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Digital Futures
Support materials for use with the DEFT resources




            Digital Futures
Aims of DEFT


• understanding more about what it means to
  be digitally literate
• exploring and sharing the potential of digital
  technologies
• sharing and developing good practice in
  teaching
Exploring what is meant by literacy
What do you understand by the term
"literacy"?
                                                                2


• Do you feel this term has changed its meaning during your
  life time?
• Has it changed since your parents and grandparents were
  young?
• What does literacy mean in the everyday lives of
   the children you teach?
                                                                    1

   Glynda Hall from the University of California presents
Video:

the changing nature of literacy

                                                            7
Your use of literacy in everyday life
Map/list all the literacy related activities you have done so far
today/over the past 24 hours....




    2                             3


Compare them with others.                         4




 Experiment with grouping your uses of literacy in different ways e.g.
- forms of texts, purposes, audiences, use of technology etc. What do
you notice about your use of literacy in everyday life?
5                                                            6
Views on literacy
• as....a set of cognitive skills?
• As social practice
• “autonomous” and “ideological” models of literacy – See Brian Street
  (1985)
• Critical literacy
• Video: Exploring definitions of literacy, what it means to be a literate
  person in the 21st Century and implications for teaching



Other links :Merchant, G. Guy (2007). Writing the future in the digital age. Literacy, 41 (3), 118-128.
Glynda Hull http://www.youtube.com/watch?v=rvAlqheqLZg
Lankshear, C. and Knobel, M.2011.New Literacies: Changing Knowledge and Classroom Learning (3rd ed.). Buckingham: Open University Press.
Lankshear, C. and Knobel, M. (2006).Digital literacy and digital literacies: Policy, pedagogy
and research considerations for education. Digital Kompetense: Nordic Journal of Digital
Literacy. 1(1): 12-24. pdf
Beavis, C. and O’Mara, J. (2010) Computer games: pushing at the boundaries of literacy. Australian Journal of Language and Literacy 33(1) pp.65-76
Digital literacy
How would you define "digital literacy"
Within this project digital literacy has been defined as



            “………a blend of ICT media and information skills and
            knowledge situated within academic practice contexts
              while influenced by a wide range of techno-social
            practices involving communication, collaboration and
                           participation” JISC 2011




How does your definition compare?
Read …to compare views on the nature of digital literacy – or
should we use the plural - literacies??
Exploring what is meant by literacy
    for students at home and at school
• What does literacy mean in the everyday lives
  of the students you teach?

• What are the similarities and differences in the
  ways in which they use literacy in their home and
  in school?

• What are the implications of any similarities and
  differences?
Worth reading on this:
•   Marsh,J. (2004) ‘The techno-literacy practices of young children’ Journal of Early Childhood Research 2
    (1):51-66.
•   Levy, R. (2009) `You have to understand words…but not read them´; young children becoming readers in a
    digital age´, Journal of Research in Reading, 32(1), 75–91
Exploring school-based literacy
•    What kinds of literacies are used in school - within the formal and informal curriculum?

•    What interpretation of literacy is conveyed by current policy documentation? Which skills
     and aspects of knowledge are emphasised? Which skills and aspects of knowledge are the
     focus for assessment? What references are made to digital literacies within curriculum
     guidance, statutory documentation and assessment materials?

•    Merchant (2007) refers to competing discourses - ie ICT as
       set of skills/tools
       A vehicle for learning
       transformative ie with the potential to change the nature of learning in a radical way

       What do you perceive as the main discourse in current and past statutory documentation?
       What about the discourse of your current school literacy and ICTpolicy?

       Draft National Curriculum for English KS1 & 2
       Draft National Curriculum for KS3
       Draft National Curriculum for KS4

       Worth reading on responses to the National Curriculum Review:
       Response from UK Literacy Association
Response from Naace - professional association for those concerned with advancing education through the appropriate use of ICT"
Exploring your students’ experiences
                 of literacy
•     What does literacy mean in the everyday lives of the students you teach? *

•     How do your students’ uses and experiences of literacy compare with your own –
      in the past and present?

