Tag: digital literacy

The Power of Digital Learning Environments

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Digital literacy and digital citizenship describe the key skills and dispositions of 21st century citizens. It is essential students develop these capacities within the context of 21st century learning to live and work effectively in and beyond school. As shown in Figure 1, digital learning environments [DLEs] provide the structural support for 21st century pedagogy to build digital citizenship and other 21st century skills (Keane & Keane, 2013). Digital citizenship, including digital literacy, must be embedded across the curriculum for it to be contextualised and therefore relevant, authentic, and sustainable (Earp, 2018). Ultimately, schools need to create DLEs that support deep learning across the curriculum and prepare students for life and work.

Framework showing supportive DLEs as a structure to enhance three elements of 21st century skills; foundation literacies, competencies (4 Cs), and character qualities, which lead to enhance lifelong learning
Figure 1. Students require 16 skills for the 21st century. Adapted from “New Vision for Education: Unlocking the Potential of Technology”, by World Economic Forum, 2015, p.3

A challenge in developing DLEs is to ensure information and communication technologies [ICTs] are used in transformative ways. Two common problems I have seen with ICT integration are overuse and passive use. Overuse includes the tendency of ICT-integrated lessons to become what Gonzalez (2016) calls “Grecian Urns”. Such lessons focus on the product over educational value. In the context of ICTs, the technology becomes the focus and deep learning is lost. While some functional or operational gains may be made, opportunities to develop digital citizenship and deep learning related to the curriculum are lost. ICT is also commonly used as a passive substitute for paper, with similar effects – loss of deep learning opportunities. ICTs should be used to support knowledge construction and help students develop critical and creative thinking, communication, and collaboration skills. As seen in Figure 2, the American Department of Education (2017) refers to the issue of passive use as the “digital use divide”. It is important to leverage ICTs in transformative ways to allow for in-depth application of digital citizenship practices and deep learning (Keane & Keane, 2013). This also creates the opportunity to connect to students’ third space and build digital citizenship in more authentic and meaningful ways (Harrison, 2019a; Harrison 2019b).

 

Graphic showing the difference between passive and active use of technology.
Figure 2. Digital use divide. Reprinted from “Reimagining the Role of Technology in Education: 2017 National Education Technology Plan Update”, by Department of Education United States of America, 2017, p.21.

Over the course of ETL523, my thinking has been extended and challenged. I have always held a firm belief in the critical role of technology in supporting the 21st century needs of students; however, the way this has translated to my practice has evolved over time and will continue to evolve having now taken this subject. The concept of digital citizenship in all its guises sits very well with me. The ability for students to create and consume information in ways that enrich their experiences and the experiences of others is powerful. I have been inspired to consider how my use of ICTs in teaching can extend the learning beyond the classroom walls through local and global collaboration. I am challenging myself this year to connect with experts or other schools using Skype in the classroom and Microsoft Teams to extend the communication and collaboration portals of my classroom.

The role of TLs has always been inherently servant-based leadership but, as I have noted in several reflections in the past, it is more than that. TLs work as instructional leaders and transformational leaders to guide the entire school community in developing their skills and inspire the community to delve deeper into effective teaching and learning practices. Fullan (2013) explains the key drivers to change as capacity building, collaborative work, pedagogy, and systemness supported through professional learning communities. He says “people are motivated by good ideas tied to action” (Hargreaves & Fullan, 2012, p.7). As a TL, I can use my position to lead from the middle to garner support for the prioritisation and ongoing development of our DLE. Already this term, the library team has developed an online professional learning space for teachers, with the intention to build communities of practice across the college. Once teachers see the power of the DLE in their own learning, this might transfer to their classrooms. As TLs are change leaders, we are well-positioned to support the school in developing effective policy and environments to support the whole school community and enhance student learning outcomes (Johnston, 2012).

