DOCSLIB.ORG

Classroom Guide INTEGRATING DIGITAL LITERACY INTO YOUR CLASSROOM PRACTICE Table of Contents

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Classroom Guide INTEGRATING DIGITAL LITERACY INTO YOUR CLASSROOM PRACTICE Table of Contents Classroom Guide INTEGRATING DIGITAL LITERACY INTO YOUR CLASSROOM PRACTICE Table of Contents Introduction. 3 Use,.Understand.&.Create. 4. Framework.Icon.Legend.and.Descriptions. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ...5 Grades.K-3. 6 Grades.4-6. 7 Grades.7-8.. 8 Grades.9-12 . 9 Tip.Sheets. 10. Integrating.Digital.Literacy.Across.the.Curriculum. 10 Digital.Technology.in.the.Classroom:.Tips.for.Non-Experts . 12 Digital.Technology.in.the.Classroom:.Classroom. Management.Tips. 13 Digital.Technology.in.the.Classroom:.Dealing.with. Tech.Limitations. 15 Digital.Technology.in.the.Classroom:.Connecting. Your.Classroom.to.the.World. 17 Managing.Your.Online.Identity . 18 MediaSmarts.Resources. .19. Webography. .20. Sample.Resources.for.Making.Media.in.Your.Classroom. .21. About.MediaSmarts . 22 mediasmarts.ca ©2018 MediaSmarts 2 Introduction This guide is designed to accompany the workshop Use, Understand & Create: Digital Literacy Training Program for Canadian Educators by providing practical tools to help K-12 teachers make digital literacy a part of their classroom practice. Digital.literacy.is.more.than. young.people.need.to.develop. of.their.secondary.education,. technological.know-how:.it. knowledge,.values.and.a.whole. which.fall.into.seven.categories:. includes.a.wide.variety.of.ethical,. range.of.critical.thinking,. ethics and empathy, privacy social.and.reflective.practices. communication.and.information. and security, community that.are.embedded.in.work,. management.skills.for.the.digital. engagement, digital health, learning,.leisure.and.daily.life . age ..As.increasing.numbers. consumer awareness, finding of.businesses,.services.and. and verifying and.making and Today’s.youth.are.often.called. even.democratic.processes. remixing ..It.also.identifies. “digital.natives”.by.adults. migrate.online,.citizens.who. which.topics.are.appropriate. because.of.the.seemingly. lack.digital.literacy.skills.risk. for.students.at.different.grade. effortless.way.they.engage. being.disadvantaged.when. levels.and.addresses.common. with.all.things.technological .. it.comes.to.accessing.health. challenges.involved.in.fully. It’s.easy.to.see.why:.young. care,.government.services.and. integrating.digital.literacy.into. Canadians.live.in.an.interactive,. opportunities.for.employment,. the.classroom,.such.as.limitations. “on.demand”.digital.culture. education.and.civic.participation . on.available.technology.and. where.they.are.used.to.accessing. classroom.management. media.whenever.and.wherever. While.the.workshop.content. concerns ..Finally,.this.guide. they.want ..Instant-messaging,. focuses.on.the.five.key.concepts. includes.links.to.relevant. photo.sharing,.texting,.social. of.digital.literacy,.this.Classroom. MediaSmarts.resources,.websites. networking,.video-streaming. Guide.looks.at.the.specific.skill mentioned.in.the.workshop,. and.mobile.Internet.use.are.all. areas.that.MediaSmarts.has. and.apps.and.tools.for.creating. examples.where.youth.have.led. identified.as.being.essential.for. digital.media.in.your.classroom .. the.charge.in.embracing.new. students.to.learn.by.the.end. ways.of.engaging.online . But.this.enthusiasm.masks.a. potential.problem:.although. young.people.don’t.need. coaxing.to.take up.Internet. technologies.and.their.skills. quickly.improve.relative to their elders,.without.guidance. they.remain.amateur users.of. information.and.communications. technology.