•     What are the implications of any similarities and differences?

•     What do you think of Prensky's idea of "digital natives"? Do you feel this would
      be an appropriate term for your students? For you? Do you see yourself as a
      digital immigrant? What do you see as the implications of such terms?

•     Do you feel that your students can be considered as a uniform group in their uses
      of digital literacies - or are there differences in their use as Selwyn and Hargatti
      suggest?

Worth reading on this:
Prensky, M (2001) Digital Natives, Digital Immigrants.
http://www.marcprensky.com/writing/Prensky%20%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Helsper, E.J. & Eynon, R. (2010) Digital natives: where is the evidence?. British Educational research Journal, 36, 3, 503-520.
Livingstone, S. & Hesper, E. (2007). Gradations in digital inclusion: children, young people and the digital divide. New Media & Society 9(4), 671-
696.http://eprints.lse.ac.uk/2768/1/Gradations_in_digital_inclusion_(LSERO).pdf
Selwyn, N. (2004)‘Reconsidering Political and Popular Understandings of the Digital Divide’ New Media & Society 6 (3): 341-362.
How/why might you build on your
 students' home use of literacy in your
          classroom teaching?
Consider:
• the technology used
• its purpose(s)
• the affordances of texts used or produced
• particular language features of such texts or groups
  of texts

Identify opportunities within your curriculum when you
are planning to teach this type of language use.
The role of digital literacies in school

• Why include digital literacies in the
  curriculum?

  Your views?



• Look through the case studies, blogs and materials add to
  your list
Why incorporate digital literacies in
    school based literacy teaching?
                                              purposes and
 motivation......                             audiences for
                             relevance to
                            students’ lives   using literacy
    opportunities to
    communicate and
    interact with those                                Opportunities for
    beyond the                                          creativity and
    classroom                                             innovation
                Meaningful contexts for
               applying and developing
              language and literacy skills          Affordances of screen
                                                    based texts and online
speed and ready                                        communication
access of
information                                                           AND
AND


                   ‘literacy teaching and learning need to
                   change because the world is changing’
                   (Cope and Kalantzis, 2000: 41)

What are your views on this statement?                                                        7



Is the world changing? If so how and what do you see as
implications of changes for education and for literacy
teaching and learning?
Worth reading on this:
 Marsh, J. (2007) New Literacies and Old Pedagogies: Recontextualizing Rules and Practices, International
Journal of Inclusive Education, 11, 3, 267-281.
Jenkins, H.2006.Confronting the Challenges of Participatory Culture. Chicago: MacArthur Foundation.
http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF
Review the role of digital literacies in
          the curriculum
Look through the case studies to review the
following:
• form of technology
• activity & organisation
• literacy use
• links with formal curriculum
• benefits
• challenges/limitations
How can digital technologies be used
   to encourage critical literacy?


• Within the case studies, where have students
  been encouraged to develop critical literacy?
  How?
• What opportunities are presented within your
  curriculum to engage students in critical literacy?
Worth reading on this: Burnett, C. & Merchant, G. (2011) ‘Is there a space for critical
literacy in the context of social media?’ English Teaching, Practice and Critique. 10(1)
Pp. 41-57.
How can digital technologies be used
     to encourage creativity?


• Within the case studies, where have students
  been encouraged to develop creativity?
  How?

• What opportunities are presented within your
  curriculum to engage students in developing
  their creativity?
How can digital technologies be used
      to encourage home school links?



• What opportunities are presented within your
  setting to use digital literacies to support links
  with home?

•   Future Lab: Connecting digital literacy between home and school
    http://bit.ly/RkDv4M
Challenges of using digital
       technology in school
• What challenges do you and your colleagues
  see in using digital technology with your
  students?



