DOCSLIB.ORG

On Becoming a Digital Literacy Mentor: Self-Determination and Media Production in Elementary Education

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
On Becoming a Digital Literacy Mentor: Self-Determination and Media Production in Elementary Education University of Rhode Island DigitalCommons@URI Open Access Dissertations 2015 On Becoming a Digital Literacy Mentor: Self-Determination and Media Production in Elementary Education Yonty Friesem University of Rhode Island, [email protected] Follow this and additional works at: https://digitalcommons.uri.edu/oa_diss Recommended Citation Friesem, Yonty, "On Becoming a Digital Literacy Mentor: Self-Determination and Media Production in Elementary Education" (2015). Open Access Dissertations. Paper 399. https://digitalcommons.uri.edu/oa_diss/399 This Dissertation is brought to you for free and open access by DigitalCommons@URI. It has been accepted for inclusion in Open Access Dissertations by an authorized administrator of DigitalCommons@URI. For more information, please contact [email protected]. ON BECOMING A DIGITAL LITERACY MENTOR: SELF-DETERMINATION AND MEDIA PRODUCTION IN ELEMENTARY EDUCATION BY YONTY FRIESEM A DISSERTATION SUBMITTED IN PARTIAL FULLFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN EDUCATION UNIVERSITY OF RHODE ISLAND AND RHODE ISLAND COLLEGE 2015 DOCTOR OF PHILOSOPHY DISSERTATION OF Yonty Friesem APPROVED: Dissertation Committee Major Professor Renee Hobbs Julie Coiro Paul G. LaCava Anne Goodrow RIC: Donald Halquist Dean, Feinstein School of Education – RIC URI: Nasser H. Zawia Dean, The Graduate School - URI UNIVERSITY OF RHODE ISLAND AND RHODE ISLAND COLLEGE 2015 ABSTARCT Today, anyone with a smartphone has access to a whole suite of tools to create video and multimedia that can be instantly and widely shared. While research shows the cognitive, social, and emotional benefits of media production on students’ learning, less is known about how media production is integrated into the context of elementary education and only a few schools have begun to experiment with video production as a means to promote literacy and learning. This research explored some effects of a two-year initiative to integrate digital literacy in a suburban public elementary school. For a period of six months, the researcher interviewed and observed four full time teachers and four support team members and examined students’ work artifacts, teachers’ tweets, collecting survey data from the entire faculty. Multiple case studies reveal the sequential process used by teachers to integrate media production into existing lessons through active collaboration with other faculty and support team members. One Grade 4 teacher used media production to modify a history assignment as she learned to give more control to her students. Another set of Grade 4 co-teachers supported each other to balance the playfulness of creating a videotaped book report with a more systematic approach to addressing educational standards. A Grade 2 teacher worked with the school’s literacy coach in the development and implementation of a science unit as students used media production to advocate for environmental sustainability. In order to embrace this new pedagogy, all four teachers went through a set of hierarchical stages starting with building trust and relatedness with colleagues; developing their sense of mastery and competence; and becoming confident and reassured to use media production as a form of instruction that includes both play and empowerment. By reflecting on and ii analyzing their ability to shift their instructional strategies during the course of the year, they became digital literacy mentors. This research has implications for those interested in providing a holistic model of teacher professional development within an elementary school context, and demonstrates the value of supporting teachers’ intrinsic motivation to meet the needs of their young learners. iii ACKNOWLEDMENT Many people supported my journey from high school media literacy teacher in Israel to doctoral candidate at the University of Rhode Island and Rhode Island College. I am deeply grateful to my committee members, the staff at Ocean Elementary, Media Education Lab members, my two cohorts, and of course my friends and family. All of them supported me as I struggled to find my voice as a media literacy scholar, conceptualize my ideas, and write in English. I am thankful for the mentoring of each one of my committee members especially my major advisor, Dr. Renee Hobbs who guided me into the media literacy field. Dr. Julie Coiro was the first person I contacted at URI. Working with her at the Summer Institute in Digital Literacy, taking her classes, and presenting together at conferences shaped my professional identity as an education scholar. Her devotion to her students is evident in the rigor of her instructional standards and the quality of the feedback she provides. Her encouragement and insights into my work and ideas promoted my academic research in digital literacy. Dr. Paul LaCava introduced me to the literature and research practices in special education. He supported