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The following is based on my doctoral thesis, my experience as Web Literacy Lead at the Mozilla Foundation, and the work that I’ve done as an independent consultant, identifying, developing, and credentialing digital skills and literacies. Via Elizabeth E Charles 
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I have identified thirteen literacies that our students need to become well-rounded 21st-century citizens. These literacies are not taught as separate literacies but are taught across th Via Tom D'Amico (@TDOttawa)
Jan MacWatters's curator insight,
April 4, 2019 7:18 AM
How to ensure that our students develop the literacies they need for the 21st Century. SImply being able to read is no longer enough.
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Karen Dunlap's curator insight,
October 4, 2014 9:59 AM
As the need to know more increases....what should pre service teachers focus on? Hmmm.... |
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Digital literacy is so much more important in our world of fake news and information 24/7. With that also comes the need to teach that literacy within our schools. News and technology have taken over every aspect of our lives, meaning that no matter what subject we are in, or age group we are teaching, it is so important that we are implementing digital literacy into our classrooms. Via Elizabeth E Charles
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If we could build a new framework to show how learners and leaders can thrive in a fully digital, automated future, what would it look like? Via Ana Cristina Pratas
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Author: Stephania Savva The core of this chapter reports on the development, implementation and evaluation of a theory based framework named Affinity Multiliteracies Practice (AMP) with the intention to provide an example of a teaching and learning approach to schooling that acknowledges students’ multiple and diverse identities, experiences and capabilities while also equipping them to become the flexible and dynamic learners required in the 21st century. Via Stephania Savva, Ph.D, THE OFFICIAL ANDREASCY, Andreas Christodoulou, Mark E. Deschaine, PhD
Stephania Savva, Ph.D's curator insight,
May 10, 2016 5:04 PM
An innovative perspective on teaching and learning based on empirical fieldwork undertaken with primary aged students for a doctoral thesis investigation.
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While it has proved a useful concept during the past 20 years, the notion of ‘critical digital literacy’ requires re-thinking in light of the fast-changing nature of young people’s digital practices. This paper contrasts long-established notions of ‘ Via Elizabeth E Charles
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