(ICT),.which.raises. concerns.about.a.generation.of. youth.who.are.not.fully.digitally. literate,.yet.are.deeply.immersed. in.cyberspace . In.order.to.be.literate.in.today’s. media-rich.environments,. mediasmarts.ca ©2018 MediaSmarts 3 Use, Understand & Create A DIGITAL LITERACY FRAMEWORK FOR CANADIAN SCHOOLS What exactly is digital literacy, and how can we ensure that students are learning the digital skills they need in school? MediaSmarts classifies competencies for digital literacy according to three main principles: use, understand and create. These principles form the basis of our digital literacy framework. Young.Canadians.need.to.be.able.to.make.good.choices.about. privacy,.ethics,.safety.and.verifying.information.when.they’re.using. digital.media,.and.they.need.to.be.prepared.to.be.active.and. engaged.digital.citizens ..Based.on.our.research.on.digital.literacy. education.in.Canada,.USE, UNDERSTAND & CREATE.provides.a.road. map.for.teaching.these.skills.in.Canadian.schools ..The.framework. draws.on.seven.key.aspects.of.digital.literacy.and.provides.teachers. with.supporting.lessons.and.interactive.resources.that.are.linked.to. curriculum.outcomes.for.every.province.and.territory ..Each.lesson. also.comes.with.parent.tip.sheets.to.reinforce.learning.at.school.and. at.home . To.find.K-12.lessons.in.each.category,. visit.mediasmarts ca/teacher-resources/. use-understand-create-digital-literacy- framework-canadian-schools . mediasmarts.ca ©2018 MediaSmarts 4 Framework Icon Legend and Descriptions Ethics This.category.addresses.students’.social-emotional.skills.and. and Empathy empathy.towards.others.as.well.as.their.ability.to.make.ethical. decisions.in.digital.environments.when.dealing.with.issues.such.as. cyberbullying,.sharing.other.people’s.content.and.accessing.music. and.video . Privacy This.includes.essential.skills.for.managing.students’.privacy,. and Security reputation.and.security.online.such.as.making.good.decisions.about. sharing.their.own.content,.understanding.data.collection.techniques,. protecting.themselves.from.malware.and.other.software.threats,.and. being.aware.of.their.digital.footprint . Community Resources.in.this.category.teach.students.about.their.rights.as. Engagement citizens.and.consumers.and.empower.them.to.influence.positive. social.norms.in.online.spaces.and.to.speak.out.as.active,.engaged. citizens . Digital Digital.health.skills.include.managing.screen.time.and.balancing. Health students’.online.and.offline.lives;.managing.online.identity.issues;. dealing.with.issues.relating.to.digital.media,.body.image.and. sexuality;.and.understanding.the.differences.between.healthy.and. unhealthy.online.relationships . Consumer These.skills.allow.students.to.navigate.highly.commercialized. Awareness online.environments ..They.include.recognizing.and.interpreting. advertising,.branding.and.consumerism;.reading.and.understanding. the.implications.of.website.Terms.of.Service.and.privacy.policies;.and. being.savvy.consumers.online . Finding Students.need.the.skills.to.effectively.search.the.Internet.for. and Verifying information.they.need.for.personal.and.school.purposes,.and.then. evaluate.and.authenticate.the.sources.and.information.they.find . Making Making.and.remixing.skills.enable.students.to.create.digital.content. and Remixing and.use.existing.content.for.their.own.purposes.in.ways.that.respect. legal.and.ethical.considerations.and.to.use.digital.platforms.to. collaborate.with.others . mediasmarts.ca ©2018 MediaSmarts 5 Grades K-3 Students.in.the.primary.grades. right.and.wrong ..They.tend. and.the.Internet.into.their.daily. are.already.active.users.of.digital. to.imitate.what.they.see.their. lives ..With.this.in.mind,.it’s.a. technologies ..While.they.are. parents.and.older.children.doing . good.time.to.introduce: usually.supervised.when.they.go. online,.there.are.still.many.issues. Obviously,.digital.literacy.has. •. skills.for.search.strategies to.start.at.a.very.simple.level. that.need.to.be.considered .. •. recognizing.how.characters,. For.example,.younger.children. for.these.kids ..We.can.use. concrete.metaphors.to.help. games.and.activities.on. (grades.K-1).have.trouble. websites.build.brand.loyalty distinguishing.fantasy.from. them.understand.that.everything. reality.and.tend.to.accept.what. online.is.connected.and.that. •. how.to.protect.their.privacy. they.see.at.face.value,.including. what.you.do.online.might.be. on.commercial.sites online.advertising.messages .. seen.by.anyone . •. the.idea.that.material.posted. They.trust.characters.and. In.grades.2-3,.students.are.still. to.the.Internet.can.last. people.they.see.in.the.media,. not.yet.able.to.think.critically. forever which.makes.them.particularly. about.technology,.accepting. vulnerable.to.stereotypes .. online.environments.and. •. the.fact.that.the.people.we. They.are.unlikely.to.think.much. activities.at.face.value ..However,. interact.with.online.have. about.the.consequences.of. their.growing.independence. feelings their.actions,.and.view.morality. means.they.are.looking.for.more. in.terms.of.what.they’ve.been. information.online,.and.they.are. punished.for.rather.than.what’s. starting.to.integrate.computers. mediasmarts.ca ©2018 MediaSmarts 6 Grades 4-6 Students.in.the.junior.grades. As.more.of.their.school.work. They’re.now.developing.the. lack.sufficient.critical.thinking. requires.Internet.research,.this. ability.to.think.more.logically.and. skills.to.surf.the.Web.alone,.but. is.also.a.good.time.to.teach. abstractly,.and.view.morality.in. MediaSmarts’.Young Canadians students.skills.for.conducting. terms.of.good.and.evil.–.though. in a Wired World research.shows. effective.research.and.for. typically.in.very.black-and-white. that.almost.a.third.never.or. authenticating.online.content. terms ..Helping.kids.to.manage. rarely.use.the.Internet.with.an. including.recognizing.marketing. online.interaction.–.to.apply. adult.nearby ..Their.focus.moves. messages,.bias.and.stereotyping . empathy.and.avoid.conflict.–.is. increasingly.to.their.peers .. one.of.the.top.priorities.at.this. They’re.better.able.to.tell.fantasy. Students.at.this.age.are.highly. age ..It’s.also.important.to.teach.
Load more

Recommended publications
  • On the Loose: a Guide to Life Online for Post-Secondary Students
    on the loose A GUIDE TO LIFE ONLINE FOR POST-SECONDARY STUDENTS CANADA’S CENTRE FOR DIGITASUPPORTEDL AND MEDIA LITER BYACY LE CENTRE CANADIEN D’ÉDUCATION AUX MEDIAS ET DE LITTÉRATIE NUMÉRIQUE Now that you are a post-secondary student, whether you’re still at home or off on your own for the first time, you have a lot more freedom than you used to and that affects your online life too. This guide will help you get off on the right foot with tips on how The guide is divided into four sections: to deal with the ways that your classes and relationships have changed and new SURVIVING SCHOOL Addressing new challenges when using the challenges like managing your money and Internet for research in college or university. taking care of yourself when there’s nobody looking over your shoulder. We’ll also help you spot potential problems with tips and LET’S TALK ABOUT MONEY Ways to be a smart shopper and how to solutions for staying on top of things before protect yourself and your computer. they get out of control. OTHER PEOPLE PROBLEMS Managing your online relationships – with friends and more-than-friends. TAKING CARE OF YOURSELF Ways to take care of yourself when you’re dealing with stress, harassment, and other issues that can come with being online. Additionally, controlling your online profile. © 2016 MEDIASMARTS WWW.MEDIASMARTS.CA ON THE LOOSE: A GUIDE TO LIFE ONLINE FOR POST-SECONDARY STUDENTS 3 SURVIVING SCHOOL You’re not in high school anymore – there’s nobody holding your hand, looking over your shoulder, and bugging you to get your work done.