my emerging scholarship in the area of assistive technology and media use for exceptional students. His warmhearted support through my years in the program proved invaluable to my effort to combine research and professional development for teachers. Dr, Anne Goodrow taught me how to look at children’s development by reconciling Piaget and Vygotsky and connecting this to the scholarship on resilience. Dr. Norbert Mundorf has been a dear friend who supported and encouraged me to look into the connection of media studies and emotions. I would also like to acknowledge the faculty and staff iv at URI and RIC: Cynthia Weller, Mona Niedbala, Anne Seitsinger, Janet Johnson, David Byrd, and Diane Kern whose cheerful support helped me in myriad ways. The staff at Ocean Elementary modeled how to use media production in a public school. Their work made my work meaningful. George, the media library specialist invited me to the school and became a supportive colleague. Charlotte, the literacy coach was my guide to teaching at the elementary level. She helped me learn how to incorporate technology into the elementary school classroom. Sarah, Isabella, Sophia, Rachel, and Barbara have been an inspiration to watch. I learned so much from documenting their successful integration of media production throughout the daily struggle of public school teachers. Grace, the math coach, Abbie, the behavior specialist, and Diana, the school principal gave an enormous support to the staff and the research. Furthermore, they modeled by how their own work using media production can expand from literacy and social science to math, positive behavior reinforcement, and administration use. My research was part of my work at the Media Education Lab. During my years at the Lab, we had many “labsters” whose work promoted my development as a scholar. Collaborating with Kelsey Greene at the First Star URI Academy and on different projects at the National Association for Media Literacy Education was vital to my growth and learning the field. Doing professional development on Universal Design for Learning with Jeannine Chartier and collaborating on promoting media literacy to all students helped me to see how media can change peoples’ lives. My intriguing conversations with Sait Tuzel helped me to better conceptualize how teachers’ practices relate to their motivations. My work with Zoey Wang on GiveMe5 v taught me about the creativity and media production. I also want to thank Mike RobbGrieco, David Cooper Moore, William (Billy) Bowden, Mary Moen, and David Quinn. Their work at the Lab shaped my understanding of the different aspects of media production. I would like also to thank Charlie Coiro, Rhys Daunic, and Sherilyn Brown who helped me understand the different aspects of teachers’ professional development and educational leadership. I would not have started my academic journey without the enormous support of my dear colleagues in Israel who supported me as a high school teacher and then as an emerging scholar: Ariel Friedman, Dorit Ballin, Evanna Ratner, Ornat Turin, Eden Zuli, Bridgit Anor, Dafna Wasserman Katz, and Orit Peretz. In my programs at Temple University and at URI/RIC, my cohort peers who became colleagues and friends provided valuable feedback as I was developing my ideas. My dearest friends, Nir Bareket and Tal More endured my struggles and were always there to listen, advise, and support me in this process. This has been true in so many areas of my life: their contribution to my academic growth and resiliency was precious and irreplaceable. Last, I want to thank my family. My parents, Claude and Nicole Friesem never stopped believing in me and pushed me to pursue my dreams whatever they are. Their endless love is still essential to my self-determination. My brothers, David and Gavriel, and my sister in-law Noa Lavi, all supported me in my journey and kept giving me the strength to follow my interests, develop my scholarship and connect to community outreach. My biggest supporter, reviewer, and my partner in life, Elizaveta made it possible for me to keep my sanity while I finished the program and vi started my life as a full time academic. I am forever grateful for all your feedback and for enduring me in my craziest moments of the last four years. You have been my motivator to be a better academic and most importantly a better human being. vii DEDICATION This work is dedicated to Renee Hobbs. I have so many acknowledgements for your mentorship in the years since we first corresponded. Our relationship went beyond major advisor and advisee. Our first Skype talk and my visit to the Media Education Lab at Temple University in Philadelphia convinced me that I had found my home. Your endless support and push for academic excellence motivated me to produce a deep and meaningful study that will benefit educators and scholars. I cannot thank you enough for the infinite hours of work, review, feedback, rewriting, and conversations. The empathy and respect you infuse into the Socratic method allowed me to feel like a colleague and taught me the meaning of mentorship. Your friendship was the most important part of my journey.