 

References

Department of Education United States of America. (2017). Reimagining the role of technology in education: 2017 national education technology plan update. Retrieved from https://tech.ed.gov/files/2017/01/NETP17.pdf

Earp, J. (2018, November 21). Curriculum integration of digital citizenship. Retrieved from https://www.teachermagazine.com.au/articles/curriculum-integration-of-digital-citizenship

Fullan, M. (2013). Maximising leadership for change [Participant booklet]. Retrieved from https://michaelfullan.ca/wp-content/uploads/2016/06/14_AU_Final-Workbook_web.pdf

Gonzalez, J. (2016, October 30). Is your lesson a Grecian urn? [Blog post]. Retrieved from https://www.cultofpedagogy.com/grecian-urn-lesson/

Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York, NY: Teacher’s College Press.

Harrison, N. (2019a, March 13). Reflection: Module 1.0a. Digital learning environments [Blog post]. Retrieved from https://thinkspace.csu.edu.au/nharrison/2019/03/13/reflection-module-1-0/

Harrison, N. (2019b, March 24). Reflection: Module 2.2. Digital fluency and third space [Blog post]. Retrieved from https://thinkspace.csu.edu.au/nharrison/2019/03/24/reflection-module-2-2/

Johnston, M. P. (2012). School librarians as technology integration leaders: Enablers and barriers to leadership enactment. School Library Research, 15. Retrieved from http://www.ala.org/

Keane, W. & Keane, T. (2013). Deep learning, ICT and 21st century skills: Leading for education quality [Conference paper]. Retrieved from https://researchbank.swinburne.edu.au/file/ae199457-ab1e-4787-ac72-9844c8a0214a/1/PDF%20%28Published%20version%29.pdf

World Economic Forum. (2015). New vision for education: Unlocking the potential of technology. Retrieved from http://www3.weforum.org/docs/WEFUSA_NewVisionforEducation_Report2015.pdf

 

[Assessment 3 Part B Critical Reflection]

Digital Fluency and Third Space

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Digital literacy must be embedded across the curriculum to enhance student participation in learning and garner outcomes that will support their current and future learning endeavours. Embedded digital literacy, and to the next level digital fluency, encourages teachers to consider how technology will be used to enhance learning, and encourages students to apply their pre-existing digital knowledge to new and novel learning experiences (Hague & Payton, 2010). To effectively embed these practices, teachers can use a model such as Kuhlthau’s Guided Inquiry Design (Kuhlthau, Caspari, & Maniotes, 2015) or Stripling’s (2010) Model of Inquiry, which require students to practice core digital literacy skills while promoting third space interactions.

Tapping into available technologies and connecting to students’ third space enables constructivist learning that is holistic (cross-curricular), situated and authentic, and inquiry-based where students are active producers and evaluators. These experiences enable students to develop crucial 21st century skills that are required to effectively adapt to changing environments. This combination of declarative, procedural and critical skills enhances higher-order thinking and acquisition of deep understanding (Wheeler & Gerver, 2015). Embedded digital literacy practices through student-centred learning experiences are also likely to strengthen students’ digital fluency, as these experiences require students to use digital technologies strategically to communicate, connect, collaborate, consume, produce, share, evaluate, model and manage (Couros, 2012).

Venn diagram illustrating two overlapping circles to show students first space (home life) in the left circle connecting with students' second space (formal schooling and curriculum) in the right circle, which creates students' third space in the centre overlapping segment. This third space is useful in developing students' high-order understanding and constructivist learning.
Students’ third space is activated when strategies are put in place to connect students’ first and second spaces.

References

Couros, A. (2012, January 18). Towards digital fluency [Slideshow]. Retrieved from http://www.slideshare.net/courosa/towards-digital-fluency.

