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Digital Literacy Explained for Teachers

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Critical Digital Literacy Explained for Teachers

Critical digital literacy is one of the essential required competencies for the 21st century educator. In an era of unprecedented personal publishing, infobesity (information obesity) becomes a real issue. Teachers need to be able to critically  assess and evaluate the materials and knowledge they come across. This could be done through adopting a critical thinking lens to filter things that could otherwise unconsciously affect one's stance and interpretation of  a given meaning.

Juliet Hinrichsen and Antony Coombs from University of Greenwich developed this excellent framework to help you understand the concept of critical digital literacy. This framework is made up of 5 dimensions:


1- Decoding:
"Learners need to develop familiarity with the structures and conventions of digital media, sensitivity to the different modes at work within digital artefacts and confident use of the operational frameworks within which they exist."

2- Meaning making
"This recognizes the agency of the learner as a participant in the construction of a text. Making meaning is a reflexive process in which the content, style and purpose of the text is in dialogue with the prior experience, knowledge and responses of the reader. Making meaning implies both understanding and interpretation".

3- Analysing
"Learners to develop the ability to make informed judgements and choices in the digital domain.They also need to be able to apply critical, aesthetic and ethical perspectives to the production and consumption of digitized material."

4- Persona
"Sensitivity to the issues of reputation, identity and membership within different digital contexts. The purposeful management and calibration of one's online persona. Developing a sense of belonging and a confident participant role."

5- Using
"Learners need to develop the ability to deploy digital tools appropriately and effectively for the task in hand. They also need to be able to solve practical problems dynamically and flexibly as they arise, using a range of methods and approaches, both individually and as part of communities."

This article was first published here ...

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