2018 Fall Newsletter
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Information Transliteracy”?
International Conference “Media and Information Literacy (MIL) for Knowledge Societies”, 24-28 June, 2012, Moscow, Russian Federation Can one speak of an “information transliteracy”? Vincent LIQUETE ( Bordeaux University – IMS/CNRS UMR 5218 [Human Engineering and Knowledge Engineering (Team CIH)] [email protected] / [email protected] Summary of paper: The issue of transliteracy in general and particularly informational transliteracy is increasingly being debated worldwide and from extremely varying perspectives. These concepts refer to highly varied cultural and professional realities and contexts. In this paper we will discuss three dimensions and issues. First, we will attempt to delineate the scope and range of current thinking by researchers in information and communication sciences in France with regard to informational transliteracy, and present its four main components. Second, we will lay the claim that the informational transliteracy approach goes beyond the “Media and Information Literacies (MIL)” approach, in particular by giving all due importance to issues related to learning with computers, i. e. “computation”. Finally, we will present some new thinking that is currently being implemented in the French education system and will present some research projects involving informational transliteracy (LIMIN-R project, Translit project, etc.). Key words: Transliteracy / Information culture / French educative system / Informational practice /Competencie / Forward For twenty years now, the notions of information literacy and thereafter Translitteracy have been the subject of a wide range of definitions and an extensive scientific literature, especially in the Anglo-Saxon world. We will attempt during this presentation to demonstrate some of the main dimensions in terms of skills and attitudes in the various literacies that are giving rise to the new forms of training and support required in the future. -
Using Computer Technology to Enhance Literacy Instruction for National Transformation
International Journal of Advanced Academic Research | Sciences, Technology & Engineering | ISSN: 2488-9849 Vol. 2, Issue 7 (July 2016) USING COMPUTER TECHNOLOGY TO ENHANCE LITERACY INSTRUCTION FOR NATIONAL TRANSFORMATION REV. ENGR. DR. DAVID DIMOJI & MR. OJU ONUOHA Department of Computer Science, Abia State Polytechnic, Aba; Nigeria. [email protected], [email protected] Abstract Educational technology is nudging literacy instruction beyond its oral and print-based tradition to embrace online and electronic texts as well as multimedia. Computers are creating new opportunities for writing and collaborating. The Internet is constructing global bridges for students to communicate, underscoring the need for rock-solid reading and writing skills. By changing the way that information is absorbed, processed, and used, technology is influencing how people read, write, listen, and communicate. Although technology promises new ways to promote literacy, educators' reactions to it have been mixed. Some have embraced technology with unbridled enthusiasm while others have held it at arm's length with a healthy skepticism. Yet the growing influence of technology has caused many educators to acknowledge that they need information on teaching literacy skills in the Digital Age. To serve that need, this paper offers research, best practices, and resources that support integration of new technologies into literacy instruction in technical education. Keywords: Technology, literacy, technical education, internet, digital. 1.0 Introduction Literacy instruction traditionally refers to the teaching of basic literacy skills—reading, writing, listening, and speaking. In today's digital world, however, technology has contributed to an expanded understanding of literacy. Besides having basic literacy skills, today's students also need technology skills for communicating, investigating, accessing and using information, computing, thinking critically about messages inherent in new media, and understanding and evaluating data. -
Basic Computer Literacy and Essential Skills
