Monthly Archives: July 2020

The Classroom Divide – What does it look like and what can we do about it?

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Pexels / Pixabay – Classroom divide – How is your classroom divided?

 

For a period of time, society was of the opinion that people who grew up with technology would naturally be comfortable and confident using it as it was their native ‘language’.   These technically savvy individuals would require minimal instruction on digital literacy because as a cohort, they would approach digital technologies with intuitiveness and instinct.  

 

But that assumption was WRONG!  

 

Not just kinda wrong ..

BUT

EPICALLY WRONG!

Think

BIGGER THAN

CC BY-NC-SA 2.0

 

KIND OF WRONG.

 

But I digress… 

The myth of the digital native and digital immigrant has been thoroughly debunked (Kirschner & De Bruyckere, 2017).  They myth assumed that technology competence was inherent because of life long exposure to digital technologies (Frawley, 2020).  This bias is  based upon the common image of students permanently attached to their devices for social and personal practices, and does not translate to ICT proficiency in an educational setting (Brown & Czerniewicz, 2011).  

 

Day (2012) suggests that the theorised cause of the previous digital divide was between those with computer access and those without.  But most teachers would disagree.  Many students have access to smartphones and tablets for personal use and they are still flummoxed at using technology in their schooling.  It appears there is a clear lack of translation from social use of devices and technology to educational practices.  This is observable in the way students are familiar with keyboards for gaming purposes, but very few are highly accomplished at touch typing (onlinetyping.org, 2020).  It amazes me how some students can deftly play online games and switch their screens in milliseconds to avoid detection, but are unable to create and save a document to find at a later date.  Others can create a TikTok video, but do not understand the mechanics of boolean operators to search databases.  I have students that can surf the web for hours but are unable to read an article online in depth and the list just goes on….  All these examples clearly show that any correlations of age should not be translated to an assumption of digital literacy.   Digital literacy, as I have expounded on before, are the psychomotor, cognitive and affective skills required to use digital technologies successfully (McMahon, 2014, p.525).  Students and their parents who are technology savvy are more adept at navigating the digital world (Day, 2012). 

 

How the divide manifests: 

Educational professionals around the world have realised the impact the digital divide has had on learning outcomes (Steele, 2018).  In Australia, the divide was previously acknowledged in educational circles but has been brought to the forefront with the recent Coronavirus pandemic and corresponding school closures.  The nation wide school closures identified numerous students and their families who lacked access to personal devices and high speed internet at home (Coughlan, 2020).  Some students and families did attempt to stream online learning through mobile phone data but this method proved to be unrealistic and very costly (Coughlan, 2020).   Whilst most Educational Directorates across Australia provided their disadvantaged students with laptops and internet dongles, the process was often time consuming and bogged by red tape (Duffy, 2020).  

Students with a digital disadvantage often have a very different schooling experience than students who could be considered digitally elite.  The digitally elite are able to study from the comfort of their couch or their bedroom, in pleasant and safe surroundings (Steele, 2018).  The level of work produced by these students is higher and of better quality as they are not worrying about library opening hours, or stressed or anxious about getting home late.  Whereas students who are disadvantaged may hand in poorly conducted assignments because they were unable to research under optimal conditions (Steele, 2018).  Many teenagers are too embarrassed to be seen doing school work in the library when their friends are playing games, and some students who lack NBN, broadband internet and a desktop or laptop at home, persist in doing their assignments on their mobile phones, which leads to increased fatigue and eye strain. Many disadvantaged students would rather cite lack of interest in learning, or pretend to be apathetic than admit they do not have appropriate facilities at home and just stop trying to learn.  When you consider Maslow’s hierarchy of needs, it is clearly obvious that a student’s self actualisation is unlikely to occur if their personal safety and security is at risk (Hopper, 2020).   

Chiquo (2019) CC-BY-SA 4.0

 

Some critics would argue that personal devices such as smartphones are ubiquitous and allow anyone with a phone internet access.  Sung (2016) points out that whilst mobile phones do offer internet access, it is not conducive for conducting  research or in depth analysis of documents and as they tend to promote superficial features such as emails, social media and multimedia  (Sung, 2016).  

LoboStudioHamburg / Pixabay – Smartphones – Mostly social?

 

How to reduce the divide:  School based programs.

Education Magazine (2020) points out that the onus to reduce the divide are within the realm of federal and state government departments.  Currently, the most common method government bodies chose to address the digital gap is to supply students with a personal device such as a laptop or tablet (Jervis-Bardy, 2020).  But Steele (2018), Day (2012), and Boss (2016) all agree that bridging the divide goes beyond just supplying students with devices as simply handing each student a device does not build critical thinking and digital citizenship.  But the explicit teaching of digital literacy across all learning areas, would not only have a greater impact on bridging the gap, it would also empower students to gain further digital knowledge and understanding (Steele, 2018; Lori, 2012).  

Whilst teaching students digital literacy is an essential step, it is important to also involve their parents opportunities that build ICT competence and digital literacy (Wolohan, 2016; Hiefield, 2018).  Wolohan (2016) suggests that when schools and communities offer digital information sessions, it affords opportunities for parents who may also have low digital literacy a chance to broaden their knowledge and learning (Boss, 2016).  This then means that parents are able to assist their children with their learning at home, which improves technology integration, learning outcomes and bridges positive connections between school and home (Hiefield, 2018).  These sessions could also be used to inform families of any extra facilities and services that the school offers, such as extended library hours, homework help, as well as other local facilities such as public library and other community services (Wolohan, 2016). 

School libraries and teacher librarians are already involved with digital literacy pedagogical practices in numerous ways – as I have mentioned in this blog .  Another engaging and innovative way to boost digital literacy are digital or coding clubs.  Busteed & Sorenson (2015) suggest that lunchtime run digital clubs and programs are a fun and engaging way of teaching digital literacies and competencies at school. These clubs allow students to explore different computer programs and devices independently or in collaborative learning groups.  Lunch time clubs also open the door for many students, including digitally disadvantaged students,  a chance to explore emerging technologies that they may not normally get access to (Busteed & Sorenson, 2015).  As these clubs are predominantly social in nature, they do not have to conform to curriculum requirements, and this means students are able to explore their own interests instead of canon. Further school based options include ensuring a bank of spare devices for students who do not have access to their own, advocating for an extension of library opening hours outside school hours to allow students time to study, as well as explicitly teaching digital literacy skills as part of teaching and learning (Education Magazine, 2020). 

