task indicates a task that students complete in order to reach an authentic goal as opposed to a task completed solely to demonstrate the learning of a concept. For example: Foundational Skill Building Writing an to a teacher or fellow student to learn how to write an Taking photo on ipad to learn how to take a photo on an ipad Searching for jobs on the internet to learn how to search for jobs 21 st Century Skill Building Writing an to teacher to turn in homework, or to apply for a job Taking a photo on ipad as part of creating a presentation Searching for jobs to find a job that you plan on applying for Digital Literacy Competencies As a method to incorporate Digital Literacy into all classes and programs, Goodwill instructors will use the following set of competencies to guide instructional design. A digitally literate student: Exposure and Exploration Understands basic digital literacy concepts and vocabulary Explores Hardware, Devices and Tools Explores Software, Programs, and Apps Foundational Skill Building Builds hard skills needed to use tech tools Completes isolated tasks using software, programs, and apps Builds an awareness of online safety, privacy, and their digital footprint Uses online services and resources Searches for and locates information and resources online 21 st Century Skill Building Uses digital communication tools and software to complete real world tasks Collaborates using digital tools and software to complete real world tasks Creates original products and content using digital tools and software Considers safety, privacy, appropriateness and digital footprint issues before using digital tools and making decisions online Analyzes and evaluates information and resources found online critically to make decisions Uses resourcefulness and self-direction to complete real world tasks using digital tools and software Our thinking about 21 st century skills has been influenced by Hague and Payton 1 and by the Microsoft Partners in Learning 21 st Century Activity Rubrics. 2 2 P a g e

5 Digital Literacy Competencies: Example Activities The following list shows example topics and activities that would meet the student competencies. This is not an exhaustive list of all potential activities. As technology changes and different technologies become available in our classrooms, the activities may change, but these competencies should remain the same. Competency Example activities in which a student would build skills towards a competency Exposure and Exploration An activity where a student: Understands basic digital literacy concepts and vocabulary Learns terms like social media, tablet, hardware, download, etc. Watches the instructor demonstrate how to do tasks on the instructor laptop Explores hardware, devices, and tools Interacts directly with tablets, laptops, desktops, mobile devices without explicit teacher direction Turns on ipad and opens various apps Types a few words on the keyboard Explores software, programs, and apps Interacts with software, programs, and apps without explicit teacher direction Opens programs and apps, navigating features Foundational Skill Building An activity where a student: Builds hard skills needed to use tech tools Learns basic computer (mouse use, keyboarding, internet navigation, file management etc.) Practices using the touch screen gestures on the ipad Completes isolated tasks using software, Formats text in a pre-made a document programs, and apps (in order to learn Takes a picture using the ipad how to use them) Opens and uses Rosetta Stone Writes an to learn how to Builds an awareness of online safety, Sees examples of a negative digital footprint privacy, and their digital footprint Learns about creating a strong password Sees examples of commons scams Uses online services and resources Navigates job search sites and opens job postings Uses a website for shopping or banking Uses a web mail account Fills out an online form and submits it Searches for and locates information and Uses search and understands search results resources online Accesses community resources Finds jobs, housing, etc. online 3 P a g e

6 21st Century Skill Building Uses digital communication tools and software to complete real world tasks Collaborates using digital tools and software to complete real world tasks Creates original products and content using digital tools and software Considers safety, privacy, appropriateness, and digital footprint before using digital tools and making decisions online Analyzes and evaluates information and resources found online critically to make decisions Uses resourcefulness and self-direction to complete real world tasks using digital tools and software An activity where a student: Writes an to another student as a part of a larger class project Turns in an assignment to a teacher via or posting Sends pictures or text message to communicate as part of a larger class project Writes an to a community member to get an answer to a question Posts a link or message to blog or social media as part of a class activity Completes a test or quiz online Applies for a job Works on a project with teammates via , chat to share drafts Works on group video project Creates a group presentation using digital tools Writes an original resume or cover letter Creates a PowerPoint for a class presentation Creates a video for a class presentation Makes a personal budget using Excel Looks in their box to determine what s are spam or phishing before opening Googles themselves to see their digital footprint Creates a strong password when creating a new online account Visits Craigslist and determines which jobs are fake vs. real Uses proper E-etiquette when writing an message to a potential employer Discerns what method for what audience (i.e. text vs. vs. blog vs. Facebook post) Visits an online reviews websites and selects a restaurant to attend Visits an online retailer, compares prices, and makes a decision on what product to purchase Researches different companies online and decides which companies are a good fit for their career interest Completes a project or activity where they have to figure out what software to use, information to use, how to use the software in a new way not taught in class, etc. 4 P a g e