Load more

Recommended publications
  • Digital Literacy Key Performance Indicators for Sustainable
    www.ssoar.info Digital Literacy Key Performance Indicators for Sustainable Development Radovanović, Danica; Holst, Christine; Belur, Sarbani Banerjee; Srivastava, Ritu; Houngbonon, Georges Vivien; Le Quentrec, Erwan; Miliza, Josephine; Winkler, Andrea S.; Noll, Josef Veröffentlichungsversion / Published Version Zeitschriftenartikel / journal article Empfohlene Zitierung / Suggested Citation: Radovanović, D., Holst, C., Belur, S. B., Srivastava, R., Houngbonon, G. V., Le Quentrec, E., ... Noll, J. (2020). Digital Literacy Key Performance Indicators for Sustainable Development. Social Inclusion, 8(2), 151-167. https:// doi.org/10.17645/si.v8i2.2587 Nutzungsbedingungen: Terms of use: Dieser Text wird unter einer CC BY Lizenz (Namensnennung) zur This document is made available under a CC BY Licence Verfügung gestellt. Nähere Auskünfte zu den CC-Lizenzen finden (Attribution). For more Information see: Sie hier: https://creativecommons.org/licenses/by/4.0 https://creativecommons.org/licenses/by/4.0/deed.de Social Inclusion (ISSN: 2183–2803) 2020, Volume 8, Issue 2, Pages 151–167 DOI: 10.17645/si.v8i2.2587 Article Digital Literacy Key Performance Indicators for Sustainable Development Danica Radovanović 1,*, Christine Holst 2, Sarbani Banerjee Belur 3,4, Ritu Srivastava 4, Georges Vivien Houngbonon 5, Erwan Le Quentrec 5, Josephine Miliza 6, Andrea S. Winkler 7 and Josef Noll 8 1 Basic Internet Foundation, 2007 Kjeller, Norway; E-Mail: [email protected] 2 Centre for Global Health, Department of Community Medicine and Global Health, Institute
    [Show full text]
  • An Analysis on Digital Literacy Level of Faculty of Sports Science Students
    Asian Journal of Education and Training Vol. 6, No. 2, 117-121, 2020 ISSN(E): 2519-5387 DOI: 10.20448/journal.522.2020.62.117.121 © 2020 by the authors; licensee Asian Online Journal Publishing Group An Analysis on Digital Literacy Level of Faculty of Sports Science Students Mehmet Haluk Sivrikaya Atatürk University, Faculty of Sport Sciences, Turkey. Abstract The study aims to examine the digital literacy levels of students in the faculty of sports sciences. In the study group; there are 394 students (105 female and 289 male) studying in the departments of Physical Education and Sports Teaching, Sports Management, Coaching and Recreation of the Faculty of Sport Sciences at Atatürk University in the 2018-2019 academic year. “Digital Literacy Scale (DLS) is a scale, which was developed by Ng (2012) and translated into Turkish by Hamutoğlu, Güngören, Uyanık, and Erdoğan (2017) and it is composed of 17 items and 4 factors (attitude, technique, cognitive and social). Nonparametric tests (Kruskal Wallis, Mann-Whitney U) were used to analyse the data of the study. According to the findings; digital literacy levels of the participating students differ significantly in social sub-dimension in respect of gender variation. In the social sub-dimension of digital literacy scale, digital literacy levels of male students were higher than female students. Keywords: Digital age, Digital literacy, Sports science students. Citation | Mehmet Haluk Sivrikaya (2020). An Analysis on Digital Funding: This study received no specific financial support. Literacy Level of Faculty of Sports Science Students. Asian Journal Competing Interests: The author declares that there are no conflicts of of Education and Training, 6(2): 117-121.