How to reduce the divide:  Classroom based learning.  

Teachers and educators should be encouraged to adapt their practices to reduce or minimise any unnecessary  ‘digital’ stress on their students.  Stress factors include take home assignments and feelings of overwhelm due to poor digital literacy skills.   Wolohan (2016) advises teachers to get to know their cohort and understand that whilst students may appear to be confident using their devices, it is not advisable to send large assignments home unless digital literacy and ICT facilities at home are assured.  Non submission of tasks could be due to lack of internet or even access to assistance from parents or caregivers, who may have low digital literacy skills and unable to assist their children with tasks (Wolohan, 2016). 

The other consideration classroom teachers and teacher librarians need to make is to acknowledge that each student’s ICT ability will vary and that our learning activities need to match their competencies.  This means that digital literacy needs to be differentiated the same manner as the rest of the curriculum (Wolohan, 2016).   One method is to identify students’ zone of proximal development, and create learning activities that are within that zone for optimal learning (Audley, 2018).  This method is far more efficient and beneficial than assuming capability or teaching at a fixed point.   

CONCLUSION

Steele (2018) feels like the greatest social ramification of the digital divide is that disadvantaged students will not get the same opportunities to be creative and inventive with digital technologies.  This means that the future scope of these students would be limited and possibly restricted in this new information paradigm to long term prospects of minimum wage.  Whereas students on the better half of the divide have unlimited access to information in the safety and comfort of their own home, the financial stability to access emerging technologies, increased opportunities to develop interest and skills in engaging and exploring these technologies.  Their long term prospects are far removed from their disadvantaged peers who often have to travel extensively to have the same access to technology and the internet.  This in itself is very limiting for many students and reduces their future educational and economic prospects.   As teachers and educators, we need to remember that schools are supposed to be the great equaliser, and to provide equal and equitable access to knowledge and learning.  Though in reality, we all know life and education is definitely not equal.  Government policies can often get influenced by political affiliations and can take time to come into effect.  But we as teachers have influence in our classrooms, and our actions and practice in the classroom can make a difference to improve the digital literacy of our students, improve student learning and reduce the width and depth of the digital divide. 

REFERENCES:

Audley, S. (2018). Partners as scaffolds. Teaching in the zone of proximal development. Teaching and Learning Together in Higher Education. 24. Retrieved from https://repository.brynmawr.edu/cgi/viewcontent.cgi?article=1186&context=tlthe

Boss, S. (2016). Engage parents as partners to close digital divide. Edutopia – Digital Divide [Blog]. Retrieved from https://www.edutopia.org/blog/engage-parents-partners-close-digital-divide-suzie-boss

Brown, C., & Czerniewicz, L. (2010) Debunking the digital native beyond digital apartheid, towards digital democracy. Journal of Computer Assisted Learning (26) 5. p357-369. DOI: 10.1111/j.1365-2729.2010.00369.x

Busteed, B., & Sorenson, S. (2015). Many students lack access to computer science learning. Gallup Education. Retrieved from https://www.gallup.com/education/243416/students-lack-access-computer-science-learning.aspx

Coughlan, S. (2020). Digital poverty in schools where few have laptops. BBC News – Family and Education. Retrieved from https://www.bbc.com/news/education-52399589

Day, L. (2013). Bridging the new digital divide. Edutopia – Technology Integration [Blog]. Retrieved from https://www.edutopia.org/blog/bridging-the-new-digital-divide-lori-day

Duffy, C. (2020). Coronavirus opens up Australia’s digital divide with many school students left behind. ABC News. Retrieved from https://www.abc.net.au/news/2020-05-12/coronavirus-covid19-remote-learning-students-digital-divide/12234454

Education Magazine. (2020). What is the digital divide and how is it impacting the education sector? The Education Magazine [blog]. Retrieved from https://www.theeducationmagazine.com/word-art/digital-divide-impacting-education-sector/

Frawley, J. (2017). The myth of the digital native. Teaching @ Sydney [blog]. University of Sydney. Retrieved from https://educational-innovation.sydney.edu.au/teaching@sydney/digital-native-myth/

Hiefield, M. (2018). Family tech nights can narrow the digital divide. E-School News. Retrieved from https://www.eschoolnews.com/2018/11/21/family-tech-nights-can-narrow-the-digital-divide/

Hopper, E. (2020). Maslow’s hierarchy of needs. ThoughtCo. Retrieved from https://www.thoughtco.com/maslows-hierarchy-of-needs-4582571

Kirschner, P., & De Bruyckere, P. (2017). The myths of the digital native and the multitasker. Teaching and Teacher Education 67, p.135-14

McMahon, M. (2014). Ensuring the development of digital literacy in higher education curricula. ECU Publications. Edith Cowan University. Retrieved from https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1835&context=ecuworkspost2013

Online Typing.org. (2020). Average typing speed (WPM)[blog]. Retrieved from https://onlinetyping.org/blog/average-typing-speed.php

Sung, K. (2016). What’s lost when kids are under connected to the internet? KQED – Mindshift. Retrieved from https://www.kqed.org/mindshift/43601/whats-lost-when-kids-are-under-connected-to-the-internet

Steele, C. (2018). 5 ways the digital divide effects education.  Digital Divide Council. Retrieved from http://www.digitaldividecouncil.com/digital-divide-effects-on-education/

Wolohan, S. (2016). How teachers can provide equal learning in a world of unequal access. EdSurge – Diversity and Equity. Retrieved from https://www.edsurge.com/news/2016-04-13-how-teachers-can-provide-equal-learning-in-a-world-of-unequal-access

 

Digital native or digital elite? What is the cause of the digital divide?

