The history and status of digital literacy in Norway is complex. The term is presumed by English-speaking researchers and educators to mean, in a straightforward way, the same in Norwegian as it does in English. However, given the difficulty in translating words such as ‘literacy’ into Norwegian, and words such as ‘kompetanse’ from Norwegian, ‘media literacy’ is a term preferred increasingly to ‘digital literacy’.
In this standards-based, heavily-pressured educational culture – a society where, anecdotally, painkillers are stocked alongside exam-preparation books (Bracey, 2008) – it is unsurprising to find the dominant ‘new literacy’ to be Media Literacy. In addition, much of the available research literature into new literacies comes from, or through the lens of, Singapore’s National Institute of Education.
The seeming Australia-wide agreement on Digital Media Literacy as the accepted form of New Literacies is explained in part by Gibson (2008). He gives an overview of the ‘literacy wars’ in Australia, quoting Ilyana Snyder on how the press and professional journals keep alive the debates between conservatives and progressives (Snyder, 2008). The battleground over different forms and manifestations of traditional (print) literacy allows, suggests Gibson, Digital Media Literacy to show “some promise of a revival of educational optimism” (Gibson, 2008, p.74).
Due to the standards-based, testing culture in US schools, NYC’s approach is understandable. They have adopted the publication of an authoritative body who, in turn, have reacted to an environment created by US educational policy in the wake of NCLB. Such an environment stresses the importance of being ‘information literate’ and focuses on the traditional basics but, perhaps, at the expense of a cohesive programme for New Literacies.
I do a lot of research. Not only is my day job Researcher/Analyst at JISC infoNet but when I go home I’m researching and writing as part of my doctoral thesis. Quantity and quality are different measures, but I’d hope that I’m at least half-decent at something I spend a fair amount of my life doing.
Being a researcher before the internet must have been a very difficult occupation. Much less access to information but, I suppose, on the other hand, it must have been a much more ’embodied’ existence than spending hours mediated by several different kinds of screens. Without a focus it’s very easy to become confused very quickly and be like a dog chasing after shiny cars.
I use several tools to stay up-to-date in these areas and to discover new resources. Here’s five of the best:
Twitter + Storify
This goes without saying: Twitter is my social dashboard and an absolute treasure trove of useful information. The important thing is that it’s a network (of networks) of people who have expertise, influence and opinion.
Recently I’ve started using Storify to, for want of a better phrase, ‘curate tweets’ about stuff I’m researching. Here’s an example for iPad mindmapping apps. Asking a question, getting replies, curating them and re-sharing helps everybody.
This feels like, in a phrase Ewan McIntosh used five years ago, giving away some kryptonite as LinkedIn Signal is truly amazing for researching specific terms. It’s based on your LinkedIn connections, which I’m careful to keep based on people I’ve met. It shows your relation to that person but also the most discussed links about that search term.
Try it. You’ll love it.
Amplify is for ‘clipping’ content from websites and adding your comments to it. You can find my most recent clippings in the sidebar of this blog. The power of Amplify, however, is twofold: (i) the people you follow who often post things you wouldn’t come across, and (ii) the search functionality.
The ever-innovative Futurelab have recently announced EventEye, a paid-for version of EducationEye for (unsurprisingly!) events. EducationEye is a service that pulls in posts from blogs (including this one) and arranges them in a visually pleasing and useful way.
Again, there’s a search function available but it’s also handy for serendipitous dipping in and out of in order to keep up with the zeitgeist.
I use Quora about once per week. It’s a social question-and-answer site where people can vote answers up and down and summarise answers once there’s plenty of responses. It can work very well and there’s an extremely diverse mix of people on there. It’s certainly worth ‘tracking’ questions to see what kinds of responses they get and from whom.
So there we are! Five recommendations of tools that help me be a better researcher. What have I missed?
In the long run, [the] flattening of the world can be advantageous for everyone. But to realize these benefits, people from all walks of life, including (and perhaps especially) educators, need to let go of doing business and usual and begin adapting to the changing world. Emerging nations have been quick to pick up the gauntlet – perhaps because they had little to lose and everything to gain. Developed nations have been more resistant to making the changes needed to thrive in this new global society – perhaps because they fear they have everything to lose. But not taking action is a recipe for failure for these nations. (p.1)
Need for more use in order to develop effective models
[W]e find ourselves in the equivalent of the frontier. Until we are able to openly explore effective uses of these technologies as tools for teaching and learning, we are not going to be able to cite good models. (p.3)
Effective education and technology
Effective education is the foundation of successful societies. But in recent years, at least in developed countries, the survival of the existing institution seems to have trumped the importance of providing relevant, timely instruction. This trend can be changed, but the time to take action is now. One way to move education forward is to embrace emerging technologies that make it possible to implement programs where students master core academic content, hone applied 21st-century skills, and learn how to find success in an increasingly digital world. (p.3)
The futility of banning mobile phones
How does [routine confiscation of mobile phones] waste time? Because many students are turning over either old, disconnected phones or replica phones, which they have purchased online for about two dollars. Students cheerfully relinquish and retrieve these devices each period while retaining possession of their real phones… It is far better to find positive ways cell phones can be used as tools for teaching and learning by identifying and enforcing realising parameters within which students may have cell phones in their possession than to fight what is ultimately a losing – and unnecessary – battle. (p.15)
Mobile phones and etiquette
Students misuse cell phones in exactly [the same ways as the rest of society]. But how are they to learn better behavior without appropriate adult models who take the time to teach digital etiquette? Granted, parents need to take responsibility for teaching good manners to their children, but so do teachers and other school personnel who often spend more waking hours with students than do their parents! (p.18-19)
1:1 requires pedagogical underpinning
Experts generally agree that purchasing and installing equipment to reach a 1:1 ratio of students to computing devices is not enough to make a difference in academic achievement. For this investment to pay off, teachers need to rethink their approach to instruction by trying out student-centred strategies that focus on collaboration, communication, and problem solving. In short, although online research and word processing have their place, these activities are starting – not ending – points. (p.41-2)
Objections should not be deal-breakers
Unfortunately… objections are often used as deal breakers. Although it’s important that these concerns be put on the table, the driving purpose should be to enable educators to have open discussions about potential unintended consequences. Once everyone’s concerns are out in the open, it’s possible to consider solutions or strategies for working around problems. (p.113)
Exciting times for educators
This is an exciting time to be an educator. The possibilities for reaching and engaging students are growing daily. As new tools for communication and collaboration continue to be developed and made readily available to people around the world, educators continually need to adapt their approach to instruction to ensure that classroom activities remain relevant. Fortunately, these changes are doable. All that’s required is the will to move forward. (p.121)