    [Show full text]
  • What We Know About the Gender Digital Divide for Girls: a Literature Review
    UNICEF Gender and Innovation Evidence briefs - Insights into the gender digital divide for girls What we know about the gender digital divide for girls: A literature review UNICEF Gender and Innovation Evidence briefs - Insights into the gender digital divide for girls What we know about the gender digital divide for girls: A literature review Alexandra Tyers-Chowdhury and Gerda Binder UNICEF Introduction 3 The current evidence base 5 Closing the gender digital divide 18 What we know about the gender digital divide for girls: A literature review Introduction What is digital technology? Digital technologies are and applications; old and electronic tools, systems, new systems of media, devices and resources that communication and information; generate, store or process connected devices and data. Digital technologies environments; virtual and are continually evolving augmented reality; artificial and expanding. They intelligence, including machine include the internet and learning; robotics; automated mobile technologies; digital systems and data analytics; and networks, content, services biometrics and biotechnology. Online experiences and Digital literacy is increasingly opportunities are critical seen as an essential skill for for children’s and young employability and has been people’s development across linked to higher earning a wide range of areas. These potential and new economic include engagement in online opportunities.2 education, both formal and informal learning, access to Over 90% of jobs worldwide have critical information and support 3 related to health and well- a digital component. being, participation in creative However, distinct geographic, and cultural practices, civic economic, and social gaps in engagement and expression access persist, including those of ideas and opinions, leisure related to disability and gender.4 and connecting with peers, Closing the digital divide for and searching for employment, all children needs tailored career information and understanding and actions for entrepreneurship opportunities.1 each of these barriers.
    [Show full text]
  • Pioneering Responsive and Iterative
    Student engagement in K-12 online learning amid COVID-19: A qualitative approach from a self-determination theory perspective To cite this article: Thomas K. F. Chiu (2021): Student engagement in K-12 online learning amid COVID-19: A qualitative approach from a self-determination theory perspective, Interactive Learning Environments, DOI: 10.1080/10494820.2021.1926289 To link to this article: https://doi.org/10.1080/10494820.2021.1926289 Student engagement in online learning Abstract During the pandemic, school and university students had to urgently move away from traditional classrooms to online learning in their homes. Student engagement that can be explained by self-determination theory (SDT) is important in online learning. Indeed, the founders of SDT recently stated that SDT-based future research should look closely at how to satisfy the basic needs in the theory in technology enhanced learning environments. We also know very little about K-12 student engagement in online learning. Therefore, this qualitative study used the SDT as a framework to understand K-12 school student engagement and disengagement in online learning. It used a thematic analysis to analyse interview data from 36 students and 18 teachers. The findings highlight that (i) online learning environments that supported more autonomy were more likely to engage students cognitively in developing two important lifelong skills of digital literacy and self-regulated learning; and (ii) those environments that lacked emotional attachment, equipment and resources, coupled with perceived digital incompetence and ineffective learning experience of the students suppressed cognitive and emotional engagement. Hence, this study suggests how to satisfy the need for competence and relatedness to prepare and implement online learning.