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geralt / Pixabay – The 3rd Millennium

The third millennium has clearly delineated a strong demarcation between people who are confident using digital technologies and those that are not. 

Prensky (2001) attributed this confidence to the time frame in which people were born, and described that those that grew up with technology are designated ‘digital native’, and those who had to be introduced to technology as ‘digital immigrants’ (Prensky, 2001; Houston, 2011).  Prensky (2001) stated that the modern student is digitally savvy because of their lifetime exposure to personal devices, the internet, and therefore will be highly competent using digital technologies in their personal, social and educational domains.  He predicted that ‘digital natives’ would have increased intuitiveness and competence when using digital media, and teachers need to adapt their pedagogical practices to reflect this paradigm (Prensky, 2001; Houston, 2011). 

Unfortunately reality is very different.  Not all modern students are competent and adept with using digital technologies, and the use of the terms native and immigrant, as well as the assumption of proficiency, has led to frustration and a deep digital divide in the classroom and the greater community.  

The terms digital ‘native’ and ‘immigrant’ itself are polemical.

Brown & Czerniewicz (2010) point out that by using these titles, society is polarising itself and categorising the former is fully adept using technology and the latter, a completely maladroit luddite.  The terms can also be viewed to some people as offensive, as both the words natives and immigrants have negative connotations when considered in tandem with colonisation and immigration policies in the western world (Brown & Czerniewicz, 2011).   Instead it seems more sensible that ICT competency be based and assessed upon ability and capability rather than age (Brown & Czerniewicz, 2011).  

The most pertinent factor that these generic terms fail to acknowledge is the impact of privilege on ICT acuity. 

The recent online learning experience clearly illustrated that it is the combination of these factors that affect ICT competence, not age or birth year (Brown & Czerniewicz, 2011). 

From a personal viewpoint it appears that ICT ability and acuity is more comparable to a continuum rather than polar opposites.  Individual and collective ability will vary depending on exposure to various software programs, frequency of use, access to devices and high speed internet in the home (Houston, 2011).  It is simply ludicrous to assume familiarity with one program means virtuosity over all (Frawley, 2020).  

For example, I would call myself competent when I use Windows or android devices, but am a complete tech-tard when it comes to Apple and Mac products because I am unfamiliar with them.  I am fluent in Facebook, Instagram and Microsoft 365, but ignorant of TikTok, Snapchat and Minecraft.  I may know the intricacies of a few programs and basics of many more, I am often completely unaware of any enhanced functionalities of how these programs can be used for social or educational purposes (Kirschner & De Bruyckere, 2017, p.136).  By the same benchmark, I am comfortable with using many different forms of digital literature but would flounder if asked to create a hypertext digital narrative with embedded multimodal features.  By Prensky’s parameters I am classified as a digital native as I was born after the onset of the information revolution, but since I don’t know how to play minecraft, lack a TikTok account and still listen to the radio, my year 7 students think the dinosaurs were around at my birth (Prensky, 2001)…. See… continuum. 

This digital divide and inequality of access has proven to be a major issue for many families and households in Australia, as it is well known that teenagers who are not actively engaged in education, employment or training are most likely to be digitally disengaged (Helsper & Smirnova, 2019).  This is because most educational institutions offer their students unlimited internet access through onsite wifi. 

geralt / Pixabay – Schools and libraries provide equitable access to digital technologies.

 

The current Coronavirus pandemic and corresponding lock down restrictions have highlighted the disparity between that socio-economic status and residential postcodes and corresponding impact on a person’s ICT competency and educational success (DIIS, 2016; Thomas et al., 2018).  The shutdown of schools, libraries and other educational institutions have shown that people who live in lower SES communities, or in rural and remote areas, recent immigrants and refugees, as well as First Nations peoples are significantly more disadvantaged when it comes to access and ICT competency (DIIS, 2016; Thomas et al., 2018).  Reasons cited include insufficient funds to purchase personal devices and access to high speed internet, living in shared housing or remote areas, loss of employment and lack of a fixed address (DIIS, 2016; Thomas et al., 2018).  

geralt / Pixabay – Coronavirus closures.

 

Community leaders and social organisations are very concerned with further disenfranchisement arising from the Coronavirus pandemic and the corresponding closures of schools, libraries, governments and social organisations shopfronts (Alam & Imran, 2015).  This means that socially disadvantaged individuals are even further inconvenienced by their lack of ICT knowledge and access (Alam & Imran, 2015).   For young people, these closures have extended ramifications as they are conscious of their lack of access and often end up feeling marginalised and excluded, due to their inability to have an active participation in a digital society (Helsper & Smirnova, 2019). (For more information on inequalities in digital interactions click here!)

The term digital native is now considered obsolete by most reputable educational professionals (Frawley, 2017).  Brown & Czerniewicz (2010) clearly indicate that age is not an indicator of ICT acuity but rather access to devices and the internet is what defines digital adroitness.  Instead of using the terms ‘native’ and ‘immigrant’, Brown & Czerniewicz (2010) advocate the terms ‘elite’ and ‘stranger’, as it seems financial security is a greater indicator of digital acuity than age . 

Digitally elite students have unlimited out of school access to ICT through personal devices, high speed internet, and electricity, whereas digital strangers have limited access to ICT and the internet once they are no longer on their educational or professional site (Brown & Czerniewicz, 2011).  These digital strangers are often of lower socio-economic status, lack digital technology at home and rely on public services such as libraries to access the digital world (Alam & Imran, 2015; Baker, 2019).  This digital disadvantage can often be exacerbated by a lack of English as they are unable to participate in community run computer courses (Alam & Imran, 2015).  The combination of lack of access and an inability to communicate can increase social exclusion, inhibit full participation in society as well as lead to further marginalisation and division in society (Alam & Imran, 2015).  

In conclusion – the terms digital native and immigrant are no longer valid.  Digital acuity and competence is instead based upon a person’s access to digital technologies and high speed internet in their residence, which is directly correlated to financial stability and urban living.  By assuming someone’s digital ability based upon their age, teachers and educators are disadvantaging their students and reducing their learning potential.

