Digital Citizenship: Information, Communication and Media Literacy

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From Digital Natives to Digital Citizens: Teaching Digital Citizenship as part of the School Curriculum INA SMITHANNAMARIE GOOSENAgendaTransformation Charter & Ecosystem ApproachDigital CitizenshipReading & LearningInformation Technology in Research and CommunicationInformation Technology in SchoolsProposed curriculum integrating Information Literacy, Computer Literacy, Media LiteracyLIS Transformation CharterFramework of principles and mechanisms for LIS to contribute to: Elimination of illiteracy and inequality Promote information literacy Building a modern, efficient, equitable library and information (eco)system Building an informed and reading nationAccess to informationDemocratise informationDistribute status, wealth & powerMakes for better people, less dependentMore efficient & effective (productive) workersMore responsive & responsible citizensLess conflict & disturbancesMore developed country, economic growth, job creationEcosystem approachThe ecological approach encourages us to think of South African LIS in such a way that where the flows of resources diminish, for example to school libraries, we will recognise that because of our interdependence, the weakness of one component has the potential to weaken other components.Information literacyResearch problemMethodologyCollecting informationAnalysing, critically evaluatingRepresentAcknowledge resourceshttp://www.theatlantic.com/education/archive/2015/04/digital-natives-yet-strangers-to-the-web/390990/Reuben Loewy, 55 year old US teacherhttp://www.theatlantic.com/education/archive/2015/04/digital-natives-yet-strangers-to-the-web/390990/Kids not only need to be proficient in how to use digital technology, becoming savvy coders and prolific ebookreaders, he explainsthey also need to deeply, holistically, and realistically understand how the digital world worksbehind the scenes.They are consuming and seeing so many things online that they dont know how to put it into context or how to evaluate it."At the same time, "even schools that have called themselves very technologically advanced havent even begun to explore how they actually teach [about that technology]," he said. They may hand out iPads or laptops to students, but such education often stops at the hardware. "Curriculum is the microcosm of whats going on in society; I think that curriculum needs to catch up with the reality."Very High Human Development Index (HDI)Medium HDIhttp://www.sowetanlive.co.za/news/2016/05/25/pupils-don-t-understand-what-they-read-study?utm_campaign=shareaholic&utm_medium=facebook&utm_source=socialnetworkhttp://www.sowetanlive.co.za/news/2016/05/25/pupils-don-t-understand-what-they-read-study?utm_campaign=shareaholic&utm_medium=facebook&utm_source=socialnetworkMother-tongue LanguageNorms of appropriate, responsible behaviour with regard to technology useDigital access for allDigital consumers doing online businessDigital communicationDigital literacy for searching & processing informationDigital etiquetteDigital Citizenship (1)Digital law (plagiarism, illegal downloads, hacking, creating and spreading worms, viruses, Trojan Horses, sending spam, stealing identity)Digital rights & responsibilities (right to privacy, free speech)Digital health & wellness (safety, self-care, cyber-bullying)Digital security (virus protection, back-ups)http://www.digitalcitizenship.net/Nine_Elements.htmlDigital Citizenship (2)http://www.digitalcitizenship.net/Nine_Elements.htmlTo become an empowered digital citizen, with competency in various application software tools and the Internet.To become an effective downloader of content, but also an uploader of media and a contributor to the world of knowledge.To apply self-learning and to continuously grow in terms of using computer technology as a tool.Expected OutcomesAdult learnersPrefer sense of self-control, autonomy, self-directionLearning must be relevant, purposeful, to achieve goalsTime limitedWealth of knowledgeResults-oriented expectations metPotential limitations Successful if internally motivatedChild learnersOther-directed depend on teachers, parentsPerception of time differentLearn what they are toldLimited experience baseLearn quickly, open to new information & to change viewsExpectations less well definedExternally motivatedLearning styleshttp://www.stevecorbett.net/edtecportfolio/generations/index.htmhttp://www.stevecorbett.net/edtecportfolio/generations/index.htmCommunication Processhttps://www.youtube.com/watch?v=FP06iB1qF8khttps://www.youtube.com/watch?v=FP06iB1qF8khttp://www.abc.net.au/news/2015-06-20/melbourne-man-receives-titanium-3d-printed-prosthetic-jaw/6536788http://www.abc.net.au/news/2015-06-20/melbourne-man-receives-titanium-3d-printed-prosthetic-jaw/6536788https://www.youtube.com/watch?v=M_1glPNV5PMhttps://www.youtube.com/watch?v=M_1glPNV5PMhttps://www.youtube.com/watch?v=SObzNdyRTBshttps://www.youtube.com/watch?v=SObzNdyRTBsChicago Public Library