• How might you overcome them?
Challenges of using digital
       technology in school
 How do the challenges you identified compare
with those noted by Burnett (2011) i.e. inadequate
access to equipment & competing pressures of
curriculum?
How could you respond to these challenges in your
own teaching?
How can you embed digital literacy in your
practice, and not have it as an 'add on' activity?
Can you achieve a sense of 'appropriateness' about
the kinds of literacy teaching that you do?
Education for the future
What possible changes do you envisage for education in the future?


Worth watching:
•    Mitchell Resnick on the power of ICT to generate creativity and innovation in the education process

•    Keri Facer, Professor of Education, Manchester Metropolitan University author, discusses the future of learning in
     the context of an underlying shift in the foundation of society and its impact on the education superstructure.

Worth reading:
•   Rethinking Learning in the Digital Age Mitchel Resnick, The Media Laboratory, Massachusetts Institute of Technology and Video:

•    Partnership for 21st Century skills - Framework for 21st Century Learning - a holistic view of 21st century teaching and
     learning that combines a discrete focus on 21st century student outcomes(a blending of specific skills, content
     knowledge, expertise and literacies) with innovative support systems to help students master the multi-
     dimensional abilities required of them in the 21st century.

•    Beyond Current Horizons 2007 project considering the future of education beyond 2025: three potential worlds, considered
                                                                                                                   three
     potential worlds, each built around a different set of social values – increasingly individualised, increasingly
     collective or increasingly contested approaches towards life and education               .
Education for the future

Other reading on Education and literacies for the future
• Marsh, J. (2007) New Literacies and Old Pedagogies: Recontextualizing Rules and
   Practices, International Journal of Inclusive Education, 11, 3, 267-281.

•   Jenkins, H.2006.Confronting the Challenges of Participatory Culture. Chicago:
    MacArthur Foundation. http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-
    A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF

•   Facer, K.2011..Learning Futures: Education, Technology and Socio-Technical
    Change. London: Routledge
Practical stuff
• Twitter in the classroom
• Using kindles & kinnects in class
•   Future Lab: “It’s not chalk and talk anymore” School approaches to developing
    students’ digital literacy
• Mobile Technologies and learning Literature
  Review
  http://www.futurelab.org.uk/resources/mobile-
  technologies-and-learning-literature-review


•
attributions for pictures
1.    gayturner
2.   Ed yourdon
3.   London College of fashion short courses
4.   Crossett Library Bennington College
5.   zsrlibrary
6.   Tommi Komulainen
7.   old shoe woman