Kuhlthau, C. C., Caspari, A. K., & Maniotes, L. K. (2015). Guided Inquiry: Learning in the 21st Century (2nd Ed.). Santa Barbara, California: Libraries Unlimited. Retrieved from EBSCOHost

Stripling, B. (2010). Teaching students to think in the digital environment: Digital literacy and digital inquiry. School Library Monthly, 26(8), 16-19. Retrieved from https://search-proquest-com.ezproxy.csu.edu.au

Wheeler, S., & Gerver, R. (2015). Learning with ‘e’s: Educational theory and practice in the digital age. Retrieved from ProQuest Ebook Central.

 

[Reflection: Module 2.2]

Mind the Gap

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Steve Wheeler’s keynote for the International Technology, Education and Development Conference covered many valuable idioms and concepts:

  • The have and have nots and the wills and the will nots
  • Disruptive technology: technology that redefines learning experiences
  • New cultural capital involves transliteracies
  • Rhizonomy – learning through social software
  • Crowdsourcing curriculum (IATED, 2015).

I see already, many connections between what he says and what was covered in my previous subject, ETL504 Teacher Librarian as Leader. I see the need for TLs to continue to support the whole school community in their digital learning endeavours. All the while remembering the seduction and bewilderment cycle of new technology. Wheeler posits that schools often buy into new technology without knowing what they want to do with them and we should instead start with the problem first, then move to how technology might solve it (IATED, 2015). While recognising and being prepared for the laggards – those individuals and groups who are averse to change. A fixed mindset, which stems from many and varying circumstances and justifications, prevents them from shifting focus, learning something new, and adopting change. In teaching in particular, change fatigue is real. We are experiencing this now with the implementation of the new senior syllabus and ATAR. Cognitive verbs, implementation of Moodle, new professional development register, new academic skills program, mentoring program, the list goes on. Teachers are overwhelmed. Laggardism is their ammunition.

How can Teacher Librarians support the community through this change? There are so many possibilities. Now is our time to shine. It was confirming to hear Wheeler speak of connectivism and its relationship with Web 3.0 and 4.0. These communities of learning can support learning experiences and inquiry across the curriculum by supporting learners through the information search process, specifically during what Kuhlthau posits as “the dip” (2016). I spoke about the TLs place in the dip here and here. In a similar way, web-based communities of learning can help learners through the affective pitfalls of uncertainty through socially constructed knowledge and understanding (O’Connell & Groom, 2010). Learning 3.0 toward learning 4.0, is connectivist and community driven, whether through learning modes, content or construct. Crowdsourcing education is possible and can enhance and redefine learning. TLs have extensive professional learning networks with which to draw from and ways to assist teachers and students in setting up their digital communities and participatory learning environments.

To thrive in these digital learning communities, students require digital wisdom; whether through mastery of the SCRAP test, enhancement of their digital reputation and digital legacy, or through other digital literacies. As Wheeler mentioned, literacies are the product of combining skills and competencies in new ways which are needed to develop mastery. TLs have a clear role to play in the support of students in these areas.

Wheeler’s reminder through his keynote was to be cognisant and considerate of the gap between those with knowledge, know-how, power, influence, potential and those without.

 

Reference

IATED. (2015, March 17). Steve Wheeler: Digital learning futures: Mind the gap! [Video file]. Retrieved from https://www.youtube.com/watch?v=t7EftCFQHVg&feature=youtu.be

Kuhlthau, C. C. (2016). Information search process. Retrieved from http://wp.comminfo.rutgers.edu/ckuhlthau/wp-content/uploads/sites/185/2016/01/ELIS-3E.pdf

O’Connell, J., & Groom, D. (2010). Connect, Communicate, Collaborate. Camberwell, Vic.: ACER, 2010.

 

[ETL523 Introduction]

Algorithms Rule the World: Its time to get SCRAPpy

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Image of a conceptual computer algorithm. Neon green data lines running vertically down a projected screen in a black room.

The ability to read and interpret information is a fundamental skill needed to participate fully in the world. These basic skills (although actually quite complex) will continue to be as important, if not more, than the past. The information-rich world is expanding; however, algorithms are filtering the information we see. So, people’s values and beliefs are consistently reinforced, while other perspectives are left out or buried on page 3 of Google search results – an equally ominous fate. In turn, this leads to confirmation bias, which can be detrimental to those who cannot critically evaluate what they are experiencing and reading.