7 Digital Literacy Competencies: Knowledge, Skills, and Attitudes The following table describes the Digital Literacy competencies in further detail and breaks them down into the necessary knowledge, skills, and attitudes to achieve mastery of the each competency. Exposure and Exploration Competency Knowledge Skills Attitudes Understands basic digital literacy concepts and vocabulary Explores hardware, devices, and tools Recognizes terms used for digital literacy tasks Understands basic features and functions Understands how knowledge on one tools may transfer to another tool Can explain what terms and concepts mean and how they relate to everyday technology use Interacts with tools. Can do beginning tasks (turn on/off, manipulate touch screens, place objects on doc cam, press buttons, etc.) Open to learning more/new terms and concepts Overcomes fear to experiment Expresses curiosity, questions Accepts that mistakes are part of learning Recognizes the usefulness and value of technology Explores software, programs, and apps Understands basic features and functions Understands how knowledge on one software may transfer to another software Interacts with software. Tries out basic features (open/ close, tapping or clicking icons & arrows, basic navigation, etc.) MS Office, apps, Rosetta Stone, etc. Overcomes fear to experiment Expresses curiosity, questions Accepts mistakes are OK are part of learning Recognizes the usefulness and value of technology 5 P a g e

8 Foundational Skill Building Main Competency Knowledge Skills Attitudes Builds hard skills Understands basic features and functions. Knows how to use tools Uses basic hardware (keyboard, mouse, touch screen, etc.) Desire to learn more and improve skills Still timid with technology but will to try new things Shows self-discipline to practice skills needed to use tech tools Completes isolated tasks using software, programs, and apps Understands the different uses for different software Able to open, navigate, and complete an isolated tasks using a software program Desire to learn more and improve skills May still be timid with technology but will to try new things Shows self-discipline to practice skills Builds an awareness of online safety, privacy, and digital footprint Understands the basics of online safety, privacy, appropriateness, and digital footprint Able to identify what actions potentially affect online safety, privacy, appropriateness, and digital footprint May still not totally be confident in making decisions online Feels better asking the teacher what to do in certain situation Uses online services and resources Understands features and functions. Know how to use tools Uses and other internet based services Completes and submits online forms Shows willingness to use online services and resources Searches for and locates information and resources online Understands the wide availability of information online and knows which tools and strategies to find desired information Uses search engines to narrow results and find information on webpages Shows willingness to go online to find information Shows confidence in ability to find the information desired 6 P a g e

9 21st Century Skills Main Competency Knowledge Skills Attitudes Uses digital communication tools and software to complete real world tasks Collaborates using digital tools and software to complete real world tasks Creates original products and content using digital tools and software Considers safety, privacy, appropriateness, and digital footprint before using digital tools and making decisions online Knows appropriate methods for different occasions & audiences Knows tool options (and how to use them) for collaborative work Understands uses of content Knows tool options & how to use them Knows ethical requirements (copyright, privacy, etc.) Understands the repercussions of improper or unsafe behavior online Demonstrates e- etiquette Can use multiple modes of communication to complete a task, over extended periods as needed Selects effective tools for collaboration Shares decisionmaking & responsibility. Divides & assigns work appropriately Shares ideas and builds upon others' work Uses effective tools to create & share content or product Customizes for specific audiences Able to present content created Makes decisions that consider safety, privacy, appropriateness, and digital footprint Comfortable communicating in different online formats Accepts accountability to & interdependence with others for work; shares credit Belief in value of content/ product Feels self-confidence in products created Shows willingness to improve with feedback Cautiousness in online interactions Aware and open to other cultures & perspectives. Strives for best understanding 7 P a g e

10 21st Century Skills (cont d) Analyzes and evaluates information and resources found online critically to make decisions Uses resourcefulness and self-direction to complete real world tasks using digital tools and software Understands what critical thinking is; can give examples Able to draw upon prior experience as needed, to transfer & extend knowledge to different contexts, tools, software Able to locate available resources to complete tasks Able to devise strategies for tasks and goals Finds information from multiple sources Puts information together to inform decision making Evaluates quality, credibility, & importance of info Chooses best information to meet desired need Applies info in new contexts, across subjects Explains rationale with evidence why decision was made Sets goals and plans work using digital tools and software as needed Seeks feedback and revises work based on feedback Self-assesses progress & success Adapts goals & plan as needed Accesses resources needed for task (information, help) Uses mistakes to learn & improve Shows confidence in using information and resources online to make decisions that pertain to real life Shows willingness to change beliefs, ideas with new information Values critical thinking and making own decisions Shows willingness to change and adapt Perseveres to find solutions Open to improving and learning new tools and software s Shows tolerance for ambiguity 8 P a g e

11 Digital Literacy and Student Centered Learning Student-centered learning is closely aligned with the digital literacy. Some key elements of student-centered learning from Dirx and Prenger are listed below. 3 Teacher as facilitator: In addition to demonstrating/teaching skills, one role of the instructor is a facilitator that acts as a guide on the side rather than a sage on the stage Context based: Learning is viewed as a process of making sense or meaning of real-life contexts and experiences that learners bring to the educational setting Active learning: Students write, discuss, group problem solve, practice simulations, and do role plays to learn new skills rather than just receiving knowledge verbally or visually Incorporating digital literacy provides opportunities to make classes and lessons more student-centered. Integrating hands-on technology into classrooms is important because students need to improve their digital literacy in order to be successful in technology rich work and further education environments. Because of resources like Rosetta Stone, increased digital literacy will also empower students to take more control over their own learning. By integrating digital literacy skills into the current ESOL themes like employment and community, instructors can create authentic activities that students can apply immediately and directly into their everyday lives. We know that most job postings and applications are online, many community events and resources are posted on websites, and numerous ESOL resources can be accessed 24 hours per day online, so it is our responsibility to provide the skills needed to complete these real world tasks. By intentionally integrating student technology use into our classes, students can practice new skills, build on the skills they already have, and share these skills and experiences amongst their classmates. Using technology allows many opportunities for student collaboration and more active learning, allowing instructors to assume more of a facilitator role. 9 P a g e