    [Show full text]
  • TFG 2018 Global Report
    Twitter Public Policy #TwitterForGood 2018 Global Report Welcome, Twitter’s second #TwitterForGood Annual Report reflects the growing and compelling impact that Twitter and our global network of community partners had in 2018. Our corporate philanthropy mission is to reflect and augment the positive power of our platform. We perform our philanthropic work through active civic engagement, employee volunteerism, charitable contributions, and in-kind donations, such as through our #DataForGood and #AdsForGood programs. In these ways, Twitter seeks to foster greater understanding, equality, and opportunity in the communities where we operate. Employee Charity Matching Program This past year, we broke new ground by implementing our Employee Charity Matching Program. This program avails Twitter employees of the opportunity to support our #TwitterForGood work by matching donations they make to our charity partners around the world. After it was launched in August 2018, Twitter employees donated US$195K to 189 charities around the world. We look forward to expanding this new program in 2019 by garnering greater employee participation and including additional eligible charities. @NeighborNest This year, our signature philanthropic initiative – our community tech lab called the @NeighborNest – was recognized by the Mutual of America Foundation. The Foundation awarded Twitter and Compass Family Services, one of our local community partners, with the 2018 Community Partnership Award. This is one of the top philanthropic awards in the U.S., recognizing community impact by an NGO/private sector partnership. Since opening in 2015, we’ve conducted over 4,000 hours of programming and welcomed over 15,000 visits from the community. This was made possible in partnership with over 10 key nonprofit partners, nearly 900 unique visits from Twitter volunteers, and over 1,400 hours of volunteer service.
    [Show full text]
  • Media and Digital Literacy Engaging and Empowering Youth Annual Report 09
    MEDIA AND DIGITAL LITERACY ENGAGING AND EMPOWERING YOUTH ANNUAL REPORT 09 Table of Contents CHAIR’S MESSAGE ............................................................................................. 2 CO-EXECUTIVE DIRECTORS’ MESSAGE .................................................... 4 MEDIA AND DIGITAL LITERACY ................................................................. 7 MEDIA AWARENESS NETWORK ................................................................... 9 REACHING OUT .............................................................................................. 10 TACKLING THE ISSUES .................................................................................. 15 COLLABORATING ........................................................................................... 16 OUR TEAM ......................................................................................................... 20 BOARD OF DIRECTORS AND COMMITTEES ........................................... 21 SPONSORS ............................................................................................................. 25 AUDITOR’S REPORT ........................................................................................... 26 FINANCIAL SUMMARY ..................................................................................... 27 WWW.MEDIA-AWARENESS.CA CHAIR’S MESSAGE 2009 was marked by challenge and change: for the world, for Canada and for MNet. As a not-for- profit educational organization, we were swept up in the economic tsunami that impacted
    [Show full text]
  • Algorithmic Awareness
    ALGORITHMIC AWARENESS CONVERSATIONS WITH YOUNG CANADIANS ABOUT ARTIFICIAL INTELLIGENCE AND PRIVACY Algorithmic Awareness: Conversations with Young Canadians about Artificial Intelligence and Privacy This report can be downloaded from: mediasmarts.ca/research-policy Cite as: Brisson-Boivin, Kara and Samantha McAleese. (2021). “Algorithmic Awareness: Conversations with Young Canadians about Artificial Intelligence and Privacy.” MediaSmarts. Ottawa. Written for MediaSmarts by: Kara Brisson-Boivin, PhD Samantha McAleese MediaSmarts 205 Catherine Street, Suite 100 Ottawa, ON Canada K2P 1C3 T: 613-224-7721 F: 613-761-9024 Toll-free line: 1-800-896-3342 [email protected] mediasmarts.ca @mediasmarts This research was made possible by the financial contributions from the Office of the Privacy Commissioner of Canada’s contributions program. Algorithmic Awareness: Conversations with Young Canadians about Artificial Intelligence and Privacy. MediaSmarts © 2021 2 Table of Contents Key Terms .................................................................................................................................................... 4 Introduction ................................................................................................................................................. 6 Algorithms and Artificial Intelligence: ............................................................................................... 9 What We (Don't) Know .........................................................................................................................