Algorithms present users with a calculated selection of “relevant” information; however, it is clear that users must develop and employ the necessary skills to work within these algorithms. The top search results are not always the most useful. Searchers must not ignore the other titbits of information such as Google’s snippets displayed under each search result. While Google can change the snippet from the meta description of the webpage to their own algorithmically determined snippet (Silver Smith, 2013), it is still a useful port of call that many searchers skip over. This allows savvy searchers to preliminarily assess the relevance and worth of the search results – which are not always at the top of the page (Wineburg & McGrew, 2017). But algorithms are not the only cause of confirmation bias. Ashrafi-Amiri & Al-sader (2016) suggest searchers’ assumptive search queries based on fact retrieval and verification will characteristically retrieve more bias results than if the query were non-assumptive; that is, knowledge acquisition, comparative, analytical, and exploratory in nature. Information literacy instructors must be aware of this and consider this when developing instruction for students.

TLs must address the critical thinking skills required to work with and within algorithms that reinforce bias. Maynes (2015) identifies the role of information literacy instructors in explicitly teaching students about the forms of bias, ways to identify their own bias, and skills to mitigate the potential effects of their bias. This involves teaching the metacognitive skills students need to not only know the strategies to use but how, when and why to use them (Maynes, 2015). A combination of lateral and vertical reading is useful in all information evaluation situations. While many libraries utilise a CRAP (Currency, Reliability, Authority, Purpose/Point of View) test to step students through the information evaluation process, other steps can also be considered so students tune into their metacognition and identify their bias (Wineburg & McGrew, 2017). Allan (2017) suggests incorporating some form of personal reflection into the information literacy sessions offered to students. Students must not only be taught that confirmation bias exists, they must also be taught the skills to identify it in themselves and to deal with it when it occurs. One such strategy is to identify when a source of information elicits an emotional response from the reader – Does it make you happy? Sad? Reinforce? Challenge? Developing self-regulation triggers the reader to seek additional information and reflection to consider the opposite or alternate (Hirt & Markman, 1995; Lord, Lepper, & Preston, 1984; Mussweiler, Strack, & Pfeiffer, 2000). This requires information searchers to reflect on their reactions at each step and consider whether their evaluation of the usefulness or credibility of the source would be the same if it presented the opposing viewpoint. Deliberately considering the opposing viewpoint requires the searcher to consider their bias and the bias of others. This is a powerful strategy in unveiling subconscious or hidden bias. Allan (2017) posits adding an S (Self-examination or Self-awareness) to the beginning of the CRAP test would highlight the importance of identifying and recognising cognitive and confirmation bias.

SCRAP it: Source evaluation process.
SCRAP it: Source evaluation process.

The importance of slowing down the information evaluation process by thinking effortfully and deliberately (Kahneman, 2011) and evaluating laterally (Wineburg & McGrew, 2017) is central to 21st century information and digital literacy. Evaluating laterally requires searchers to seek and consider context and perspective, which means they must seek additional information. Slowing down does not simply mean taking longer to read the article and its parts – it means careful and deliberate consideration and slowing your judgement by first taking your bearings and exploring laterally. This may mean to first leave the site or visit the About Us section to find out more about the author or the organisation, before navigating back to the original source (Wineburg & McGrew, 2017). Thinking laterally can occur in multiple stages of the CRAP test, particularly when assessing the reliability and purpose/point of view present in the source. Searchers will need to explore other sites to learn more about the information. While searchers will not always slow down and employ lateral reading, it is important to know when to slow down. High stakes situations where the searcher may possess a strong bias already or where the information may have significant consequences for the searcher or others, or a highly contested issue or topic may require more deliberate reasoning to ensure the searcher is acquiring balanced, truthful information (Maynes, 2015). Considering the opposite is another practical strategy to employ in these situations.