Stay tuned for Round 2 – The Classroom Divide.

REFERENCES:

Alam, K. & Imran, S. (2015). The digital divide and social inclusion among refugee migrants; A case in regional Australia. Information Technology & People, 28(2), pp.344-365. Retrieved from https://eprints.usq.edu.au/27373/1/Alam_Imran_ITP_v28n2_AV.pdf

Baker, E. (2019). Digital access divide grows in disadvantaged communities. ABC News. Retrieved from https://www.abc.net.au/news/2019-08-12/digital-access-divide-grows-among-disadvantaged-tasmanians/11402218

Coughlan, S. (2020). Digital poverty in schools where few have laptops. BBC News – Family and Education. Retrieved from https://www.bbc.com/news/education-52399589

De Bruyckere, P. (2019). Myth busting: children are digital natives. ResearchEd News. [Blog]. Retrieved from https://researched.org.uk/myth-busting-children-are-digital-natives/

Department of Industry, Innovation and Science. (2016). Australia’s digital economy update. Retrieved from https://apo.org.au/sites/default/files/resource-files/2016/05/apo-nid66202-1210631.pdf

Duffy, C. (2020). Coronavirus opens up Australia’s digital divide with many school students left behind. ABC News. Retrieved from https://www.abc.net.au/news/2020-05-12/coronavirus-covid19-remote-learning-students-digital-divide/12234454

Education Magazine. (2020). What is the digital divide and how is it impacting the education sector? The Education Magazine [blog]. Retrieved from https://www.theeducationmagazine.com/word-art/digital-divide-impacting-education-sector/

Frawley, J. (2017). The myth of the digital native. Teaching @ Sydney [blog]. University of Sydney. Retrieved from https://educational-innovation.sydney.edu.au/teaching@sydney/digital-native-myth/

Kang, C. (2016). Bridging the digital divide that leaves schoolchildren behind. New York Times – Technology. Retrieved from  https://www.nytimes.com/2016/02/23/technology/fcc-internet-access-school.html?_r=0

Kirschner, P., & De Bruyckere, P. (2017). The myths of the digital native and the multitasker. Teaching and Teacher Education 67, p.135-142

Helsper & Smirnova. (2020). Chapter 9. Youth inequalities in digital interactions and well being. Education 21st Century Children: Emotional Wellbeing in the Digital Age. OECD iLibrary. Retrieved from https://www.oecd-ilibrary.org/sites/d0dd54a9-en/index.html?itemId=/content/component/d0dd54a9-en

Holt, S. (2018). 6 Practical strategies for teaching across the digital divide.  NEO BLOG. Retrieved from https://blog.neolms.com/6-practical-strategies-teaching-across-digital-divide/

Houston, C. (2011). Digital Books for Digital Natives. Children & Libraries: The Journal of the Association for Library Service to Children, 9(3), 39–42.

McMahon, M. (2014). Ensuring the development of digital literacy in higher education curricula. ECU Publications. Edith Cowan University. Retrieved from https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1835&context=ecuworkspost2013

Miller, H. (2017). The myth of the digital native generation. E-Learning Inside. Retrieved from https://news.elearninginside.com/myth-digital-native-generation/

Online Typing.org. (2020). Average typing speed (WPM)[blog]. Retrieved from https://onlinetyping.org/blog/average-typing-speed.php

Pontefract, D. (2017). The fallacy of digital natives. Pontefract Group [Blog]. Retrieved from https://www.danpontefract.com/the-fallacy-of-digital-natives/

Prensky, M. (2001). Digital natives, digital immigrants. Marckprensky.com. Retrieved from https://marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf

Steele, C. (2018). 5 ways the digital divide effects education.  Digital Divide Council. Retrieved from http://www.digitaldividecouncil.com/digital-divide-effects-on-education/

Thomas, J., Barraket, J., Wilson, C., Cook, K., Louie, Y., Holcombe-James, I., Ewing, S., and MacDonald, T. (2018). Measuring Australia’s Digital Divide: The Australian Digital Inclusion Index 2018. RMIT University, Melbourne, DOI: https://doi.org/10.25916/5b594e4475a00

Teens, trends and technology.

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congerdesign / Pixabay

 

There is no comprehensive data on the recreational reading preferences of Australian children and teenagers across print or digital formats, but a study conducted by Deakin University and Murdoch University point out that teens have a clear preference for print in comparison to reading on devices (Cull, 2011; Dickenson, 2014; Earp, 2017).    This is surprising considering over 90% of Australian children and teenagers have access to a computer or laptop, but more than 75% never used them to access digital literature (Earp, 2017).   This information seems contradictory when you consider that recent fieldwork into public libraries showed a significant shift from traditional to more digital and computer based resources to compensate for the shift in the reading paradigm  (Wyatt, McQuire & Butt, 2015, p. 6-8).   This is because libraries are anticipating the long term presence of digital literature, and are motivated to curate their collection to hold a range of physical and digital resources, as well as a repository of technology for their clientele’s personal, social or educational use (Cull, 2011; Wyatt, McQuire & Butt, 2015, p. 8).   

O’Connell, Bales & Mitchell (2015) point out that the advent of e-books and e-readers have been the biggest game changers for school libraries in the past few decades.  E-books, especially e-textbooks have become increasingly popular in schools across the country as they are able to integrate multimodal features such as interactive maps, videos and images and enhance teaching and learning practices (O’Connell, Bales & Mitchell, 2015).  E-books also meet ACARA’s mandate to include a variety of print, digital and hybrid resources as part of the ICT and Literacy components of the General Capabilities (ACARA, 2018). 

Whilst e-books address curriculum requirements and educational needs of the modern student, O’Connell, Bales & Mitchell (2015) do acquiesce that including digital literature may be cost prohibitive to many schools and students.  Many students, especially those in lower socio-economic areas lack the financial ability to purchase a personal device to access e-books, and many schools cannot afford to purchase additional e-readers or other personal devices for all their students.  The other pertinent issue is internet access.  E-library subscriptions such as Wheelers require internet access at all times to read the book which is problematic when on public transport or out of wifi, whereas Borrowbox titles can be downloaded and then used offline, which is far more beneficial.  But both e-book repositories permit only one borrower at a time to access a title.  For class texts , this can be extremely expensive for schools to purchase multiple subscriptions for the same title.  The other pecuniary issue is that many e-books are often just ‘leased’, and as they are not owned by the school, can suddenly become unavailable and or the lending parameters change without warning.  

