Цифровая грамотность

Качество, умение - Цифровая грамотность Общая грамотность Научная грамотность, Технологическая грамотность, Экономическая грамотность, Визуальная грамотность

Как формируется Цифровая грамотность в сервисах 2.0: По каждой из составляющих у нас есть форма деятельности, которая ее поддерживает. См. Контрольный лист оценивания цифровой грамотности

Modern approach to digital literacy development in education

• Khromov, S. S., & Kameneva, N. A. (2016). Modern approach to digital literacy development in education. Открытое Образование, 20(1), 60–65.

Print literacy

Print literacy is the ability to read and produce online text, such as blog entries, tweets, emails etc. This is clearly related to traditional print literacy, but includes an awareness of online text genres. This requires some familiarity on the part of the teacher, particularly when working with the writing skill; as email and synchronous chat overtake the use of more formal letter writing, an awareness of genre, register and appropriacy will become ever more important.

Texting literacy

Texting literacy means awareness of the conventions of texting language (abbreviations, acronyms, symbols etc.), and of knowing in what contexts to use or not use it. Whilst print literacy is a familiar typology, texting literacy remains the domain of regular mobile phone users and is much maligned in educational circles for the purported detrimental effect it is having on literacy.

Hypertext literacy

Hypertext literacy implies understanding how hyperlinks in online text work, and being able to produce texts with effective use of hyperlinking. In might include knowing how many hyperlinks to insert in a text and why, what to link to, understanding the effects of over- (or under-) linking in a text, and so on. Hypertext literacy also extends beyond the producer to the consumer, to issues of focus, concentration and multi-tasking. In an age of Web 2.0 where everything is linked to some-thing else, hypertext literacy demands that we consider how people read online, and how to keep them focused on particular sources, resources and tasks.

Visual, media and multimedia literacy

Visual, media and multimedia literacy is supposed to be an understanding of how images and multimedia (audio, video) can be used to supplement, enhance, subvert or even replace text communication. There is also an underlying need to produce multi-modal messages ourselves, from sharing our photos on Facebook to creating video clips for You Tube. In the epoch of Web 2.0 there are no longer passive consumers who need to learn how to sit back and critique mass media (although this is still a key skill). There appeared now ‘prosumers’ (producers and consumers) of multimedia artefacts.

Gaming literacy

Gaming literacy includes a macro literacy involving kinaesthetic and spatial skills, and the ability to navigate online worlds (such as Second Life) or use gaming consoles. Although at first glance this literacy may seem unconnected to education, there is a growing interest in serious games for education.

Mobile literacy

Mobile literacy suggests an understanding of how mobile technology is transforming our world, from issues of hyper connectivity (always being connected to the Internet), to understanding how to use geolocation and augmented reality. As suggested above, mobile phones themselves are perceived as somewhat problematic concentration appear to clash with having connected devices in the hands of learners. This can be exacerbated in the language class, where perceptions of a resultant lowering in the quality of language produced by the learners are coupled with teacher anxiety that an over-reliance on translation and phrasebook style apps and resources may impact on the independence of the students. Many of these concerns are a result of teacher misunderstanding of how mobile devices are used by younger learners, but also result from draconian policies that prohibit the use of such devices at the universities and schools. Key to acquiring mobile literacy and integrating it into the classroom are school policies regarding acceptable mobile use, as well as negotiation between teacher and the students.

Code and technological literacy

Code and technological literacy involves apart from basic technical skills (such as knowing how to use a word processing program, or how to send an attachment by email), a basic knowledge of html coding can help us understand how online tools and products are put together and, more importantly, enable us to make changes to these to overcome limitations. Very basic coding skills can help one customise the elements in one’s blog for example, or route around censorship (for good or bad). A renewed interest in computer programming and related code skills can be seen in many countries around the globe. Social networks such as CoderDojo https://coderdojo.com/ have sprung up to fill the knowledge gaps in the teaching body, allowing young people to jointly develop these vital skills. A focus on information is also important in using modern technologies. These are key digital literacies that concentrate on how to find information and resources, how to evaluate them and how to store them for later retrieval. They include a certain number of skills.

Search literacy

Search literacy indicates the ability to search for information effectively online. This means an awareness of search engines beyond Google, including visual search engines, voicedriven search engines and specialized search engines concentrating on single resource types. Arguably the most basic and vital of the literacies, search literacy is increasingly important in an age where the production and sharing of online resources is spiralling out of control and data management is becoming increasingly challenging. Getting to what people are looking for is more of a challenge than it has ever been.

Information literacy

Information literacy is coupled with effective search literacy. Information literacy is the ability to evaluate online sources of information for veracity, and credibility. In this age of information overload, people also need to augment these two skills with filtering and attention literacy so as to know what to pay attention to and what not - and when. Information literacy requires a heightening of critical analysis of resources, an ability to judge and evaluate the utility of those resources and an ability to use them in the service of our learning [4].

Tagging literacy

Tagging literacy suggests knowing how to tag or label online content, how to create tag clouds and to contribute to ‘folksonomies’, i.e. user created banks of tags. As resources become more plentiful, there is an increased need to be able to classify, label, store and retrieve sites and information. Moving beyond simple bookmarking in browsers, tagging literacy moves classification systems online, into a more social space where scattered groups of users contribute to a group’s knowledge and access to information by keeping a shared repository of relevant data. A focus on connections entails, that these literacies come to the forefront in social net-working spaces and other online media where personalisation occurs. They may include blogs and wikis, as well as social networks such as Facebook. In such spaces users not only write about themselves and their lives, but also participate in wide social groupings that transcend more closed groupings in terms of ethnicity, religion, geography, etc. They include a series of particular skills.

Personal literacy means knowing how to create, project and curate online identity, present someone’s own portfolio. This includes an awareness of issues such as online safety or identity theft. Knowing what to share – and with whom – has huge implications not only for our personal lives, but also for our professional image and our career trajectory. Understanding the potential impact of our digital footprints is key to managing them.

Network literacy is focused on the ability to take part in online networks and to leverage these to help us filter and find information. For teachers and tutors, their PLN (Personal Learning Network) - online professional contacts - can be useful as a means of tapping into on-going professional development. Network literacy is about pure connections, about how people share and transfer information from one grouping to another. In many ways network literacy has obvious parallels in early communities of practice theory with its core and boundary members and their interactions inside and outside a given group.

Participatory literacy is closely aligned to network literacy. Participatory literacy involves contributing to and participating in online networks. This equates to something over and above merely reading professional development tweets on Twitter, but contributing your own tweets. Not just reading blog posts, but leaving comments - or even writing your own blog. Participatory literacy is the lifeblood of the post in Web 2.0 social era of distributed computing, where what you share is what you are. In this sense, many of the major implications of personal literacy also hold for this skill.

Cultural and intercultural literacy implicates understanding digital artifacts from other cultures, and interacting effectively and constructively with people from other cultures takes on even more importance in our global world, where intercultural contact via digital communication is increasingly possible and increasingly likely. As learning projects become more globalised, more exchange based, learning how to interact with other cultures is key – not only to successful completion of a given project, but further on, with wider implications in the professional sphere.

Remix literacy refers to the modern trend of ‘remixing’ pictures, videos and other media and receiving striking effect. This may relate, for example, to the trend for making ‘literal versions’ of music videos, through remixing music videos for political or satirical ends. This literacy is also closely associated with Internet ‘memes’[10]. In each instance, recognition of the ‘remix’ that has taken place is crucial to an understanding of the media being viewed.

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