It is clear that information evaluation and digital literacy skills need to evolve with changing demands and issues within the information landscape. Information literacy instructors must stay abreast of these changes and adapt evaluation strategies as needed. A start might be to model and incorporate lateral reading into existing strategies and follow Allan’s (2017) suggestion and put that S at the beginning of CRAP.

 

References

Allan, M. (2017). Information literacy and confirmation bias: You can lead a person to information, but can you make him think? Informed Librarian Online, 2017(5). Retrieved from https://asu-ir.tdl.org/handle/2346.1/30699

Ashrafi-Amiri, N. & Al-sader, J. (2016). Effects of confirmation bias on web search engine results and a differentiation [Thesis]. Retrieved from https://core.ac.uk/download/pdf/43564372.pdf

Hirt, E.R., & Markman, K.D. (1995). Multiple explanation: A consider-an-alternative strategy for debiasing judgments. Journal of Personality and Social Psychology, 69(6), 1069– 1086.

Kahneman, D. (2011). Thinking, fast and slow. New York: Farrar, Straus and Giroux

Lord, C. G., Lepper, M. R., & Preston, E. (1984). Considering the opposite: A corrective strategy for social judgment. Journal of Personality & Social Psychology, 47(6), 1231-1243.

Mussweiler, T., Strack, F., & Pfeiffer, T. (2000). Overcoming the inevitable anchoring effect: Considering the opposite compensates for selective accessibility. Personality and Social Psychology Bulletin, 26(9),1142–1150.

Silver Smith, C. (2013). Influencing how Google displays your page description. Retrieved from https://www.practicalecommerce.com/influencing-how-google-displays-your-page-description

Wineburg, S. & McGrew, S. (2017). Lateral reading: Reading less and learning more when evaluating digital information [Report]. Retrieved from https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3048994

Digital Environments

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Over my teaching career, I have taught in schools with no access to digital material or digital technologies, schools with limited computer labs (dated technology and limited access to resources) and now 1:1 schools (school-dictated and BYOD). I have found enhanced textbooks from JacPlus have been very useful resources for exploring concepts in a variety of modes (text and video) but are still limited when I compare them against Apple’s enhanced textbooks (highlighting tools, annotating, etc.) as mentioned in James and de Kock (2013). As Lena said, new features available through ClickView have been very beneficial in my classroom. I have been able to create interactive videos with embedded quizzes throughout, which has replaced the paper worksheet but have I truly been successful in embedding these in my lessons or, as Combes (2016) and many others posit, is it just simply a replacement? I’m still working that one out. Does it become truly and effectively embedded when it forms a substantial part of the information seeking and learning process rather than just a way to save paper? I suppose it needs to enhance the learning experience in a way that paper-based does not. As many people have mentioned, professional development for teachers in the area of embedding digital tools into teaching programs would be beneficial. At this point, it seems to be a mixed bag of some teachers reimagining their units and embedding these tools and teachers who are simply changing tools. There are so many possibilities and tools that we can take advantage of to enhance our students’ learning. It’s been great to explore more of these so far.

 

References:

Combes, B. (2016) Digital literacy: A new flavour of literacy or something different?Synergy, 14(1), retrieved from https://www.slav.vic.edu.au/synergy/volume-14-number-1-2016/reflections-and-actions/611-digital-literacy-a-new-flavour-of-literacy-or-something-different.html

James, R. & de Kock, L. (2013). The digital David and the Gutenberg Goliath: The rise of the enhanced e-book, English Academy Review: Southern African Journal of English Studies, 30(1), 107-123, DOI: 10.1080/10131752.2013.783394 retrieved from http://www.tandfonline.com.ezproxy.csu.edu.au/doi/abs/10.1080/10131752.2013.783394#.U4Aw0C8Vf38

 

[Forum Reflection: Module 2.1]