Basic Computer Literacy and Essential Skills Facilitator’s Guide Basic Computer Literacy and Essential Skills Facilitator’s Guide Copyright 2015 Community Learning Network Ministry of Innovation and Advanced Education, Government of Alberta Developers: Darlene Thompson and Brad White Facilitator Basic Computer Skills: Brad White Project Manager and Editor: Shannon Yates Awasisak & Family Development Circle would like to thank the facilitator’s assistants for their help and the learners for their commitment to the program. Acknowledgement to the Awasisak & Family Development Circle Board of Directors for their support in this project. Awasisak & Family Development Circle Box 2360 Lac La Biche, Alberta T0A 2C0 Contents 4 Introduction 10 Module 1: Introductions and program overview 15 Module 2: Basic computer functions and Gmail account setup 22 Module 3: Review of Modules 1 and 2 25 Module 4: USB port, memory stick, mouse and folders 31 Module 5: Program wrap-up 34 Appendix 1: Principles of adult learning and helping skills 40 Appendix 2: Introduction to Essential Skills 44 Forms 1. Registration Form 2. Permission to Use Picture 3. Attendance Record 48 Handouts 1. Program Overview 2. Computer Terms 3. Learner Journal 4. Essential Skills in the Workplace and in Daily Life 5. How to Use a Wireless Mouse 6. Similarities and Differences between Windows and Google Chrome Features 7. Common Features of Windows 8. How to Install Google Chrome 9. Google Screens 10. How to Set Up Gmail Account 11. Gmail Account Access 12. Purpose of App Launcher 13. Understand the Email Toolbar 14. Use an Educational Application 15. Share and Add an Email Address and a New Contact 16. -
Computer Science Vs. Computer Literacy Which to Teach? Viera
Computer Science vs. Computer Literacy Which to Teach? Viera K. Proulx College of Computer Science, Northeastern University Boston, MA, 02115, USA [email protected] With the widespread use of computers in all areas of work and play, it became clear that all students (in secondary schools, universities, and even in elementary schools) should be taught ‘something about computers’. The dilemma is, whether to teach ‘computer science’, or just ‘computer literacy’. In this paper we argue that both computer science and a literate use of computers need to be taught to all students, if we want them to function effectively in the new information age. Using examples from real teaching situations, we illustrate how to incorporate the teaching of effective computer literacy skills into traditional, programming based, computer science course. In the second part of the paper we show how teaching fundamentals of computer science within the context of a computer literacy course can improve student’s ability to learn how to become an effective user of computer technology. Computers in computer science education - current situation. In the USA, Advanced Placements courses taught in secondary schools are supposed to cover material typically taught in the first year university courses. Students who successfully pass the national advanced placement exam in a given subject, receive university credit for that subject. The curriculum for Advanced Placement in Computer Science, covers basic topics in computer science - algorithms, data structures, - in the context of programming in Pascal. There is no requirement that students be able to use spreadsheet application, build and query a data base, or even use a word processor. -
Teaching Computer Literacy
Teaching computer literacy CHRIS CORBEL PAUL GRUBA SERIES EDITOR DENISE E MURRAY TEACHING WITH NEW TECHNOLOGY SERIES TEACHING COMPUTER LITERACY Contents ACKNOWLEDGMENTS iv SERIES INTRODUCTION v Published by the National Centre for English Language Teaching and Research INTRODUCTION 1 Macquarie University, Sydney NSW 2109 for the AMEP Research Centre on behalf of the CHAPTER ONE Linking computer training and Department of Immigration and Multicultural and Indigenous Affairs language learning 5 Corbel, Chris, 1951- . CHAPTER TWO Addressing learner needs 15 Teaching computer literacy. Bibliography. CHAPTER THREE Developing computer skills 24 ISBN 1 86408 755 2. CHAPTER FOUR Integrating computers and the syllabus 36 Computer literacy – Study and teaching. 2. Language and languages – Computer-assisted instruction. I. Gruba, Paul. II. National Centre for English Language Teaching and Research GLOSSARY OF COMPUTER TERMS 47 (Australia). III.Title. (Series:Teaching with new technology series). BIBLIOGRAPHY 51 371.334 © Macquarie University 2004 The AMEP Research Centre is a consortium of the National Centre for English Language Teaching and Research (NCELTR) at Macquarie University in Sydney, and the National Institute for Education at La Trobe University in Melbourne.The Research Centre was established in January 2000 and is funded by the Commonwealth Department of Immigration and Multicultural and Indigenous Affairs. Copyright This book is sold subject to the conditions that it shall not, by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher’s prior consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser. -