12 Digital Literacy Competencies: Student Centered Teaching Methods The following table describes the student-centered instructor methods and behaviors that are necessary to foster mastery of the digital literacy competencies amongst students. Exposure & Exploration Competency Student-Centered Instructor Methods /Behaviors Understands basic digital literacy concepts and vocabulary Explores hardware, devices, and tools Explores software, programs, and apps Exhibits knowledge of concepts; answers questions Allows students a choice in what subjects or topics to discuss Exhibits knowledge of hardware/tools; answers questions about them. Uses multiple tools and explains how skills and knowledge transfer across tools Prompts, encourages students to explore hardware Devises individual & collaborative activities Scaffolds per student needs Exhibits knowledge of software; answers questions about applications. Uses multiple programs and explains how skills and knowledge transfer across programs Prompts, encourages students to explore software. Devises individual & collaborative activities. Scaffolds per student needs 10 P a g e

13 Foundational Skill Building Competency Builds hard skills needed to use tech tools Completes isolated tasks using software, programs, and apps Builds an awareness of online safety, privacy, and digital footprint Uses online services and resources Searches for and locates information and resources online Student-Centered Instructor Methods /Behaviors Exhibits knowledge of tools and functions, and answers questions Creates hands-on activities with meaningful tasks for students to do Assesses mastery of skills and provides useful feedback for improvement Exhibits knowledge of different software applicable to the class Creates activities that allow students to practice basic tasks Scaffolds tasks with increasing difficultly and complexity Assesses mastery of skills and provides useful feedback for improvement Exhibits confidence in navigating these issues online Demonstrates places and situations online where students may be compromised Creates activities where students have to think about these issues Exhibits knowledge of online services and functions, answers questions Creates hands-on activities with meaningful tasks for students to do Assesses mastery of skills and provides useful feedback for improvement Demonstrates the availability of different information online Poses questions to students for which students must go online to find answers; provides feedback Prompts students to create questions about information they want to know and provides assistance if needed 11 P a g e

14 21 st Century Skill Building Competency Uses digital communication tools and software to complete real world tasks Collaborates using digital tools and software to complete real world tasks Creates original products and content using digital tools and software Considers safety, privacy, appropriateness, and digital footprint before using digital tools and making decisions online Analyzes and evaluates information and resources found online critically to make decisions Uses resourcefulness and self-direction to complete real world tasks using digital tools and software Student-Centered Instructor Methods /Behaviors Integrates multiple virtual communication strategies & tools ( , online forms, online testing, text messaging, online forum discussion, blogs, social media, etc.) Provides opportunities for students to use these tools and strategies to complete real world tasks Provides meaningful feedback and encourages peer feedback as appropriate Structures authentic activities and provides options so that multiple students have to collaborate to achieve goal or complete activity, which may take multiple class periods Provides meaningful feedback and encourages peer feedback as appropriate Creates activities for students to assess & provide feedback on peer work. Encourages debriefing & reflection Structures activities for students to create relevant, authentic products Creates activities for students to assess & provide feedback on peer work Scaffolds as needed Creates scenarios in which students must consider these issues and what repercussions poor decision-making could have Provides opportunities in class where student must make decisions related to these issues Provides feedback on student decisions Assuages student fears about interactions online by providing good strategies and practice opportunities Promotes awareness and sensitivity to other cultures & perspectives Explicitly teaches what critical thinking is and gives examples of skills needed Creates activities for students to assess & provide feedback on student decisions Designs activities for students that include: o Problems where students don't already know solution o Relevant real world problems o Multiple acceptable answers Designs activities for students that include: o Problems where students don't already know solution o Relevant real world problems o Multiple acceptable answers o Only enough direction/information to get started Provides meaningful feedback Prompts/encourages students to set learning goals and use tools effectively Provides opportunities for planning feedback, and reflection (with prompts as needed). Provides self-assessment tool(s) and opportunities 12 P a g e

15 Notes 1 Cassie Hague and Sarah Payton, Digital Literacy Across the Curriculum: A FutureLab Handbook (United Kingdom: Bristol, 2010), accessed from 2 Microsoft Partners in Learning, Innovative Teaching and Learning, & SRI International, 21CLD Learning Activity Rubrics, 2014, accessed from 3 John M Dirx and Suzanne M Prenger, A Guide for Planning and Implementing Instruction for Adults: A Theme Based Approach (San Francisco: Jossey-Bass Publishers, 1997), P a g e