Understanding Digital Literacy

Literacy is such an important part of our everyday life and with the evolution of technology we are expanding the definition of what it means to be literate. Educators today are having to learn how to incorporate technology into the classroom and daily lesson objectives; may it be through Smartboards, IPads or online forums. Working in Alberta, there has been an emphasis on integrating technology into classrooms all the way from kindergarten to grade twelve. I currently work in the primary sector, teaching grade one. For my professional development I want to research a scope and sequence of what my school and students can learn through digital technologies, more important how to enhance there interest and foster both the teachers and students learning through digital literacy.

Building Bridges: Rethinking Literacy Teacher Education in a Digital Era

Synopsis

C. Kosnik, S. White and C. Beck book Building Bridges poses a statement that “as the field of literacy evolves, teacher educators must rethink what literacy encompasses and review courses accordingly” (2016. xv). As educators, especially ones who have been in the field for years, technology, especially digital literacy is usually an afterthought. Before we as educators can teach through technology we need to become proficient and educated ourselves. To start teachers need competencies to become influential and fluid in technologies, the text outlines some the most important competencies we as educator need to focus on:

1. A technical competency that enables a new teacher to use the technology (e.g., loading apps, updating software, turning it off and on, basic troubleshooting).

2. An informational competency that enables a new teacher to use the technology to retrieve information (e.g., web searches, twitter searches, displaying particular data in a spreadsheet program).

3. A social competency that enables a new teacher to use the technology to interact with other people (e.g., instant messaging, voice-over-internet protocol, discussion board posting, electronic mail).

4. An epistemological competency that enables a new teacher to assign tasks to digital technology to generate new knowledge or artefacts (e.g., creating formulae in a spreadsheet program, putting together a digital video, programming) (2016. Pg8).

To be considered digital literate ones needs to “know how to use a number of devices and programs expertly” (2016, 8). Literacy is now seen as how one uses reading and writing in different spheres of life for different reasons. Youths today are quick to learn technology and use that technology to feel a sense of belonging, giving them an opportunity of cultural participation and how to produce their knowledge on a global sense. The text Building Bridges is a great stepping-stones to future examine how I as an educator can reform my thinking around digital technology and incorporate my own learning into my classroom.

C. Kosnik, S. White, C. Beck (2016). Building Bridges: Rethinking Literacy Teacher Education in a Digital Era. Retrieved from https://link-springer-com.ezproxy.library.ubc.ca/content/pdf/10.1007%2F978-94-6300-491-6.pdf

Helping the Next 4 Billion Go Online Part I: Design Research for Digital Literacy Education

Synopsis

This thought-provoking article goes into depth on how digital literacy is really only possible by the connectivity to Internet access. How can we as educator reach a larger global society if there are communities around the world who do not have access to technology or Internet connection? Living in a developed country such as Canada, most communities do not have these struggles and have the opportunity to become digitally literate. As educators we need to help our students become literate to navigate, find and take full advantage of online knowledge (2016, pg.21). Very interestingly that being in the 21^st century globally there is not one definition for digital literacy, how can we work in a global sense if there are multiple definitions? To build a scope and sequence for my students and teachers this article can help guide me as an educator to come up with a definition that is most suitable for my school board and school community as a collective.

Udoewa, V; Mathew, N; Al-Hafidh, L; Bhog, L; Gupa, A; et al. Helping the Next 4 Billion Go Online Part I: Design Research for Digital Literacy Education. International Journal for Service Learning in Engineering; University Park 11.2 (fall 2016): 18. Retrieved from https://search-proquest-com.ezproxy.library.ubc.ca/docview/1834981639?pq-origsite=summon&accountid=14656

Learning and Technology Policy Framework

Synopsis

To continue an understanding and scope and sequence for my school, Learning and Technology Policy Framework is an important article for myself as an educator in Alberta to familiarize with. As a Province, technology is recognized as an integral role in creating student-centred, personalized learning, and providing an authentic learning environment (2013, pg. 14). The Alberta Province has initially defined what digital literacy means:

·      Enable students to research information, construct and creatively express their knowledge and collaborate and communicate with peers and experts worldwide

·      Enable innovative approaches to teaching and learning that improve the quality of students’ learning experiences while increasing student choice

·      Enhance professional learning opportunities and experiences

·      Increase the capacity of the education system to support improved student learning by realizing data, management and administrative efficiencies

·       Improve data analyses, information sharing and communication within and beyond the school community.

In my school and professional practice I need to build a stronger capacity for technology through professional learning communities, contribution and leadership to improve student engagement and learning of digital literacy. With this guideline I can develop out own schools policy framework with the transition to learning common.

Learning and Technology Policy Framework. Retrieved Sep 15 from: https://education.alberta.ca/media/1046/learning-and-technology-policy-framework-web.pdf

Media Smarts

Synopsis

Technology has shifted the 20^th century classroom and now 21^st century classroom. Media Smarts goes into detail on how we are a technology rich society and with those technologies teachers and students are all learners. It is the responsibility of the teacher to promote innovative thinking and to help guide students to collaborate work globally, promote ethical practices and strength their own personal development on technology. To help my students to become digitally literate I will need to follow Media smarts description that “young people need to develop knowledge, values, and a whole range of critical thinking, communication and information management skills for the digital” (2016).  To use, understand and create literacy will provide the skills for students to become successful global citizen in our society today.

Media Smarts. Retrieved Sep 15, from: http://mediasmarts.ca/digital-media-literacy-fundamentals/digital-literacy-fundamentals

Being apart of the education field involves consistently evolving and adapting our teaching practices; digital Literacy is just one small subsection to the evolution of our global societies. Information has never been so readily available by the click of a mouse, and it is our jobs as educators to help guide our students to become proficient with technology. Digital literacy does not have one set definition and by educating ourselves with professional development as a teacher, school, community and globally, an understanding can be developed. It is my intent as an educator in a developed country to cultivate a deeper understanding on how I can integrate digital literacy into my classroom and school community.