Knowing the Difference Between Digital Skills and Digital Literacies and Teaching Both

Hertz-Newman, Jenny

ID

Bali, M. (2016). Knowing the difference between digital skills and digital literacies and teaching both. Literacy Today. Retrieved from: https://www.literacyworldwide.org/blog/literacy-daily/2016/02/03/knowing-the-difference-between-digital-skills-and-digital-literacies-and-teaching-both

This article makes the important distinction between digital skills such as the ability to use digital tools (i.e., how to download, how to retweet, how to use Powerpoint) and digital literacies, which Bali (2016) characterizes as the “issues, norms, and habits of mind surrounding technologies used for a particular purpose”.  In other words it’s important for teachers to make sure they are teaching both the HOW of using digital tools as well as the WHEN and WHY involved with using those tools.

I appreciate the way Bali (2016) discusses the contextualized teaching and learning involved in digital literacy — when would you use Google instead of another platform, when should your use be determined by issues of privacy, issues of source reliability, issues of appropriateness and long term consequences of a particular posting?  She proposes a progressive model, scaling up in complexity in both skills and literacy.

 

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Inna Levine


CO-Collaboration Strategies


Subramaniam, M., Ahn, J., Waugh, A., Taylor, N. G., Druin, A., Fleischmann, K. R., & Walsh, G. (2013). Crosswalk between the “framework for K-12 science education” and “standards for the 21st-century learner”: School librarians as the crucial link.School Library Research, 16 Retrieved from http://dialog.proquest.com/professional/docview/1509082301?accountid=143640

Within the school library community, there have been persuasive calls for school librarians to contribute to science learning. The article presents a conceptual framework that links national standards of science education (“Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas,”) to core elements embedded in “AASL’s Standards for the 21st-Century Learner”, the standards that guide the teaching and learning of multiple literacies for which librarians are responsible in schools. Based on this conceptual framework, the authors of the article highlight how four middle school librarians in a large school district in the mid-Atlantic region of the United States enact and expand their five roles–information specialist, instructional partner, teacher, program administrator, and leader–while they participate in Sci-Dentity, a science-infused after-school program. They observed clear links between skills, dispositions, and responsibilities from the “Standards.” taught and facilitated by these school librarians, to principles in the Framework. The authors contend that the learning of the Standards is crucial to creating and sustaining science-learning environments as envisioned in the “Framework” and argue that school librarians’ role in science learning is more vital than it has ever been.