Digital Literacies Go to School: Potholes and Possibilities

Abstract

Oftentimes it seems that education, as an institution, is populated by persons who work to preserve practices of the past and who do not depend upon or explore the advantages of digital literacies. Digital literacies, however, are here to stay—they are at the core of new literacies—and educators should consider how to best weave together old, new, and future literacies so that young people leave school literate in the ways of school and the ways of the world. يبدو كثيراً من الأحيان أنّ التعليم كمؤسّسة يؤهله الناس الذين يعملون من أجل الحفاظ على ممارسات الماضي ولا يعتمدون أو يستكشفون فوائد معرفة القراءة والكتابة عن طريق الأجهزة الرقمية وإنما هذه الطريق ستبقى إلى الأبد—فإنّها في لب طرق معرفة القراءة والكتابة الجديدة—ومن المفروض أن يفكِّر المعلِّمون في إيجاد أحسن طريق لجمع معارف القراءة والكتابة القديمة والجديدة والمستقبلة كي يتخرّج الصغار من المدارس واعين المناهج المدرسية والعالمية. 教育常常好像是一个制度，置身其中的人都为保存以往的教育实践而工作，不依靠或不去探求数码读写能力的好处。然而，数码读写能力是存在的，也会一直存在的¾¾数码读写能力就是存在于新读写能力的核心里¾¾教育工作者应该考虑采用最好的方法把旧的、新的，和未来的读写能力编成一起，让年青人离开学校后，能具备学校所要求的读写能力及外面世界所要求的读写能力。 On considère souvent que l'école, en tant qu'institution, est peuplée de gens qui travaillent à conserver des pratiques du passé et qui ne tiennent pas compte ou n'explorent pas les avantages des lectures‐écritures numériques. Les lectures‐écritures numériques pourtant sont appelées à durer — elles sont au cœur des nouvelles formes de lecture‐écriture — et les enseignants devraient réfléchir à la meilleure façon de tisser les anciennes, les nouvelles, et les futures formes de lecture‐écriture de telle sorte que les jeunes sortent de l'école en étant lettrés de la façon dont l'école l'entend, mais aussi de la façon dont le monde le conçoit. Зачастую создается впечатление, что система образования как институт государства и общества населена людьми, которые делают все возможное, чтобы сохранить методы прошлого, и совершенно не желают применять или исследовать возможности цифровых технологий в обучении. Однако цифровая грамотность вошла в нашу жизнь прочно и надолго, и педагогам следует задуматься о том, как лучше всего сочетать старую и новую грамотность, а также виды грамотности, которые появятся в ближайшем будущем. Только так молодые люди выйдут из школы готовыми к жизни в современном мире. A menudo, parece que el magisterio, como institución, está poblado por personas interesadas en mantener las prácticas del pasado y que no dependen de, ni exploran, las ventajas de las culturas digitales. Las culturas digitales, sin embargo, no van a desaparecer—son la base de las culturas nuevas—y los educadores deben considerar cómo mejor integrar las culturas establecidas, nuevas y del futuro para que los jóvenes salgan de la escuela sabiendo cómo funcionar en la escuela y en el mundo de afuera.

Digital Curriculum in the Classroom: Authority, Control, and Teacher Role

“…For example, researchers have found that the institutionalized structures of schools are often incompatible with the enactment of digital literacies [11]. Drayton, Falk, Stroud, Hobbs, and Hammerman [12] point to the importance of school cultural factors in affecting teacher uptake and integration of technology.…”

How to Enhance Digital Literacy Skills among Information Sciences Students

“…In addition, [18] indicates that digital literacy is the situation in which a person is encouraged by society to use his/her skills, capacities and strategies to present and comprehend the concept of various kinds of media, as well as efficiently apply digital tools and develop ideas and concepts.…”

“…Furthermore, during the literature review, the researcher found that there is one main composition for digital literacy development that is regarded as a significant issue: cognitive skills. According to every composition of digital literacy development, students have to critically think, evaluate, decide and properly select information, which takes into account higher order thinking skills and this fits into a twenty-first-century skills perspective [18], [27], [28]. This also encompasses attitudes and perspectives concerning the ethical use of information.…”

Helping Teachers Develop Positive Dispositions about Technology-based Learning: What a Brief Global Learning Project Revealed

“…Researchers (Cervetti, Damico, & Pearson, 2006;Guthrie, 2004;Leu, Kinzer, Coiro, & Cammack, 2004;O'Brien & Scharber, 2008) have identified practices, skills, strategies, and dispositions that are required for digital reading, writing, collaborating, and learning. Additionally, researchers propose new teaching and learning models (Armstrong & Warlick, 2004;Leu, 2001;Richardson, 2010) that facilitate the development of those new literacies and enable students to participate in global learning experiences mediated by ICT's (information and communication technologies).…”

“…Researchers and theorists in the realm of new literacies (Cervetti, Damico, & Pearson, 2006;Leu, Kinzer, Coiro, & Cammack, 2004;O'Brien & Scharber, 2008) maintain that ICT's are central to literacy within a global community in the information age, that ICT's require new literacies, and that learning within those new literacies is often socially constructed. Among the new literacies that ICT's require is the ability to engage in threaded discussions and interactive chats in order to manage information (Guthrie, 2004) and share intellectual capital to solve important problems (Leu, Kinzer, Coiro, & Cammack, 2004).…”