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Julia myers powerpoint

  • 1. Digital Futures Support materials for use with the DEFT resources Digital Futures
  • 2. Aims of DEFT • understanding more about what it means to be digitally literate • exploring and sharing the potential of digital technologies • sharing and developing good practice in teaching
  • 3. Exploring what is meant by literacy What do you understand by the term "literacy"? 2 • Do you feel this term has changed its meaning during your life time? • Has it changed since your parents and grandparents were young? • What does literacy mean in the everyday lives of the children you teach? 1 Glynda Hall from the University of California presents Video: the changing nature of literacy 7
  • 4. Your use of literacy in everyday life Map/list all the literacy related activities you have done so far today/over the past 24 hours.... 2 3 Compare them with others. 4 Experiment with grouping your uses of literacy in different ways e.g. - forms of texts, purposes, audiences, use of technology etc. What do you notice about your use of literacy in everyday life? 5 6
  • 5. Views on literacy • as....a set of cognitive skills? • As social practice • “autonomous” and “ideological” models of literacy – See Brian Street (1985) • Critical literacy • Video: Exploring definitions of literacy, what it means to be a literate person in the 21st Century and implications for teaching Other links :Merchant, G. Guy (2007). Writing the future in the digital age. Literacy, 41 (3), 118-128. Glynda Hull http://www.youtube.com/watch?v=rvAlqheqLZg Lankshear, C. and Knobel, M.2011.New Literacies: Changing Knowledge and Classroom Learning (3rd ed.). Buckingham: Open University Press. Lankshear, C. and Knobel, M. (2006).Digital literacy and digital literacies: Policy, pedagogy and research considerations for education. Digital Kompetense: Nordic Journal of Digital Literacy. 1(1): 12-24. pdf Beavis, C. and O’Mara, J. (2010) Computer games: pushing at the boundaries of literacy. Australian Journal of Language and Literacy 33(1) pp.65-76
  • 6. Digital literacy How would you define "digital literacy" Within this project digital literacy has been defined as “………a blend of ICT media and information skills and knowledge situated within academic practice contexts while influenced by a wide range of techno-social practices involving communication, collaboration and participation” JISC 2011 How does your definition compare? Read …to compare views on the nature of digital literacy – or should we use the plural - literacies??
  • 7. Exploring what is meant by literacy for students at home and at school • What does literacy mean in the everyday lives of the students you teach? • What are the similarities and differences in the ways in which they use literacy in their home and in school? • What are the implications of any similarities and differences? Worth reading on this: • Marsh,J. (2004) ‘The techno-literacy practices of young children’ Journal of Early Childhood Research 2 (1):51-66. • Levy, R. (2009) `You have to understand words…but not read them´; young children becoming readers in a digital age´, Journal of Research in Reading, 32(1), 75–91
  • 8. Exploring school-based literacy • What kinds of literacies are used in school - within the formal and informal curriculum? • What interpretation of literacy is conveyed by current policy documentation? Which skills and aspects of knowledge are emphasised? Which skills and aspects of knowledge are the focus for assessment? What references are made to digital literacies within curriculum guidance, statutory documentation and assessment materials? • Merchant (2007) refers to competing discourses - ie ICT as  set of skills/tools  A vehicle for learning  transformative ie with the potential to change the nature of learning in a radical way What do you perceive as the main discourse in current and past statutory documentation? What about the discourse of your current school literacy and ICTpolicy? Draft National Curriculum for English KS1 & 2 Draft National Curriculum for KS3 Draft National Curriculum for KS4 Worth reading on responses to the National Curriculum Review: Response from UK Literacy Association Response from Naace - professional association for those concerned with advancing education through the appropriate use of ICT"
  • 9. Exploring your students’ experiences of literacy • What does literacy mean in the everyday lives of the students you teach? * • How do your students’ uses and experiences of literacy compare with your own – in the past and present? • What are the implications of any similarities and differences? • What do you think of Prensky's idea of "digital natives"? Do you feel this would be an appropriate term for your students? For you? Do you see yourself as a digital immigrant? What do you see as the implications of such terms? • Do you feel that your students can be considered as a uniform group in their uses of digital literacies - or are there differences in their use as Selwyn and Hargatti suggest? Worth reading on this: Prensky, M (2001) Digital Natives, Digital Immigrants. http://www.marcprensky.com/writing/Prensky%20%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf Helsper, E.J. & Eynon, R. (2010) Digital natives: where is the evidence?. British Educational research Journal, 36, 3, 503-520. Livingstone, S. & Hesper, E. (2007). Gradations in digital inclusion: children, young people and the digital divide. New Media & Society 9(4), 671- 696.http://eprints.lse.ac.uk/2768/1/Gradations_in_digital_inclusion_(LSERO).pdf Selwyn, N. (2004)‘Reconsidering Political and Popular Understandings of the Digital Divide’ New Media & Society 6 (3): 341-362.
