In today’s day and age, there is a constant, overabundance of information available to us at all times. Some refer to this as a knowledge economy; information is one of our most valuable commodities and is delivered automatically to our electronic devices or accessible with a few mouse clicks. Anyone can create digital content and anyone can consume it. Is this means to worry? Not necessarily. However, this supports the need to incorporate digital literacies in the classroom to allow students to become digitally literate. The goals of the NCTE framework illustrate this need further. The NCTE “established national standards that anticipated the more sophisticated literacy skills and abilities required for full participation in a global, 21st century community. The selected standards served as a clarion call for changes underway today in literacy education.” These standards fully incorporate technology use and the role it plays in the evolution of curriculum, assessment, and teaching practice.
“Digital literacy is the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills.” - The American Library Association
Digital literacy is essential for students for a number of reasons. It is important students develop critical thinking skills to be able to maneuver around and effectively use the internet and digital tools. Critical thinking is vital in deciphering between the endless digital content, deciding which content is valid and trustworthy, and what would be considered fake news. In today’s society, possessing technological skills is also needed to succeed and be a contributing citizen. I would even argue that digital literacy contributes to mental health. The overuse of technology may have a more significant impact on developing children and teenagers. In the same breath, technology can provide tools that help many manage important daily tasks that help improve and maintain their mental health. Therefore, it is important students are able to manage this critical balance.
Middle years’ students specifically are at a dangerous crossroads. They are commonly fully immersed in social media, and are provided endless information throughout their days. From information provided from their teachers while in school, to listening to their parent’s opinions on news and global happenings, to stories and content on social media, to discussing it all with their peers; students must be able to compartmentalize.
Dr. Alec Couros, DR. Katia Hildebrandt
When discussing fake news in the classroom I think it is important that real examples are used and examined. There is no shortage of fake news and it is becoming increasingly more difficult to discern. Information is now commonly “aggregated into a single “news” feed – mixing updates from friends and family with identical-looking links to stories across the web”. We also all possess biases that are directly targeted by fake news. Educating students on implicit and confirmation bias is an important first step. There are also many online sites that make learning about fake news fun and engaging, without being overly exaggerated. Sites like Can you spot the fake news headline? (Quiz), Spot the troll (Quiz), Break the fake (Quiz), Factitious – A game about identifying fake news, and Weekly News Quiz from the NY Times are all excellent resources to use in the classroom when teaching digital literacy.
Discussions and lessons on digital literacy can be incorporated to meet Saskatchewan curricular outcomes and requirements. As outlined in my previous blog post, both social studies and health are two subjects that provide multiple opportunities to incorporate digital literacy.
Literacy has always been a collection of cultural and communicative practices shared among members of particular groups. As society and technology change, so does literacy. Because technology has increased the intensity and complexity of literate environments, the 21st century demands that a literate person possess a wide range of abilities and competencies, many literacies. These literacies are multiple, dynamic, and malleable. As in the past, they are inextricably linked with particular histories, life possibilities, and social trajectories of individuals and groups.
I have always found the idea of information overload (check out this article on it https://www.interaction-design.org/literature/topics/information-overload#:~:text=Information%20overload%20describes%20the%20excess,even%20no)%20decision%20being%20made.) extremely interesting! It can be so difficult to navigate the internet with all of the different opinions and seemingly contradicting information. The toll that this can take on our mental health, and furthermore our student’s mental health, is extreme. If we don’t have the tools to navigate all of this seemingly true information, we are at a disadvantage. We also need to have the skills required to take the breaks we need from looking at our screens. This can be so difficult to do, and it may require different tools for different people. Some students may do best with timers while others may require a “distraction” from the screen. I really enjoy the information you shared about fake news, and it is all so incredibly important! Thanks so much for the great post!
You are right on the money when you emphasize the importance of teaching kids tech skills so they can protect themselves from the harm lurking on the internet. The internet and technoloical advancements are not slowing down or becoming less accessable, so the best thing we can do for our students is give them the tools to identify threats and teach them how to avoid compromising situations.
Although it is a comedy, this guy hits the nail on the head too: https://www.youtube.com/watch?v=Cnc4LaevRBw
We as teachers will need to know what the heck we are talking about so students take us serious when we give them advice and warn about potential dangers.
Great Blog!