Whilst the cost of e-books may be prohibitive, the on-going costs of maintaining digital literature subscriptions for online encyclopaedias and databases are often cheaper than  obtaining individual journal subscriptions (Cull, 2011).  Academic libraries in particular, often purchase databases with access to a variety of journal articles for a lower cost than individual subscriptions.  Smaller libraries may coalesce to purchase a subscription together.  For example, ACT local libraries offer Gale databases as part of their collection.  

When it comes to genres, recent publishing trends show an increase in young adult literature across Australia and the world (Manuel & Carter, 2015).  These trends indicate two possible reasons, the first being that young adults are reading increasingly, and the second, is that as teenagers age into adults, they are retaining their young adult reading preferences.  Manual & Carter (2015, p.122) point out that fiction is still the most popular choice for teens, followed by multimedia, non-fiction and magazines.  Genre wise,  fantasy and mystery are popular with both sexes, and romance disdained by everyone (Manuel & Carter, 2015, p.123).  Graphic novels are making a comeback but this time in a digital space, girls seem to like detective stories, action and adventure, whereas boys like science fiction, informational texts and biographies AND EVERYONE HATES POETRY (Manuel & Carter, 2015, p.123-124; Moorefield-Lang & Gavigan, 2011))!  

What is interesting about reading preferences with teenagers is that text selection and pedagogical practices in the classroom actually has an impact on students.  When inappropriate classroom texts are selected, and or the pedagogy associated with them is poor, students develop an antithesis for that particular title/genre or reading in general (Manuel & Carter, 2015, p.125).  A perfect example would be Golding’s Lord of the Flies. I studied this text many moons ago and I only have ghastly memories of the text.  

I am an avid reader and I STILL GET THE HEEBIE JEEBIES when I think about that book. 

Whereas appropriate texts and good pedagogy can bolster a love of reading.  I studied Charlotte Bronte’s Jane Eyre ain high school and I still love her to the point where I have seven copies of Jane Eyre!!!

   

 

 

*All imageswere obtained from the public domain.

YES I HAVE 7 COPIES OF JANE EYRE!!!

 

 

Digital devices have been often touted as the panacea for improving reading rates, literacy and learning for three main reasons.  Introducing digital literature into classroom practice allows teachers to bridge the digital disconnect between a teenager’s personal life in the digital world and the school’s analogue world.  By making these valuable connections, teachers are able to lure students to tasks they may normally disdain, such as reading class texts or researching online.  Combined with the fact that most teenagers are permanently glued to their personal devices means that they are very receptive to the idea of using (their phones and) digital literature for personal and educational purposes.

 

REFERENCES:

Cull, B. W. (2011). Reading revolutions: online digital text and implications for reading in academe. First Monday, 16(6). Retrieved from http://firstmonday.org/ojs/index.php/fm/article/view/3340/2985

Dickenson, D. (2014). Children and reading: Literature review. Australia Council 2014. Retrieved from https://www.australiacouncil.gov.au/workspace/uploads/files/research/children-and-reading-literatur-5432557e418db.pdf.

Earp, J. (2017). Infographic – Teen reading habits. Teacher Magazine. Australian Council for Educational Research.  Retrieved from https://www.teachermagazine.com.au/articles/infographic-teen-reading-habits

Houston, C. (2011). Digital Books for Digital Natives. Children & Libraries: The Journal of the Association for Library Service to Children, 9(3), 39–42. EBSCO 

Manuel, J., & Carter, D. (2015). Current and historical perspectives on Australian teenager’reading practices and preferences. Australian Journal of Language and Literacy, 38(2), p.115-128. Retrieved from https://www.alea.edu.au/documents/item/1175

Moorefield-Lang, H., & Gavigan, K. (2012). These aren’t your father’s: the new world of digital graphic novels. Knowledge Quest, 40(3), 30-35. Retrieved from http://web.b.ebscohost.com.ezproxy.csu.edu.au/ehost/detail/detail?vid=0&sid=b349502e-3dd2-48d3-9d9a-6beed7db31cc%40pdc-v-sessmgr05&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=82563984&db=lih

O’Connell, J., Bales, J., & Mitchell, P. (2015). Literature in digital environments: Changes and emerging trends in Australian school libraries. In L. Das, S. Brand-Gruwel, K. Kok, & J. Walhout (Eds.), IASL 2015 Conference Proceedings: The School Library Rocks: Living it, Learning it, Loving it (pp. 356-369). International Association of School Librarianship. http://www.meles.nl/_clientfiles/SMD/IASL2015_Proceedings_Vol2_2ndEd_ResearchPapers.pdf

Teen Reading In a Digital Era. (2017). Report at a glance – Teen Reading in a digital era. Murdoch University & Deakin University.  Retrieved from https://teenreadingdotnet.files.wordpress.com/2017/04/teen-reading-folio-report_email.pdf

Wyatt, D., McQuire, S., & Butt, D. (2015). Public libraries in a digital culture.  University of Melbourne & State Library of QLD. University of Melbourne Press. Melbourne Victoria. Retrieved from https://arts.unimelb.edu.au/__data/assets/pdf_file/0005/1867865/PublicLibrariesinaDigitalCulture.pdf

Your brain… My brain.

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Hans / Pixabay

 

This is what my brain looks like with 3 kids, working part time, studying part time and anticipating lockdown 2.o due to corona virus.

 

SCRAMBLED EGGS!!!!

 

This post is dedicated to the wonderful girls who are supporting me on this journey.

The evolving nature of literature for the digital classroom.

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DarkWorkX / Pixabay

 

The advent of technology, the internet and plethora of personal devices has forever changed the world and in turn, the paradigm of a secondary classroom. 