  • 10. How/why might you build on your students' home use of literacy in your classroom teaching? Consider: • the technology used • its purpose(s) • the affordances of texts used or produced • particular language features of such texts or groups of texts Identify opportunities within your curriculum when you are planning to teach this type of language use.
  • 11. The role of digital literacies in school • Why include digital literacies in the curriculum? Your views? • Look through the case studies, blogs and materials add to your list
  • 12. Why incorporate digital literacies in school based literacy teaching? purposes and motivation...... audiences for relevance to students’ lives using literacy opportunities to communicate and interact with those Opportunities for beyond the creativity and classroom innovation Meaningful contexts for applying and developing language and literacy skills Affordances of screen based texts and online speed and ready communication access of information AND
  • 13. AND ‘literacy teaching and learning need to change because the world is changing’ (Cope and Kalantzis, 2000: 41) What are your views on this statement? 7 Is the world changing? If so how and what do you see as implications of changes for education and for literacy teaching and learning? Worth reading on this: Marsh, J. (2007) New Literacies and Old Pedagogies: Recontextualizing Rules and Practices, International Journal of Inclusive Education, 11, 3, 267-281. Jenkins, H.2006.Confronting the Challenges of Participatory Culture. Chicago: MacArthur Foundation. http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF
  • 14. Review the role of digital literacies in the curriculum Look through the case studies to review the following: • form of technology • activity & organisation • literacy use • links with formal curriculum • benefits • challenges/limitations
  • 15. How can digital technologies be used to encourage critical literacy? • Within the case studies, where have students been encouraged to develop critical literacy? How? • What opportunities are presented within your curriculum to engage students in critical literacy? Worth reading on this: Burnett, C. & Merchant, G. (2011) ‘Is there a space for critical literacy in the context of social media?’ English Teaching, Practice and Critique. 10(1) Pp. 41-57.
  • 16. How can digital technologies be used to encourage creativity? • Within the case studies, where have students been encouraged to develop creativity? How? • What opportunities are presented within your curriculum to engage students in developing their creativity?
  • 17. How can digital technologies be used to encourage home school links? • What opportunities are presented within your setting to use digital literacies to support links with home? • Future Lab: Connecting digital literacy between home and school http://bit.ly/RkDv4M
  • 18. Challenges of using digital technology in school • What challenges do you and your colleagues see in using digital technology with your students? • How might you overcome them?
  • 19. Challenges of using digital technology in school How do the challenges you identified compare with those noted by Burnett (2011) i.e. inadequate access to equipment & competing pressures of curriculum? How could you respond to these challenges in your own teaching? How can you embed digital literacy in your practice, and not have it as an 'add on' activity? Can you achieve a sense of 'appropriateness' about the kinds of literacy teaching that you do?
  • 20. Education for the future What possible changes do you envisage for education in the future? Worth watching: • Mitchell Resnick on the power of ICT to generate creativity and innovation in the education process • Keri Facer, Professor of Education, Manchester Metropolitan University author, discusses the future of learning in the context of an underlying shift in the foundation of society and its impact on the education superstructure. Worth reading: • Rethinking Learning in the Digital Age Mitchel Resnick, The Media Laboratory, Massachusetts Institute of Technology and Video: • Partnership for 21st Century skills - Framework for 21st Century Learning - a holistic view of 21st century teaching and learning that combines a discrete focus on 21st century student outcomes(a blending of specific skills, content knowledge, expertise and literacies) with innovative support systems to help students master the multi- dimensional abilities required of them in the 21st century. • Beyond Current Horizons 2007 project considering the future of education beyond 2025: three potential worlds, considered three potential worlds, each built around a different set of social values – increasingly individualised, increasingly collective or increasingly contested approaches towards life and education .
  • 21. Education for the future Other reading on Education and literacies for the future • Marsh, J. (2007) New Literacies and Old Pedagogies: Recontextualizing Rules and Practices, International Journal of Inclusive Education, 11, 3, 267-281. • Jenkins, H.2006.Confronting the Challenges of Participatory Culture. Chicago: MacArthur Foundation. http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0- A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF • Facer, K.2011..Learning Futures: Education, Technology and Socio-Technical Change. London: Routledge
  • 22. Practical stuff • Twitter in the classroom • Using kindles & kinnects in class • Future Lab: “It’s not chalk and talk anymore” School approaches to developing students’ digital literacy • Mobile Technologies and learning Literature Review http://www.futurelab.org.uk/resources/mobile- technologies-and-learning-literature-review •
  • 23. attributions for pictures 1. gayturner 2. Ed yourdon 3. London College of fashion short courses 4. Crossett Library Bennington College 5. zsrlibrary 6. Tommi Komulainen 7. old shoe woman