Title Unpacking New Media Literacy Author(S) Der-Thanq “Victor”
Title Unpacking new media literacy Author(s) Der-Thanq “Victor” Chen, Jing Wu and Yu-mei Wang Source Journal of Systemics, Cybernetics and Informatics, 9(2), 84-88 Published by The International Institute of Informatics and Systemics This document was originally published in Chen, D. -T., Wu, J., & Wang, Y. -M. (2011). Unpacking new media literacy. Journal of Systemics, Cybernetics and Informatics, 9(2), 84- 88. Retrieved from http://www.iiisci.org/journal/sci/FullText.asp?var=&id=OL508KR Archived with permission from the publisher. Unpacking New Media Literacy Der-Thanq “Victor” CHEN Jing WU National Institute of Education, Nanyang Technological University, Singapore and Yu-mei WANG School of Education, University of Alabama at Birmingham, USA ABASTRACT 2. CHARACTERISTICS OF NEW MEDIA The 21st century has marked an unprecedented advancement of McLuhan‟s famous remark that media is the message has new media. New media has become so pervasive that it has profoundly impacted our understanding of the role of media in penetrated into every aspect of our society. New media literacy our society. According to McLuhan [20], media is an extension plays an essential role for any citizen to participate fully in the of ourselves. The choice of media either amplifies or limits the 21st century society. Researchers have documented that literacy content it conveys. Media is the message has never been more has evolved historically from classic literacy (reading-writing- true in this new media age. New media technology has offered understanding) to audiovisual literacy to digital literacy or unprecedented affordance for human communication, which information literacy and recently to new media literacy. -
The Next Great Crisis in American Education: Computer Literacy. SPONS AGENCY National Science Foundation, Washington, D.C
DOCUMENT RESUME ED 191 733 SE 032 768 AUTHOR Molnar, Andrew R. TITLE The Next Great Crisis in American Education: Computer Literacy. SPONS AGENCY National Science Foundation, Washington, D.C. PUE DATE Feb 78 NOTE 17p.: Based on comments made at the meeting of the Society fcr Applied Learning Technology (Orlando, EL, February 16, 1978). Contains occasional broken type. EDFS PRICE MF01/PC01 Plus,Postage. DESCRIPTCRS Computer Criented Programs: *Computers: Computer Science: *Computer Science Education; Educational Attitudes: *Educational Technology; Elementary Secondary Education: Literacy: Mathematics Curriculum: *Mathematics Education: Mathematics Instruction: Program Attitudes: Science Education:• Scientific Literacy: *Social Problems ABSTRACT Cescribed is the current state cf computer science education in this country. The information explosion in science and the shift in our economy from the production of industrial goods to a greater emphasis on science and knowledge-based industries has created a discontinuity in the nature cf jobs and our educational needs. Computers are not a major part of American education, but .havé become indispensible tc the operation cf science, business, and government. Many schools have introduced computers into their curriculum, but the paper stresses that these local•efforts only partially satisfy the country's needs at costs that are prohibitive and unnecessary when viewed nationally. Other nations bave begun the task of restructuring their systems tc include computers. It is stated that there is a national need to foster computer literacy, or the next crisis in American education will be the computer literacy crisis. (MP) The Next Great Crisis in American Education:. Computer Literacy Andrew R. Molnar National Science Foùndation* The Current Crisis in American Education. -
Ernie Davis Legends Field and Syracuse’S Nationally-Recognized Football, Basketball and Lacrosse Programs