Whilst teenagers and society in general have embraced technology in its multiple forms for personal, social and recreational purposes, Education Departments and schools are often delayed in their digital pedagogical practices.  This delay in the embedding of digital technologies and literature has exacerbated the disparity between the information literacy skills that society demands, and the ability students have when they finish school.

This digital gap is even further widened in areas of lower socio-economic success, rural and remote communities, and First Nations peoples, who lack the personal means and access to devices and reliable internet connections (DIIS, 2016).  

For further information on the deepening of Australia's digital divide .. click here!

MCEETYA made a concerted effort to address this disparity by advocating for the embedding of ICT in the Melbourne Declaration on Educational Goals for Young Australians .  The argument put forward by the creators of this declaration, was that ICT is an essential skill required for active citizenship in a digitally rich information society (MCEETYA, 2008).  Therefore ICT skills and competencies are essential to ensure each student is able to gain entry into this new paradigm.  ACARA’s response to this declaration was to create curriculum learning outcomes that allow students opportunities to access, analyse, modify and create a range of hybrid, digital and multimodal tasks (ACARA, 2018).  Examples of these include access to digital literature for classroom activities, explicit teaching of new literacies and assessments that require students to explore, create and analyse multimodal texts.  

The simplest form to introduce students to digital literature is within classroom practice.  Digital literature can be defined as texts that utilise computer technology and a device in order to access and engage with the text (Rettberg, 2012).  Unfortunately this may be a limiting factor for many students and schools that lack the financial means to secure devices and internet connectivity.  This issue became glaringly obvious in the recent nationwide school lock down which shifted learning to from onsite to online. 

Check out this article by the ABC published back in March 2020. 

Coronavirus opens education’s digital divide, as COVID-19 forces schools into online learning 

The level of computation associated with the digital literature varies with the device and format.  It can range from the most simple form of a scanned book on a website, to the interactive hypertext narratives with multimodal features in a mobile application (Maneti, Lipscombe & Kervin, 2018; Rettberg, 2012).  The middle of this digital literature continuum contains genres or hybrid genres such as e-stories, linear e-narratives, interactive stories, hypertext narratives and electronic games narratives (Walsh, 2013).  

My own knowledge of digital literature is rudimentary at best as I am strictly a user of digital content rather than being a creator – though this blog would be the only exception to the rule.  Whilst I do use my kindle and am able to engage with digital texts, it is a matter of expediency rather than personal pleasure.  By that token, I prefer reading digital texts rather than listening to audio-books and am  completely disinclined to use digital narratives (or anything that is non linear in nature) as I find those sources too overwhelming for indepth analysis.  But as a teacher librarian I need to be aware of the various formats and educate myself as to their benefits to student’s learning and literacy.

  The irony is that this Masters course has caused me to test, trial and experiment with more digital media than I ever would have in my life!  

Over the next few weeks I will be reviewing several different examples of digital literature that can be used in classroom practice as part of my own learning journey into literature in the digital space.   Each review will discuss the source’s value to the curriculum, to learning and literacy and to digital competency.

References:

Australian Curriculum, Assessment and Reporting Authority. (2018). Literacy. In Australian Curriculum – General Capabilities. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/literacy/

Department of Industry, Innovation and Science (2016). Australia’s digital economy update. Retrieved from https://apo.org.au/sites/default/files/resource-files/2016/05/apo-nid66202-1210631.pdf

Mantei, J., Kipscombe, K., & Kervin, L. (2018). Literature in a digital environment (Ch. 13). In L. McDonald (Ed.), A literature companion for teachers. Marrickville, NSW: Primary English Teaching Association Australia (PETAA)

MCEETYA (2008) Melbourne Declaration on Educational Goals for Young Australians. Curriculum Corporation. Australia. Retrieved from http://www.curriculum.edu.au/verve/_resources/national_declaration_on_the_educational_goals_for_young_australians.pdf

Rettberg, J.W. (2012). Electronic literature seen from a distance: the beginnings of a field. Retrieved from http://www.dichtung-digital.org/2012/41/walker-rettberg.htm

Walsh, M. (2013). Literature in a digital environment (Ch. 13). In L. McDonald (Ed.), A literature companion for teachers. Marrickville, NSW: Primary English Teaching Association Austr

Task 1 – INF533 – Reading, literacy and digital literature in the classroom.

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xxolaxx / Pixabay – Reading in a digital landscape.

 

The advent of technology, and plethora of personal devices has revolutionised the reading paradigm to the point where, texts are no longer restricted to print, but are now available through multiple formats and platforms.  Digital literature utilises a continuum of technology to convey meaning, and the level of computation varies from a scanned book, to the interactive hypertext narratives with multimodal features  with a host of genres and hybrid genres such as e-stories, linear e-narratives, interactive stories, hypertext narratives and electronic games narratives. in the middle (Walsh, 2013; Maneti, Lipscombe & Kervin, 2018; Rettberg, 2012).  These new formats as Lamb (2011), and Sadokiesiski (2013) point out, require additional literacies to engage, process, evaluate and communicate. 

This is because reading has evolved from text decoding, to constructing meaning from symbols (Lamb, 2011) . 

ACARA’s (2018)  response has been to define literacy as the ability to interact with, engage and communicate across modalities for personal, social, economic and recreational purposes. 

This definition clearly indicates that teaching practice needs to include a variety of texts, in print, digital and hybrid formats (Leu, Forzani, Timbrell, & Maykel, 2015).  But whilst there are strong arguments and mandates to include digital texts, there are are complications.  

Many students struggle with digital text comprehension, as the simultaneous synthesising of visual, audio and text information causes information overload (Jeon, 2012; Mangen, Walgermo & Bronnick., 2013).   Students with poor fundamental literacy are at further disadvantage, as they are easily distracted away from the content by the multimodal elements, as well as being unable to locate information due poor visual ergonomics (Lamb, 2011; Leu, McVerry, OByrne, Kili, Zawilinski, Everett-Cacopardo,Kennedy, Forzani, 2011;  Jeon, 2012; Hashim & VongKulluksn, 2018; Mangen et al., 2013, p.66). 

geralt / Pixabay – Feeling overwhelmed???

