Digital Literacy

This section looks at how Digital Literacy(ies) " can be developed using the OpenContentToolkit
As supported by the quoted definitions below; "There is no universally agreed definition of digital literacy"

Theo Kuechel, image for #EDMOOC CC BY

Many of the other processes and examples described and outlined in the wiki can contribute to greater digital literacy, the most important thing is to be able to recognise the skill and knowledge and to be able to map them to a rubric, framework or model.

Some definitions....

The definitions of Digital Literacy are varied, as illustrated in the quotes below. Some are quite prescriptive - evening mentioning specific software tools. Others such as those from Doug Belshaw are much more encompassing and flexible to a changing digital landscape.

English National Curriculum 2014 (Computing)
Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.

Computing at School
Just as the ability to read, spell, punctuate, and perform basic arithmetic, are essential life skills, so is the ability to use a computer. Digital Literacy is the ability to use computer systems confidently and effectively, including Basic keyboard and mouse skills. Simple use of ‘office applications’ such as word processing, presentations and spreadsheets. Use of the Internet, including browsing, searching and creating content for the Web, communication and collaboration via e-mail, social networks, collaborative workspace and discussion forums.
Computing at School Working Group March 2012

Digital literacy involves critically engaging with technology and developing a social awareness of how a number of factors including commercial agendas and cultural understandings can shape the ways in which technology is used to convey information and meaning.
It means being able to communicate and represent knowledge in different contexts and to different audiences (for example, in visual, audio or textual modes). This involves finding and selecting relevant information, critically evaluating and re-contextualising knowledge and is underpinned by an understanding of the cultural and social contexts in which this takes place.

Belshaw, D
There can never be a single ‘literacy’ to rule them all. The common- sense literacy to which we refer would be better described as ‘traditional print literacy’ as it depends upon the technology of the printing press. As new tools for communication have been introduced - for example, email, social networking, video-sharing sites - so new forms of literacy are needed to understand them. For the sake of brevity and for us to communicate about these multiple forms of what I term ‘micro-literacies’ “I would argue that literacy is inherently a social phenomenon. In fact, I’d argue that, in isolation, an individual cannot be literate at all” 13 we tend to wrap them up into larger bundles. So when theorists talk about ‘New Literacies’ or when I refer to ‘Digital literacies’ that is, in effect, what we are talking about.
You can download or buy Doug's book The Essential Elements of Digital Literacies here (£7.99)
Closely allied to Digital literacy is
Visual literacy
...learning with pictures and artwork to help define history or literary works. There is also a long tradition of using texts as educational images....However, visual literacy in education is becoming a much broader and extensive body of learning and comprehension. This is due to the integration of images and visual presentations in the curriculum as technology and the increasing availability of computers

QuestionHow might the OpenContent Toolkit help develop digital literacy? (please add to the list)
  • Efficient search skill and discovery strategies
  • A practical understanding of Licensing & Copyright in education
  • Curation skills
  • Media Editing skills
  • Authoring skills
  • Publishing skils
  • Digital Citizenship

Further reading
NMC Horizon Report Europe > 2014 Schools Edition

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