    [Show full text]
  • Digital Literacy and Citizenship in the 21St Century Educating, Empowering, and Protecting America’S Kids a Common Sense Media White Paper
    Digital Literacy and Citizenship in the 21st Century Educating, Empowering, and Protecting America’s Kids A Common Sense Media White Paper March 2011 / Common Sense Media Adults may see it as digital life – but to kids, it’s “just life.” Welcome to their world. » 93% of kids 12 to 17 are online 1 » More than 35 hours of videos are uploaded to YouTube every minute 2 » A majority of teens view their cell phone as the key to their social life 3 » If Facebook were a country, it would be the third most populous in the world 4 1 Pew Internet and American Life Project, “Generations Online in 2009.” 2 YouTube Blog, “Great Scott! Over 35 Hours of Video Uploaded Every Minute to YouTube,” November 10, 2010. 3 CTIA – The Wireless Association and Harris Interactive, “Teenagers: A Generation Unplugged,” September 12, 2008. 4 San Francisco Chronicle, “The Many Facets of Facebook,” January 1, 2011. What Is Digital Life? Digital life describes the media world that our kids inhabit 24/7 – online, on mobile phones and other devices, and anywhere media is displayed. By definition, digital media is participatory. Users can create content, and anything created in this digital life becomes instantly replicable and viewable by vast invisible audiences. Kids use digital media to socialize, do their homework, express themselves, and connect to the world. New technologies give our kids unprecedented powers of creation and communication, making the world more accessible at earlier and earlier ages. The Need for Digital Literacy and Citizenship This dynamic new world requires new comprehension and communication skills – as well as new codes of conduct – to ensure that these powerful media and technologies are used responsibly and ethically.
    [Show full text]
  • Digital Literacy to Bridge the Gender Digital Divide: a Phenomenographic Study of The
    Digital Literacy to Bridge the Gender Digital Divide: A Phenomenographic Study of the Digital Diversity for Arab Graduate Women in the United States A dissertation presented to the faculty of The Patton College of Education of Ohio University In partial fulfillment of the requirements for the degree Doctor of Philosophy Heyam F. Abo Alasrar April 2017 © 2017 Heyam F. Abo Alasrar. All Rights Reserved. 2 This dissertation titled Digital Literacy to Bridge the Gender Digital Divide: A Phenomenographic Study of the Digital Diversity for the Arab Graduate Women in the United States by HEYAM F. ABO ALASRAR has been approved for the Department of Educational Studies and The Patton College of Education by Teresa J Franklin Professor Emerita of Educational Studies Renée A. Middleton Dean, The Patton College of Education 3 Abstract ABO ALASRAR, HEYAM F., Ph.D., April 2017, Curriculum and Instruction, Instructional Technology Digital Literacy to Bridge the Gender Digital Divide: A Phenomenographic Study of the Digital Diversity for the Arab Graduate Women in the United States Director of Dissertation: Teresa J. Franklin The digital divide exists worldwide. One of the forms of the digital divide is the gender digital divide: the unequal access of Internet use among men and women. Typically, women are perceived as less capable of gaining digital skills. Through a phenomenographic approach, the researcher conducted an empirical and interpretative inquiry to map the qualitatively different ways in which Arab women in the United States understand the use of technology in their lives, the skills needed for technology use, and how they define a digitally literate person.
    [Show full text]
  • Digital Literacy
    From Handbook of Effective Literacy Instruction: Research-Based Practice K–8. Edited by Barbara M. Taylor and Nell K. Duke. Copyright 2013 by The Guilford Press. All rights reserved. CHA PTER 7 Digital Literacy SUSAN WAttS TAFFE LAURIE B. BAUER Technology has always had a strong influence on teaching and learning, as it has influ- enced all other aspects of our lives and world. The technology of graphite pencils, the printing press, the mimeograph machine, and the overhead projector all changed the way we approached literacy teaching and learning. After all, each of these is an exam- ple of technology at work—and, in its time, each was a new technology at that. Today, the new technologies most strongly influencing teaching and learning are the Internet and related information and communication technologies (ICTs), including weblogs (or blogs), wikis, podcasts, discussion boards, and streaming video. However, Leu and his colleagues contend that today’s new technologies are very different from those of the past. They are so different that they are changing the very nature of what it means to be literate and, by extension, the very nature of what it means to be a literacy teacher (Leu, Kinzer, Coiro, & Cammack, 2004). According to Coiro, Knobel, Lanskhear, and Leu (2008a): The Internet . has brought unprecedented dimensions to both the speed and the scale of change in the technologies for literacy, forcing us to directly confront the issue of new literacies. No previous technology for literacy has been adopted by so many, in so many different places, in such a short period, and with such profound consequences.
