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Digital literacy

Digital literacy. Critical thinking for our digital world. 9 slides Running time = 15 min Optional ‘Teachers TV’ example. What’s this all about?. Information and guidance about incorporating digital literacy development into classroom practice

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Digital literacy

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  1. Digital literacy Critical thinking for our digital world 9slides Running time = 15 min Optional ‘Teachers TV’ example

  2. What’s this all about? • Information and guidance about incorporating digital literacy development into classroom practice • For all teachers, in all subjects and at all levels • Developing learners’ digital literacy is a vital step in enabling learners to become informed, self-aware and safe participants in an increasingly dense landscape of technology

  3. What is digital literacy? • A combination of functional ICT skills, critical thinking, and social awareness • Making informed judgements about technology use

  4. Why are digital literacy skills important? • They have an impact on an adult’s equality of access to information and services, employability and social inclusion • They offer greater opportunities for participation in learning, social, civic and work activities • Digital literacy is now a key component of primary and secondary curriculum reform, the aim being to incorporate it into the teaching of all subjects at all levels. Also, a key Government ambition: 2009 Digital Britain report

  5. What the research says • One in three children currently believe that Google ranks sites according to truthfulness (Ofcom 2009) • The vast majority of 12-15 year olds are confident about using the internet but almost half say they often can’t find what they are looking for • Learners rely on the most basic search tools and do not possess the critical and analytical skills to assess the information that they find online

  6. Why should we teach digital literacy? • Children are more likely to stay safe online if they have the ability to make appropriate and informed decisions • Many young people are confident with digital technology, but this may not translate into competence, especially in relation to ‘higher level’ critical thinking. They need support and guidance • Teacher assumptions about learner competence based on learner confidence can result in a lack of challenge • Every teacher can offer a different perspective as to how technology can add value in their subject

  7. An example - the truth is out there? • Year 9 pupils at WortleyHigh School, Leeds looked at three websites about Martin Luther King, the holocaust and Victorian robots • None of the websites are what they seem. The first two are fronts for racists and holocaust deniers. The last is a good-natured spoof • None of the pupils spotted any problems with the validity, reliability or authority of the sites and many said they would cut and paste information from the sites for use in homework or other projects • Why not watch the video (14 minutes long) at http://www.teachers.tv/video/5425

  8. How can we incorporate digital literacy into teaching? • The framework (in resource pack) aims to make the development of digital literacy skills easier to incorporate and more explicit in classroom practice:

  9. Where can we find out more? • Becta ‘Digital Literacy’ resource pack for teachers and students • http://nationalstrategies.standards.dcsf.gov.uk/node/95525 Developing thinking skills at KS3 • http://www.mediaedassociation.org.uk./ Media literacy teacher training resources • http://www.nwlg.org/digitalliteracy KS3 Digital Literacy resource • http://www.teachers.tv/series/hard-to-teach Innovative ways to use ICT when teaching different secondary subjects“ • http://www.google.com/librariancenter/articles/0512_01.html How Google works - includes some exercises for students • “Getting the Buggers to Find Out”, a book by Duncan Grey (Continuum International Publishing Ltd, 2008)

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