Teaching Beyond the Three R’s: The Case for Teaching Digital Literacy
Kelly Torres, Aubrey Statti, The Chicago School of Professional Psychology, United States
Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Current learners are growing up in a digital age in which they are immersed with technology. As a result, learners have immediate access to a wide array of digital resources. However, students may not possess digital literacy skills in which they understand how to simply go beyond searching for information to carefully and critically analyzing the resources that they locate. Researchers define digital literacy skills as referring to individuals' abilities to plan and monitor their use of online search strategies in order to determine appropriate online sources. Similar to other learning strategies and skills, students may need to be explicitly taught digital literacy skills. Through activities such as the RADAR technique, mindful reading student led discussions, scenarios, digital projects, and digital profiles, students are able to critically and reflectively determine effective online information and media resources.
Torres, K. & Statti, A. (2017). Teaching Beyond the Three R’s: The Case for Teaching Digital Literacy. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 919-926). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE).
© 2017 Association for the Advancement of Computing in Education (AACE)
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