    [Show full text]
  • Implementing a Digital Hub Strategy: Preservice Teacher and Faculty Perspectives
    Implementing a Digital Hub Strategy: Preservice Teacher and Faculty Perspectives Michelle Schira Hagerman and Jessica Coleman Abstract An education professor and a preservice teacher candidate describe their respective insights on the design and implementation of the first iteration of an open, web-based professional portfolio project. The student’s lived experience shows that for some, a Digital Hub can be a useful tool for curation, reflection, and networking; survey data suggests that not all students see value in this work, however. The pedagogical, programmatic, and research implications of this project are discussed. Background The English-language Bachelor of Education (B.Ed.)1 program at the University of Ottawa prepares preservice teacher candidates for professional certification by the Ontario College of Teachers (OCT). In line with professional standards for the teaching profession (OCT, 2017), the Faculty of Education offers a rigorous, research-based program of professional preparation that equips new teachers with adaptive expertise (Timperley, 2012) that includes knowledges, skills, and ways of thinking essential to the design of learning experiences for diverse learners in complex and ever-evolving contexts of schooling in this province (Ng-A-Fook, Kane, Crowe, Karagiozis, & Hagerman, 2017). Before 2015, the consecutive B.Ed. program at UOttawa was completed in a single academic year, but in the fall of that year, new legislative mandates required all of Ontario’s Bachelor of Education programs to become four-semester programs (Government of Ontario, 2016; Petrarca & Kitchen, 2017). One of the most challenging problems to address through the B.Ed. redesign in our Faculty has been how to create learning experiences at scale that will equip all candidates to teach with diverse digital technologies for diverse purposes within a broader programmatic framework of teacher inquiry for building adaptive expertise (Ng-A-Fook et al., 2017; Timperley, 2012).
    [Show full text]
  • Engaging the Intersections of Equity and Technology in Teacher Education Instruction, Curriculum and Pedagogies Jamilee Baroud T
    Running Head: ENGAGING THE INTERSECTIONS OF EQUITY AND TECHNOLOGY ENGAGING THE INTERSECTIONS OF EQUITY AND TECHNOLOGY IN TEACHER EDUCATION INSTRUCTION, CURRICULUM AND PEDAGOGIES JAMILEE BAROUD Thesis submitted to the University of Ottawa in partial Fulfillment of the requirements for the Doctorate in Philosophy Degree in Education Faculty of Education University of Ottawa © Jamilee Baroud, Ottawa, Canada, 2020 ENGAGING THE INTETERSECTIONS OF EQUITY AND TECHNOLOGY ii Abstract .......................................................................................................................................... v Acknowledgments ........................................................................................................................ vi Research Questions ................................................................................................................................. 3 Provincial Context: Definitions of Digital Literacy.............................................................................. 4 British Columbia. .................................................................................................................................. 4 Ontario. ................................................................................................................................................. 5 Chapter Summary ................................................................................................................................... 7 Chapter Two: Literature Review ...............................................................................................
    [Show full text]
  • Stay on the Path Lesson Four: Scavenger Hunt
    LESSON PLAN Level: Grades 5 to 6 About the Author: MediaSmarts The lesson is part of the Stay on the Path: Teaching Kids to be Safe and Ethical Online lesson series. Stay on the Path Lesson Four: Scavenger Hunt This lesson is part of USE, UNDERSTAND & CREATE: A Digital Literacy Framework for Canadian Schools: http:// mediasmarts.ca/teacher-resources/digital-literacy-framework. Overview This four-lesson unit on search skills and critical thinking teaches students how to target and specify their online searches to avoid unwanted results, how to judge whether a link, search result or website is legitimate or phony and how to find legitimate sources online for media works. In this final lesson of the unit, students apply their searching and critical thinking skills to learn how to find legitimate online sources for downloading and streaming movies, music and videos. Learning Outcomes Students will: learn how to avoid unwanted search results learn how to target and specify their searches learn how to judge the legitimacy of a result or a website learn to treat intellectual property (their own and others’) with respect become aware of the laws that govern copyright in Canada Preparation and Materials Arrange for computer and Internet access for all students Photocopy the handout Finding Legitimate Music, Videos and Images Online Procedure Begin by reminding students that anyone with Internet access can put up material such as blogs, images, websites, etc. – which means that we have to be very cautious when using the Internet as a source of information. There are other things that people post online as well: ask the class what things they might look for on the Internet besides information.