Makerspacehttps://www.youtube.com/watch?v=DbY_grImwTohttps://www.youtube.com/watch?v=DbY_grImwToInformation Technology in SchoolsShould be addressed on different levels:IT InfrastructureComputer Centre Layout & ManagementSchool Web Page & Social MediaLearning Management System (online)PoliciesCurriculum ContentAssessmentIT InfrastructureHardware Desktops/Laptops/Tablets, Printers, Scanners, Digital cameras, Data projectors, Whiteboard or Digital Visual Presenter Server & network External storage devices Upgrades Learners & Facilitators SecuritySoftware Microsoft Office (Word, Excel, PowerPoint, Paint etc.), Internet & Internet Browser (Chrome) Licenses Upgrades Back-ups Digital preservationNew generation overhead projector (or digital visual presenter)Computer Centre Layout & ManagementClasses per cycle, per week30-45 min. periodsAvailability for extra research During school breaks After schoolInternet, MSOffice, other educational applicationsSell paper, CDs, DVDs, Flash disks, otherPrinting costsSchool web page & Social MediaIf its not on the web, it doesnt exist.Web page regularly updated & 24/7 accessibleSocial media e.g. Facebook, Blog newsletter: news out quicklySocial media encourages feedbackMarketing & Communication display window to the worldWeb page: WordPress (incl. Blog newsletter)Facebook: news clips, photos, feedbackDropbox: sharing of files, storing filesIntranet: storage & preservation of digital contentFlickr: photosGoogle Docs/Forms: where feedback requiredEtc.Online Learning Management SystemPoliciesHardware & Software usage (Advertisements, Email disclaimers)Internet usageProtect users & school: Policy for learners Policy for educatorsPolicy for LearnersAcceptable use & Unacceptable usePrivilegesComputer use/user rulesNetwork etiquetteSecurityVandalism Personal damagesPolicy for EducatorsCurriculum Content*New* Namibian Information & Communication Curriculum 2016Grades 4-7 only (private schools Grades 1-7)Includes Media and Information Literacy, Computer Literacy etc.Paint, Word, Excel, PowerPoint, Internet, etc.IC aims to .Develop critical thinking and a problem solving attitude Develop skills to search for and use information through classroom tasks and assignments Enhance a lifelong learning attitude through reading Provide awareness of HIV and AIDS, democratic principles, population growth, ecological sustainability, ICT, and improvement of quality of life for all Namibians Provide the learner with a basic working knowledge of ICT tools, mainly computer hardware and software Make the learner aware of the ways in which ICT is used in practical and school-related situations About the Curriculum (1)Forward looking, forward thinkingPresent trend: convergence of radio, television, Internet, newspapers, books, digital archives, libraries into one platform Holistic approach to Media (incl. Information, Communication and Computer) Literacy Cross-curricular themes addressed: environmental learning, HIV/AIDS, population education, education for human rights and democracy, information and communication technology and road safetyAbout the Curriculum (2)Learner-Centered Education (LCE) Approach - active participation, contribution, production by learnersFind, critically evaluate, communicate & share informationActive digital citizens respond to problems/questions & build a better, just, democratic societyLifelong learners, always curious - learn new things all the timeApproachAll learners different skills levelsEach learner unique adaptSimplify text where English is the 2nd languageAdapt level of difficultyChange topic to be more relevantRearrange lessons/activitiesAdapt existing activitiesAdd to existing lessons & activitiesSchools without computer centres cover theory & encourage community library visitsIndividual, Pair, Group, Class Work encourage to collaborate Engage with other schools also internationallyInvite experts to do virtual presentations through SkypeExamples of new learning .AssessmentContinuous assessmentFormative assessmentDiagnostic assessmentNo examinationsContinuous Assessment (individual)Practical Investigation (10 marks)Continuous Assessment (class)Support for EducatorsUser-friendly manualsMinimum preparation & expertise requiredPlanning & preparation all in oneE-mail support (response within 24 hours)Facebook page: new ideas, lessons to complement existing lessonsMailing list to share ideasDownloads http://kidsinthecloud.wordpress.comWorkshopshttp://kidsinthecloud.wordpress.com/SupportTips Remember that everything is connectedObserve, learn and get ideas from othersAnalyse, ask questions, think criticalExplore, experiment, dare, take chancesFollow an agile approach dont resist change, but think about how it can be to the benefit of society in generalNobody will ever know everythingLearn something new every day!Change cannot be avoided .Thank you! Questions?Ina Smith & Annamarie GoosenKids in the Cloud (Pty)Ltdhttp://kidsinthecloud.wordpress.comkidsinthecloud@gmail.comhttp://kidsinthecloud.wordpress.com/mailto:kidsinthecloud@gmail.com