Within this blog post, I am going to be discussing Digital Literacy. Some readers might be thinking, well… what exactly is digital literacy? According to the Ministry of Education (British Columbia), digital literacy is “The interest, attitude and ability of individuals to appropriately use digital technology and communication tools to access, manage, integrate, analyze and evaluate information, construct new knowledge, create and communicate with others”. Basically, it is the ability to analyze and use technology in an appropriate way. 

Have you ever seen something on the internet and thought, wow this is cool…I have never heard of this.. I should let others know. Damon Brown states that it is important that one completes a google search on something that seems outrageous before actually sharing things, as you could possibly be sharing something that is commonly known as FAKE NEWS. By completing a google search, you can look for other resources that support what you have learned. If other resources back up what you found, the more credible the thing may be. If you are unable to find other resources that look credible to back it up, chances are, what you have come across is in fact not real. 

Clare Wardle agrees with what Brown states and adds that our ecosystem is polluted. By accepting information that we read, without further investigation/insight, individuals are only “…adding to the noise and confusion”. The spread of Fake News makes it become more believable… which is frustrating and difficult to put an end to. 

To help individuals identify fake news, John Spencer has created the term “The five C’s of critical consumption”. His video is insightful for those confused on how to identify fake news… I know I was until watching his video. Please note that this list does not include everything, and is not perfect, but it’s an excellent place to start!

The 5 Cs:

1. Context: look at the context… When was it written where does it come from?
2. Credibility: are the sources cited? Is this a popular post?
3. Construction: What are the biases, is there any propaganda? Is what’s stated opinions or facts?
4. Corroboration: corroborate with other credible news sources. Ensure that the news can be found elsewhere.
5. Compare: with other news. Gain a bigger picture on what is really happening.

News being online can definitely have its pros and cons. Technology allows all individuals to share news which in turn leaves us no longer under the gatekeeper of news (news was at one point only shared through 4 stations). But individuals need to take responsibility with their freedom. This can be done by ensuring that “…the flow of news does not become a flood. Leaving us less informed than when we took the plunge.”

The following is an excellent resource highlighting the 7 types of mis- and disinformation:

According to the National Council of Teachers of English, ​​Active, successful participants in a global society must be able to:

• Participate effectively and critically in a networked world;
• Explore and engage critically, thoughtfully, and across a wide variety of inclusive texts and tools/modalities;
• Consume, curate, and create actively across contexts;
• Advocate for equitable access to and accessibility of texts, tools, and information;
• Build and sustain intentional global and cross-cultural connections and relationships with others so as to pose and solve problems collaboratively and strengthen independent thought;
• Promote culturally sustaining communication and recognize the bias and privilege present in the interactions;
• Examine the rights, responsibilities, and ethical implications of the use and creation of information;
• Determine how and to what extent texts and tools amplify one’s own and others’ narratives as well as counter unproductive narratives;
• Recognize and honor the multilingual literacy identities and culture experiences individuals bring to learning environments, and provide opportunities to promote, amplify, and encourage these differing variations of language (e.g., dialect, jargon, register).

So my question is, how can the above points be taught to students within the classroom? 

Taking a look at the English Language Arts Saskatchewan curriculum is a great place to start. When thinking about my own teachings, I would personally begin by implementing the section “Comprehend and Respond” for middle-highschool years. Within this, I would have students read different information using technology. They would then analyze the info, looking for credibility; how it was written, what type of language is used, who wrote the piece and what resources back up what is being said. I would then push students to think more critically, and discuss the rights, responsibilities, and ethical implications of the use and creation of information. 
Note: This is just an idea/starting point to teaching digital literacy using the Saskatchewan curriculum.