    [Show full text]
  • Digital Divide, Digital Literacy, Digital Inclusion, and Public Libraries [Needs Better Title]
    This article is downloaded from http://researchoutput.csu.edu.au It is the paper published as: Author: P. T. Jaeger, J. Carlo Bertot, K. M. Thompson, S. M. Katz and E. J. DeCoster Title: Digital divides, digital literacy, digital inclusion, and public libraries. Journal: Public Library Quarterly ISSN: 0161-6846 1541-1540 Year: 2012 Volume: 31 Issue: 1 Pages: 1-20 Abstract: The terms digital divide, digital literacy, and digital inclusion have been widely used in discourse related to the Internet over the past two decades; however, these terms are rarely defined, and their meanings seem to shift with changes in technology. Yet, these concepts have driven many Internet- related policy decisions. This paper bridges the concepts and related policies with the efforts of public libraries to provide Internet education, access, and assistance. Following an examination of the meanings assigned to these terms and policy efforts based on these concepts of the digital divide, digital literacy, and digital inclusion, this paper examines the roles of public libraries related to the concepts and the ways in which these roles have been shaped by policies that impact access to information which is increasingly embedded within a range of technologies. The paper then explores the ways in which policy could better support public libraries in these roles and the ways that these roles can contribute to public library advocacy and a voice in policy-making. URLs: http://dx.doi.org/10.1080/01616846.2012.654728 http://researchoutput.csu.edu.au/R/-?func=dbin- jump-full&object_id=40502&local_base=GEN01-CSU01 Author Address: [email protected] CRO Number: 40502 1 Digital Divides, Digital Literacy, Digital Inclusion, and Public Libraries: The Intersection of Public Policy and Public Access Paul T.
    [Show full text]
  • How Online Privacy Literacy Supports Self-Data Protection and Self-Determination in the Age of Information
    Media and Communication (ISSN: 2183–2439) 2020, Volume 8, Issue 2, Pages 258–269 DOI: 10.17645/mac.v8i2.2855 Article How Online Privacy Literacy Supports Self-Data Protection and Self-Determination in the Age of Information Philipp K. Masur Department of Communication, Johannes Gutenberg University Mainz, 55128 Mainz, Germany; E-Mail: [email protected] Submitted: 30 January 2020 | Accepted: 18 March 2020 | Published: 23 June 2020 Abstract Current debates on online privacy are rooted in liberal theory. Accordingly, privacy is often regarded as a form of freedom from social, economic, and institutional influences. Such a negative perspective on privacy, however, focuses too much on how individuals can be protected or can protect themselves, instead of challenging the necessity of protection itself. In this article, I argue that increasing online privacy literacy not only empowers individuals to achieve (a necessarily limited) form of negative privacy, but has the potential to facilitate a privacy deliberation process in which individuals become agents of social change that could lead to conditions of positive privacy and informational self-determination. To this end, I propose a four-dimensional model of online privacy literacy that encompasses factual privacy knowledge, privacy-related reflection abilities, privacy and data protection skills, and critical privacy literacy. I then outline how this combination of knowledge, abilities, and skills 1) enables to individuals to protect themselves against some horizontal and vertical privacy intrusions and 2) motivates individuals to critically challenge the social structures and power relations that necessitate the need for protection in the first place. Understanding these processes, as well as critically engaging with the normative premises and implications of the predominant negative concepts of privacy, offers a more nuanced direction for future research on online privacy literacy and privacy in general.
