(India Today, 2017)
Digital citizenship (DC) can be defined as the ethical and responsible use of technology and the right of participating in the online society (Pangrazio & Sefton-Green, 2021). Bacalja et al. (2022) observed the difficulty and complex journey into the digital
world. Users make critical and informed decisions about participating in an online society, and the need for children to be taught about how data is collected and used and what they need to know about taking control over their own personal data. Therefore, it makes sense to be more digital literate and in turn this fall on teachers and teacher librarians (TL) to employ these skills in the classrooms, instilling a strong sense of responsibility in being a positive DC (USCRossier, 2024). As digital spaces continually change, digital literacy (DL) is also becoming more complex into what it takes to become digitally literate. According to Pangrazio & Sefton-Green (2021) schools are pushed to do more in DL to develop students critical, ethical and technical skills and knowledge. DL is evolving constantly and so is the need for new skills and practices.
There are considerable differences between simply googling an answer and understanding the why to that answer. Below is Bloom’s Digital Taxonomy to assist teachers in using technology and digital tools to aid students’ learning. This includes; create ( produce new or original work), evaluate (justify a stand or decision), analyse (draw connections among ideas), ally (use information in new situations), understand (explain ideas or concepts) and remember (recall facts and basic concepts). This further aims to expand the skills needed as each level becomes embedded towards and part of learning (UCS, 2024; ASU, n.d).
(UCS, 2024)
Teachers need to assist students to evaluate and question their sources, how to draw on conclusion, analyse data, problem solve, think critically and be creative. DL is an important integral part of learning and how to apply appropriate and responsible use of the internet and technology (NATLIB, n.d). This does not mean knowing how to use every piece of devices and software to get your answers, but how to act responsibly and using DL appropriately. TLs are in the forefront to teach those skills to the whole school community together with classroom teachers.
As for the myths stated in Fraillon (2019) article, growing up I used to hear a lot of what he stated and for a time they were believed by many. I did not grow up with technology at school, although the school I attended was one of the first to have a computer lab back in the mid 80s in Canberra. However, I use to hear how boys were better at using technology than girls, young people grow up knowing how to use technologies well and naturally and so on. I think there are still small remnants of these myths floating around therefore it defiantly needs to be taught that they are myths.
DL is not something that I spent a lot of time thinking about and truthfully never really taught the concept of DL as I did not know there was one prior to this course. Now, I do have an appreciation for the topic and understand the value it has for student understanding that DL is essential for participating in society and engaging responsibly with technology. Additionally, I have come to realise that many teachers do not have a knowing concept of DL at my school, and therefore is not presented in their daily lesson planning. As my school does not have a TL at present, this is something that would be useful as a professional learning workshop in the future when I hope to become the TL of the school.
Moving forward, when I eventually move into a TL position and can program DL into lessons and share with classroom teachers the value and importance in embedding DL into their own lessons, I hope to inspire what they can learn from the library into their own classrooms. I believe using DL in the school environment is an opportunity to work collaboratively and inspire the whole school community to have more awareness and understanding it is usage. Additionally, as I reflect on my own awareness and understanding of DL (which I never had before), I feel the obligation to teach my students the importance of DL even as a current classroom teacher.
Reference
Arizona State University [ASU]. (n.d). Teach online. https://teachonline.asu.edu/2016/05/integrating-technology-blooms-taxonomy/
Bacalja, A., Beavis, C., & O’Brien, A. (2022). Shifting landscapes for digital literacy. The Australian Journal of Language and Literacy, 45(3), 253-263. https://doi.org/10.1007/s44020-022-00027-x
Fraillon, J. (2019). Digital literacy: Myths and realities [Paper presentation]. Research Conference 2019 – Preparing students for life in the 21st century: Identifying, developing and accessing what matters. https://research.acer.edu.au/cgi/viewcontent.cgi?article=1357&context=research_conference
India Today . (2017). What is true literacy? This is how students can move beyond using computers just for texting and gaming [Image]. https://www.indiatoday.in/education-today/featurephilia/story/digital-literacy-beyond-texting-and-gaming-1023703-2017-07-11
National Library of New Zealand [NATLIB]. (n.d). Why digital literacy matters. New Zealand Government. https://natlib.govt.nz/schools/digital-literacy/understanding-digital-literacy/why-digital-literacy-matters
Pangrazio. L. & Sefton-Green, J. (2021). Digital rights, digital citizenship and digital literacy: What’s the difference. Journal of New Approaches in Educational Research. 10(1), 15-27.
University of Southern California [USC]. (2024). 7 Reasons why digital literacy is important for teachers. USCRossier. https://rossieronline.usc.edu/blog/teacher-digital-literacy/