Success on the Field Success in • The ACC is the second conference to win both the national championship and another BCS game in the Classroom the same year (fi fth time overall). The league is Of the ACC’s 14 football teams, 12 schools rank 3-0 in BCS games over the last two years. among the top 70 institutions in the most recent • The ACC is the fi rst conference in history to U.S. News & World Report survey of “America’s sweep the Heisman, Doak Walker, Davey O’Brien, Best Colleges,” more than any other FBS Outland, Lombardi, Bednarik and Nagurski conference. awards in the same year. • Four of ABC’s nine highest-rated and most- ACC 12 viewed national college football telecasts this season featured ACC teams, including three conference matchups. Big Ten 8 American 6 Tradition of Success Pac-12 6 ACC teams have a national title since 136 the league’s inception in 1953 SEC 4 women’s national titles 71 Big 12 1 65 men’s national titles Syracuse defeated Minnesota in the 2013 Texas Bowl for its third bowl victory in the last four years. Overall, the Orange has earned invitations to every bowl game that is part of the playoff system and played in 25 post-season games. The victory against the Golden Gophers was the program’s 15th bowl triumph. Orange Bowl (Jan. 1, 1953) Alabama 61, Syracuse 6 Cotton Bowl (Jan. 1, 1957) TCU 28, Syracuse 27 Orange Bowl (Jan. 1, 1959) Oklahoma 21, Syracuse 6 Cotton Bowl (Jan. 1, 1960) Syracuse 23, Texas 14 Liberty Bowl (Dec. -
A User-Centered Library Ibraries Have Always Claimed to Be User-Centered
WINTER 2006-2007 A User-Centered Library ibraries have always claimed to be user-centered. Haven’t they always provided information and services for users? Things have changed, though: information has been proliferating, along with formats for Lcontaining it, technologies for accessing it, and expectations for obtaining it (immediately!). Now, to meet changing user needs, libraries must be proactive in finding out what those needs are and adapting their resources and services accordingly. Suzanne Thorin, dean of libraries, says, “Our users are the reason we exist. Their needs must guide everything we do.” In 1888 Syracuse University Library acquired the extensive teaching and Syracuse University Library recently started three particularly user- research library of the great historian centered initiatives: Librarians in the Research and Educational Services Leopold von Ranke. His last surviving division began to use instant messaging to interact with students; descendant, Hans George Reich von Suzanne Thorin formed a Student Advisory Committee; and the Library Ranke of Kent, England, recently sent administration created a new position designed to gather data on the needs this medallion to the Library. The Institut Impérial de France (forerunner and working styles of faculty, students, and other users. of the Académie Française) presented the medallion to Leopold around 1860, most likely in recognition of his Instant Messaging five-volume history of France, which was then nearing completion. During the fall 2006 semester, many students added Syracuse University Library to their instant messaging “friends” list. That’s because, on August 21, 2006, the Library invited students to “chat live with a librarian using an instant messaging service and get reference and research help in real time.” Since early September, SU librarians have received an average of 40 reference queries a week via IM from students. -
SPECIAL AREA TEACHERS REMOTE INSTRUCTION Required
SPECIAL AREA TEACHERS REMOTE INSTRUCTION Required Art Assignment for Week 10 All Grades You MUST complete at least one activity from the list below for our Week 10 assignment. Ask your parents’ permission before you begin any of these activities. Once you have completed an activity fill out the Google Form Link and send a photo of your completed work to Miss Mazza [email protected] to receive credit. Art Website https://emazza16.wixsite.com/missmazzasartclass Pick 1 of the following: Week 10 Design Print out this template to design your own dress or shirt. If you can’t print it you can just draw your own. Dress Template Click Here Shirt Template Click Here If it turns out awesome you could even buy your design on real clothing! *Not required just a fun website I found* https://picturethisclothing.com/ Listen Listen to the story The Rainbow Fish https://www.storylineonline.net/books/the-rainbow-fish/ And draw your own underwater world with a special rainbow fish. Spanish Videos Please take the next two weeks to watch these videos. You can watch them in any order. DUE JUNE 5, 2020. Please let me know once you have finished all videos which topic was your favorite, and which video within that topic was your favorite and why. REMEMBER: To get credit, you must tell me when you have completed the work! You can do this by telling me your favorite/least favorite videos and why, or you can record yourself doing some of the moves, or singing along. Weather in Spanish https://youtu.be/oa1oB3W7yIk https://youtu.be/g7mXGT-KkC8 Opposites https://youtu.be/pQu1eSrLBu0 Body Parts https://youtu.be/K_I3MeHHrIo https://youtu.be/pOg6y-Q59eM Vocabulary https://youtu.be/QSaGOguxnvQ As always, if you have any questions, You can email me at [email protected] Have fun! Physical Education - Mr. -