    [Show full text]
  • Teaching Nutrition in Saskatchewan
    TEACHING NUTRITION IN SASKATCHEWAN Health and Physical Education Grade 7 Developed by: Public Health Nutritionists of Saskatchewan The purpose of Teaching Nutrition in Saskatchewan: Concepts and Resources is to provide credible Canadian based nutrition information and resources based on the Saskatchewan Health and Physical Education Curricula (2010). The Nutrition Concepts and Resources section, found on pages 4-8 in this resource, identifies nutrition concepts and resources relating to grade-specific provincial health and physical education curricula outcomes. These lists only refer to the curriculum outcomes that have an obvious logical association to nutrition. They are only suggestions and not exclusive. The Nutrition Background Information section, found on pages 9-38, provides educators with current and reliable Canadian nutrition and healthy eating information. For more information, contact your local Public Health Dietitian Visit: www.saskhealthauthority.ca/Services-Locations/Pages/Home.aspx for contact information in your area. Public Health Nutritionists of Saskatchewan Updated Sept 2019 Page 1 of 38 Canada’s Food Guide 2019 The 2019 version of Canada’s Food Guide provides a different approach to healthy eating recommendations than in the past. Although Canada’s Food Guide includes a large suite of online information, there are limited resources available for guidance on teaching it to children at this time. In this update of Teaching Nutrition in Saskatchewan, we included resources that address these same healthy eating concepts to help teach the new food guide with limited reference to the 2007 version. Web-links This document is updated yearly, however, due to the dynamic nature of the internet, some hyperlinks may no longer be active.
    [Show full text]
  • TALKING to YOUTH and PARENTS ABOUT ONLINE RESILIENCY Young Canadians in a Wireless World, Phase IV: Talking to Youth and Parents About Online Resiliency
    YOUNG CANADIANS IN A WIRELESS WORLD, PHASE IV TALKING TO YOUTH AND PARENTS ABOUT ONLINE RESILIENCY Young Canadians in a Wireless World, Phase IV: Talking to Youth and Parents about Online Resiliency This report can be downloaded from: http://mediasmarts.ca/research-policy Cite as: Steeves, Valerie, Samantha McAleese, Kara Brisson-Boivin. (2020). “Young Canadians in a Wireless World, Phase IV: Talking to Youth and Parents about Online Resiliency.” MediaSmarts. Ottawa. Written for MediaSmarts by: Valerie Steeves, Ph.D. Samantha McAleese, ABD Kara Brisson-Boivin, Ph.D. MediaSmarts 205 Catherine Street, Suite 100 Ottawa, ON Canada K2P 1C3 T: 613-224-7721 F: 613-761-9024 Toll-free line: 1-800-896-3342 [email protected] mediasmarts.ca @mediasmarts This research was made possible by the financial contributions from the Canadian Internet Registration Authority (CIRA). Young Canadians in a Wireless World, Phase IV: Talking to Youth and Parents about Online Resiliency MediaSmarts © 2020 Contents Introduction ........................................................................................................................................................... 3 Key Terms ............................................................................................................................................................... 4 Setting the Stage – From Individual to Collective Resiliency ....................................................... 6 Research Method ...............................................................................................................................................