 

I have noticed that here is a strong disinclination for teachers to include the creation of hypertext narratives and games in their practice (Mantei, Lipscombe & Kervin, 2018).  This hesitancy could be attributed to the premise that it requires both the student and the teacher to be competent in the additional literacies  (Leu et al., 2015).  Whilst many students could be considered digital natives and may possess the necessary skill set to create such hypertext, many teachers would be considered digital immigrants and therefore lack the confidence to implement such technologies in their classroom.  Unfortunately by excluding creation of digital texts, students are disadvantaged by the lack of potential extension and consolidation of learning. 

Armstong (2020) Bloom’s Taxonomy. CC – BY – NC

Remember Bloom – By failing to include a creative element – students are being denied opportunities for higher order thinking.  

In an effort to address some of these concerns, our library team has a balanced collection of print and digital literature, as well as have recently implemented an information literacy scope and sequence  (Leu et al., 2015).  Our students have access to a robust physical collection, e-books and audiobooks through a BorrowBox subscription, as well as online databases such as InfoBase, Gale, Britannica, EBSCO, Trove, and World Book.  

Anecdotally from my position as a teacher librarian, I can see the students vastly prefer print for recreational reading, but have a strong preference for digital resources for informational purposes.  I regularly see many teachers include digital texts into their teaching practice through reading and viewing of e-books, online databases and web based texts.  Through our information literacy program, we are endeavouring to teach digital literacy skills, such as, how to locate, evaluate and synthesise information, as well as problem solving in both online and offline scenarios (Leu et al., 2015, p. 140).  

Digital literature has transformed society, the definition of literacy and the landscape of pedagogical practice.  Time will only tell if our scope and sequence improve digital literacies and competencies in both the faculty and the students… stay tuned for further updates. 

 

 

References 

Armstrong, P. (2020). Bloom’s Taxonomy. Center for Teaching, Vanderbilt University. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/. Image licenced under CC – BY – NC 

Australian Curriculum, Assessment and Reporting Authority. (2018). Literacy. In Australian Curriculum – General Capabilities. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/literacy/

Hashim, A & VongKulluskn, V. (2018). E reader apps and reading engagement: A descriptive case study. Computers and Education, 125, pp.358-375. Retrieved from https://www.journals.elsevier.com/computers-and-education/

Jabr, F. (2013). The reading brain in the digital age: The science of paper versus screens. Scientific American. Retrieved from https://www.scientificamerican.com/article/reading-paper-screens/

Jeon, H. (2012). A comparison of the influence of electronic books and paper books on reading comprehension, eye fatigue, and perception. The Electronic Library, 30(3), 390-408. doi: 10.1108/02640471211241663 

Lamb, A. (2011). Reading redefined for a transmedia universe. Learning and leading with technology, 39(3), 12-17. Retrieved from http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/ login.aspx?direct=true&db=ehh&AN=67371172&site=ehost-live

Leu, D., McVerry, J. G., O’Byrne, W. I., Kiili, C., Zawilinski, L., Everett-Cacopardo, H., Kennedy, C., & Forzani, E. (2011). The new literacies of online reading comprehension: Expanding the literacy and learning curriculum. Journal of Adolescent & Adult Literacy, 55(1)5-14. Doi: 10.1598/JAAL.55.1.1

Leu, D.J, Forzani, E.,Timbrell, N., & Maykel., C. (2015) . Seeing the forest, not the trees: Essential technologies for literacy in primary grade and upper elementarty grade classroom. Reading Teacher 69: (2), p.139-145. Retrieved from https://eric.ed.gov/?id=EJ1073399. 

Mangen, A., Walgermo, B. R. & Bronnick, K.A. (2013). Reading linear texts on paper versus computer screen: Effects on reading comprehension. International Journal of Educational Research, 58, 61-68.doi:10.1016/j.ijer.2012.12.002 

Mantei, J., Kipscombe, K., & Kervin, L. (2018). Literature in a digital environment (Ch. 13). In L. McDonald (Ed.), A literature companion for teachers. Marrickville, NSW: Primary English Teaching Association Australia (PETAA).

Rettberg, J.W. (2012). Electronic literature seen from a distance: the beginnings of a field. Retrieved from http://www.dichtung-digital.org/2012/41/walker-rettberg.htm

Sadokierski, Z. (2013, November 12). What is a book in the digital age? [Web log post]. Retrieved from http://theconversation.com/what-is-a-book-in-the-digital-age-19071

Sargeant, B. (2015). What is an ebook? what is a book app? And why should we care? An analysis of contemporary picture books. Children’s Literature in education, 46, p.454-466. doi: 10.1007/s10583-015-9243

Walsh, M. (2013). Literature in a digital environment (Ch. 13). In L. McDonald (Ed.), A literature companion for teachers. Marrickville, NSW: Primary English Teaching Association Australia (PETAA).

Augmented Reality – Part 7 – Contraindications, Limitations and Future Implications

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CONTRAINDICATIONS AND LIMITATIONS OF AUGMENTED REALITY USE IN THE CLASSROOM 

There are a few issues with implementing innovative teaching practices such as AR into classrooms.  These reasons include misconceptions with using ICT in the classroom, teacher reluctance and insufficient access to technology and the internet.