Guidelines for the Preparation of Teachers of English Language Arts
NCTE Standing Committee on Teacher Preparation and Certification Chair: Lois T. Stover, St. Mary’s College of Maryland Dispositions Subcommittee Chair: Lois T. Stover, St. Mary’s College of Maryland Harold M. Foster, The University of Akron, Ohio Stephen Koziol Jr., University of Maryland, College Park David LeNoir, Western Kentucky University, Bowling Green Content Knowledge Subcommittee Chair: Charles J. Thomas, Ed.D., Columbia University Harold M. Foster, The University of Akron, Ohio Karen Herrington, The University of Akron, Ohio Stephen Koziol Jr., University of Maryland, College Park Pedagogical and Pedagogical Content Knowledge Subcommittee Co-Chair: Carol P. Harrell, Kennesaw State University, Georgia Co-Chair: Amy Smith, Western Oregon University, Monmouth Jim Charles, University of South Carolina Upstate, Spartanburg Bonnie Ericson, California State University, Northridge Harold M. Foster, The University of Akron, Ohio Katherine McFarland, Shippensburg University, Pennsylvania Building Excellent Programs Subcommittee Co-Chair: Charles Duke, Appalachian State University, Boone, North Carolina Co-Chair: Joseph Milner, Wake Forest University, Winston-Salem, North Carolina Kevin Morrison, Hazelwood East High School, St. Louis, Missouri Anna J. Roseboro, The Bishop’s School (retired), La Jolla, California Lisa Scherff, University of Alabama, Tuscaloosa Executive Committee Liaison: Randy Bomer, University of Texas at Austin NCTE Administrative Liaison: Linda Walters Guidelines for the Preparation of Teachers of English Language Arts 2006 Edition Prepared by Lois T. Stover, Chair, and Members of NCTE’s Standing Committee on Teacher Preparation and Certification National Council of Teachers of English 1111 W. Kenyon Road, Urbana, Illinois 61801-1096 Manuscript Editor: Jane Curran Staff Editor: Kurt Austin Cover Design: Joellen Bryant and Tom Jaczak © 2006 by the National Council of Teachers of English. -
Computer Literacy: Sine Qua Non for Digital Age of Language Learning & Teaching
ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 7, No. 9, pp. 716-722, September 2017 DOI: http://dx.doi.org/10.17507/tpls.0709.02 Computer Literacy: Sine Qua Non for Digital Age of Language Learning & Teaching Dara Tafazoli University of Córdoba, Córdoba, Spain Mª Elena Gómez Parra Department of English and German Philologies, University of Córdoba, Córdoba, Spain Cristina A. Huertas Abril Department of English and German Philologies, University of Córdoba, Córdoba, Spain Abstract—With the widespread and development of Information and Communication Technology (ICT) in our daily lives, technology provides numerous opportunities and challenges for language teachers and learners. The popularity of learning a foreign language and integrating technology for educational purposes showed the demand for computer or electronic literacy for both language teachers and learners. The literate teacher and learner is the one who can use different technologies as educational devices in their teaching and learning processes. This paper reviews the related literature on new literacies, as well as the relationships between computer/electronic literacy and language learning and teaching. Index Terms—literacy, computer literacy, electronic literacy, language learning and teaching, digital world I. INTRODUCTION Our new digital tools play important roles in our daily lives. Portable devices like cell phones transfer text and multimedia messages, connect us to the Internet, provide visual contacts, allow us to check our emails, enter the chat rooms, surf the websites, blogs, wikis, and discussion forums, and learn from MOOCs. By these digital tools individuals even can change their authorship, identity, community, etc. Today’s in our evolving digital world, we depend upon an augmented knowledge and skills.