    [Show full text]
  • The Importance of Digital Literacy in Social Media for Indonesian Netizen
    The Importance of Digital Literacy in Social Media for Indonesian Netizen Nadya Bela Pratiwi Jati Suwito 1 and Zamzani 2 {[email protected] 1, [email protected] 2} 1,2Universitas Negeri Yogyakarta, Indonesia Abstract. Social media is a powerful tool for updating knowledge, news, and events that occur faster than television. The importance of digital literacy is a powerful stick for fighting rampant social media crime. There are many ways to prevent bad things from happening to social media users. The purpose of this article is to explain the importance of digital literacy for the general public, especially Indonesia. The recent incident with junior high school students was a sad portrait of social media. Evil comments seem to be a natural thing found in every news about them. The lack of attitude in cyberspace is the homework of today's generation. Things like this are not only in Indonesia, almost all the world experiences it and must be reminded often that the polite and polite attitude in the world can be applied. Low awareness of the "code of ethics" social media becomes a complex problem and the need for learning and early application to the current generation in particular. This article uses documentation research and reviews online news content about events on social media. The result is that people, Indonesia in particular, are still not very good at dealing with viral things on the internet. Keywords : social media, digital literacy, Indonesian netizen 1. INTRODUCTION Social media in the digital era has become a normal thing for people today.
    [Show full text]
  • Digital Literacy Strands and Standards
    STRANDS AND STANDARDS DIGITAL LITERACY Course Description This course is a foundation to the digital world that provides a broad understanding of key applications, computing fundamentals, and living online. Students will have opportunities to use technology and develop skills that promote creativity, critical thinking, productivity, and collaboration in the classroom and day-to-day life. This course is aligned with the International Society for Technology in Education (ISTE) for Students, the K-12 Computer Science Standards, and industry standards for Digital Literacy Certification. The alignment of these national and international benchmarks will ensure that students complete this course as a prerequisite to transition successfully to the 9-12th grade digital studies courses. ADA Compliant: August 2020 DIGITAL LITERACY Pilot Year 2020-2021 Effective School Year 2021-2022 Intended Grade Level 7 or 8 Units of Credit 0.50 Core Code 32.02.00.00.170 Concurrent Enrollment Core Code None Prerequisite None Skill Certification Test Number None Test Weight None License Area of Concentration CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Business and Marketing (CTE/General) Endorsement 2 Business and Marketing Basics Endorsement 3 Business and Marketing Info Management L1 Endorsement 4 College and Career Awareness/Digital Literacy Endorsement 5 Intro to Computer Science Endorsement 6 Programming and Software Development 2 | Page Revised: June 2020 DIGITAL LITERACY STRAND 1 (Keyboarding Efficiency) Students will enhance keyboarding skills. This strand will be incorporated throughout the course. Standard 1 Students will enhance and demonstrate proper key by touch skills and keyboarding techniques. • Sit up straight. • Feet flat on the floor.
    [Show full text]
  • Digital Literacy and History Teaching
    Sue Watling and Jamie Wood, University of Lincoln http://makingdigitalhistory.blogs.lincoln.ac.uk/ Digital literacy and History teaching What is digital literacy? Digital literacy (or literacies) is not just connected to study at university, but is essential to all areas of an individual’s online persona: an individual’s confidence and competence with email, word- processing and presentation programmes (e.g. MS Word and PowerPoint); the different ways individuals and groups interact with Social Media (e.g. Facebook and Twitter); and awareness of the different ‘digital footprints’ created by (public and visible) use of the Internet. At university there are many different types of digital environments. Libraries include digitised resources such as e-books and e-journals. Lecturers use institutional Virtual Learning Environments (or VLEs, explained here: http://en.wikipedia.org/wiki/Virtual_learning_environment), such as Blackboard (http://www.blackboard.com/) and Moddle (https://moodle.org/), to support their teaching and student learning. Digital literacy thus encompasses the ability of students (and lecturers) to make use of these tools effectively. Digital literacy, critical thinking and the Internet Most of the tools just mentioned are deployed on the Internet, so it is obviously important that students are competent in their use of different online platforms. But there is also a vast range of information on the Internet, much of which is not subject to quality control, and an important aspect of digital literacy is therefore being able to tell the difference between knowledge, information and personal opinion. Search engines like Google can help to filter information, especially when students make use of advanced search capabilities (http://www.google.com/advanced_search) and ‘Boolean’ search protocols (explained here: http://www.ukop.co.uk/help_boolean_search.aspx).
    [Show full text]