  1. MISCONCEPTIONS ABOUT ICT IN THE CLASSROOM – There is a significant disinclination from some educators about the inclusion of digital technology into classroom practice.  This reluctance can stem from a belief that technology causes students to become passive in their learning and that encouraging the use of personal devices increases class distractions (Wu et al., 2013).  Saidin, Abd Hali & Yahaya (2015, p.1) disagree vehemently and argue that AR actually causes the learner to become more interactive with the learning content as it requires the student to think critically and be able to make meaning from their interactions.  Wu et al. (2017) suggests that the use of mobile phones promotes social interactivity and student collaboration when using through networked devices.  
  2. TEACHER RELUCTANCE – Many teachers are not comfortable with emerging technologies due to their own lack of knowledge with the medium (Pope, 2018a).  Wolz (2019, p.6) points out that teachers, like students, develop self efficacy from their own ability, observing others and verbal affirmation.  Self efficacy of teachers and educators is essential, as there is a strong correlation between teacher competence and inclusion of digital technologies in the classroom  (Wolz, 2019).  Saidin, Abd Hali & Yahaya (2015, p.1) argue that all teachers should be required to continuously keep abreast of new products as part of professional learning and development.   Unfortunately, requiring all teachers to be familiar and confident with emerging technologies is simply unfeasible.  Many teachers are already overworked and overwhelmed with their current workloads.  Therefore, it is more viable that each school has dedicated ICT teachers, or teacher librarians, that are tasked with embedding emerging technologies into classroom practice.  This method allows both classroom teachers and students to improve their digital literacy skills and develop ICT acuity concurrently.  For schools with a library, it makes sense to ensure the TL has self efficacy with AR/VR technology as most AR installations are sourced in their teaching and learning spaces.    
  3. DIGITAL DIVIDE – This is a significant hurdle to the implementation of digital technologies such as AR in Australian classrooms.  The high cost of technology has inhibited its diffusion across classrooms, but the recent rapid advancements and price has reduced this barrier significantly (Wolz, 2019, p.2).  It is not common for all students and schools to possess mobile devices and or have available data to have transactions with AR.  This issue is more common in rural areas and within lower socio-economic families and schools (DIIS, 2016).   The extent of the digital divide has been highlighted and under scrutiny by the recent COVID 19 school closures, where the lack of internet and device access caused many students to be unable to access home learning.  

 

IMPLICATIONS FOR THE FUTURE

Oddone (2019) and Zak (2014) suggest that VR and AR will become mainstream technology soon and it behooves educators to equip students with the necessary skills to maintain their digital literacy.  Previously access to these technologies was extremely expensive and many schools were unable to gain access due to lack of funds. However,  rapid changes in technology have led to a significant price reduction, but even with the decreased costs, AR installations are still out of reach for many schools.  For schools and educational institutions that can afford these emerging technologies, there are educators that lack confidence in their ability to use AR, and there are others that find the available AR content is not suited to the needs of their students (Wu et al., 2013, p.46).  Whilst centralising emerging technologies into the library addresses the lack of self efficacy of teachers, it does not solve the issue of unsuitable AR content.   

Hannah et al., (2019) proposes that schools create their own 3D content objects that suit their students and align to the curriculum as needed.  As part of this approach, images are curated and integrated into the library management system that shares knowledge and collaboration.  This method allows all the images that are created in the school by both staff and students to be stored for future use whilst acknowledging the authorship and intellectual property ownership of the images.  This proposition is an extension of Zak (2014) idea of using AR in information seeking as mentioned previously.   Whilst collection management is part of a librarian’s repertoire, the curation of 3D images requires new vocabulary and ontology, and requires further exploration of the relevant literature.  Therefore, it makes logical sense that AR installations and its other forms of hardware and software are centralised in the library and the teacher librarian tasked with cataloging the 3D images, embedding AR and other emerging technologies across the curriculum.  

Augmented Reality in the Classroom – Part 6 – Role of the TL

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Bit of a hiatus since the last post… I decided to go on holidays.

 

ROLE OF TEACHER LIBRARIAN

The library and the teacher librarian hold a central position in the school learning and teaching dynamic and thus are ideally positioned to engage in collaborative planning and teaching across the curriculum.  Like libraries, the role of the teacher librarian has evolved in response to the metamorphosis of repository spaces to information gateways.  ASLA (2016) clearly defines the foci of a modern teacher librarian to; learning and teaching, resourcing the curriculum, management of the library and its resources, providing leadership, collaborating with their peers and engaging with the school community.  

Even though libraries and the role of the teacher librarian has evolved, their main purview in a school has not changed.  Information seeking is the core of each school library, and the main point of the teacher in teacher librarian is  information literacy and the explicit teaching of ICT (ALIA & ASLA, 2004).  This teaching role extends to both staff and students, as teacher librarians are required to model good practice, and explicitly teach information seeking behaviour and information literacy to everyone in the school community (ALIA & ASLA, 2004; ALIA, 2014).  

All teachers in Australia are required to integrate technology into their teaching and learning, but many classroom educators are unaware of the benefits of emerging technologies such as AR and VR (AITSL, 2017).  Consequently, the task of educating staff about emerging technologies falls onto the teacher librarian.  This is because teacher librarians are required by ALIA & ASLA (2014), ALIA (2014) and ASLA (2014) to be familiar with emerging technologies, provide access to and integrate them into library practice, programs as well as support the school community in using them effectively.  

There are many traditional ways of introducing these technologies, such as staff emails or meetings, but there are innovative ways of introducing emerging technologies to the school community.  Townsdin & Whitmer (2017) suggested AR embedded library marketing as an effective way of promoting the library and its services whilst improving information literacy, whereas Wolz (2019) points out that using AR in information seeking covertly introduces colleagues to the technology whilst they overtly search the catalogue.  Pope (2018a) proposes that AR can be introduced through team building exercises, and Zak (2014) suggests the use of AR embedded resources as an effective method of introducing AR into classroom practice.   

Whilst all those listed are valid methods of introducing the school community to new technologies, the most effective manner is by using AR embedded classroom resources.  By using emerging technologies in teaching resources, students and staff are gaining access to high quality information that meets curriculum needs and student development.  The secondary and almost furtive asset is that students gain access to these new technologies and are given opportunities to experiment in a low stakes environment.  This tactic also gives classroom teachers an opportunity to experiment and play with the technology themselves, so that they can effectively use them in their classrooms (Zak, 2014).   From a library management position, teacher librarians are required to regularly evaluate their strategies and services to ensure that it meets the needs of their community, and this extends to AR programming and resourcing  (Zak, 2014).  This evaluation must also broaden to include any mobile applications, 3D image repository or hardware that the library choses to maintain as part of their collection and digital technologies program (Zak, 2014).