    [Show full text]
  • Media Awareness Network Réseau Éducation-Médias
    Media Awareness Network Réseau Éducation-Médias 1999-2000 Annual Report May 3, 2000 Media Awareness Network/Réseau Éducation-Médias Annual Report 1999-2000 Table of Contents Letter from the Chair Report from the Co-Directors 1999 - 2000 Board of Directors Sponsors Auditors’ Report Financial Statements Mission The mission of the Media Awareness Network is to promote and support media education in Canadian schools, homes and communities though an Internet site. Our aim is to encourage critical thinking about media information, media entertainment and new communications technologies, and to stimulate public debate about the power of the media in the lives of children and young people. Profile The Media Awareness Network is a non-profit Canadian organization that incorporated in 1996. It received charitable status in January 1999. MNet's bilingual Web site provides information, teaching resources, community programs and discussion forums on a wide range of media topics – from a uniquely Canadian perspective. The site covers news reporting, media ownership, advertising, the media's influences on behaviour and choices, protection of personal privacy, online marketing directed at children, authentication of online information, and more. MNet is a world leader in providing educational approaches to emerging new technology issues, and is committed to maximizing the positive aspects of all media for the benefit of children and youth. Page 2 Media Awareness Network/Réseau Éducation-Médias Annual Report 1999-2000 Letter from the An organization’s start-up years are sometimes Chair referred to as the “entrepreneurial phase.” This term aptly describes the exciting but volatile early years of the Media Awareness Network.
    [Show full text]
  • The State of Digital Literacy in Canada, Beyond the Public School System; This Would Include Mapping All Existing Public and Private Programs
    THE STATE OF DIGITAL LITERACY APRIL 2017 WORKING PAPER IN CANADA A LITERATURE REVIEW Authors Tea Hadziristic Author + Policy Researcher Tea is an author and policy researcher. She has spent several years working as a researcher and policy analyst in Europe, the Balkans and Canada. She holds an MSc in international relations theory from the London School of Economics and Political Science. She was involved in writing a wide-ranging literature review for the Brookfield Institute for Innovation + Entrepreneurship's State of Digital Literacy in Canada project. @teotchka Academia.edu: https://lse.academia.edu/TeaHadziristic The Brookfield Institute for Innovation + For more information, visit Entrepreneurship (BII+E) is a new, independent brookfieldinstitute.ca. and nonpartisan institute, housed within Ryerson @BrookfieldIIE University, that is dedicated to making Canada the best country in the world to be an innovator or an /BrookfieldIIE entrepreneur. The Brookfield Institute for Innovation BII+E supports this mission in three ways: + Entrepreneurship insightful research and analysis; testing, piloting and prototyping projects; which informs BII+E’s leadership and advocacy on behalf of innovation and entrepreneurship across the country. 2 TABLE OF CONTENTS Executive Summary 4 Main Findings + Conclusion 5 Background 5 Digital literacy in Canada 5 Gaps in skills, innovation, and productivity in the Canadian economy 9 THEME 1: Defining Digital Literacy 12 Pinning down a working definition 18 THEME 2: The Digital Economy 20 THEME 3: Pedagogy
    [Show full text]
  • Helping and Protecting Children and Youth
    Helping and protecting children and youth Today’s young people face challenges that simply did not exist for earlier generations. Bell partners with a wide range of youth-oriented organizations such as Kids Help Phone, the Canadian Centre for Child Protection and MediaSmarts, as well as programs like Backpacks for Kids, RE*Generation and Computers for Schools (CFS). Northwestel also creates lasting partnerships with youth initiatives in the North. These organizations and programs have helped Canadian children and families cope with the impacts of COVID-19, overcome difficulties, build self-esteem, play, learn and grow in new ways. Mental health support for kids Bell is a founding partner of Kids Help Phone, supporting the mental health and well-being of young people. Bell’s partnership with Kids Help Phone enables innovative technology initiatives including online counselling through Live Chat, Resources Around Me and Crisis Text Line, which launched in 2018 with support from Bell Let’s Talk. Team members also continue to help organize and participate in Kids Help Phone’s annual fundraising event and volunteer as Crisis Responders for Crisis Text Line. In March 2020, as part of a $5 million increase in funding in response to COVID-19, Bell Let’s Talk donated $1.25 million to help sustain increased capacity for crisis texting, professional counselling services and online resources offered by Kids Help Phone during the COVID-19 crisis and beyond. The new funding helped ensure young people had 24/7 access to mental heath support as Kids Help Phone experienced an unprecedented surge in demand for its services, including a 58% overall increase and a 62% jump in text support in the initial months of the crisis.
    [Show full text]