Moving Beyond the Conduit
This week, I read Jenifer Vanek's article Digital Literacy and the International Literacy Association's brief Improving Digital Practices for Literacy, Learning, and Justice: More Than Just Tools. Coincidentally, I arrived at the same conclusion after reading both texts: New Literacies should not solely be used as conduits. It goes without saying that many young people today are very proficient in keyboarding and navigating a computer. However, Vanek (2019) argues that many more proficiencies must be in place for students to successfully function in the digital age. These proficiencies include finding and evaluating information and knowing which tools to use to complete tasks. In this new digital age, one cannot find much success in the workplace with basic typing skills. The task-oriented nature of today's market necessitates the ability to use technology to locate information and display that information in various ways. Without putting these skills in place, teachers simply train students to use computers as a conduit for dictation.
In my previous work setting, upper-level administration insisted on purchasing brand-new MacBooks outfitted with the Quaver, Renaissance, and all the latest software. I was so excited to integrate my Sixth Grade students' new MacBooks into a research project about their favorite musicians. However, I quickly realized that these students did not know how to find reliable sources of information. Many of them based the facts they put into their project on posts from Instagram. Only after finishing the project did I discover that these students did not receive consistent instruction in Informational Literacy during their early elementary years. Most of them only learned how to type and navigate screens. This scenario lends credence to the ILA's (2018) argument that giving students new devices doesn't address inequality in education. True equality occurs when all students are given strategies for using their devices to solve problems and accomplish tasks.
Despite this previous setback, I am invigorated to address gaps in Digital Literacy that might come up in my new setting. I was particularly moved by Vanek's (2019) strategies for developing students' critical thinking skills. She suggested including a list of questions with a research assignment that encourages students to evaluate the reliability of sources. Often, teachers provide anchor charts or graphic organizers for developing math and reading skills. Therefore, it stands to reason I could create guiding questions for evaluating information about musicians. I also resonated with Vanek's (2019) emphasis on helping students learn which digital tools to use for what purpose. In my district, we have access to the entire Google Suite. This lets my students explore using Google Docs to compile their collected information and Google Slides to engage their audience with that information. Long after they leave my classroom, my students will take with them their knowledge of evaluating information as well as their toolbox of different media. They can then call upon these proficiencies to accomplish any task in the outside world. It is only through achieving this level of Digital Literacy that today's students can move away from treating technology as conduits of dictation.
References
International Literacy Association (2018). Improving Digital Practices for Literacy, Learning, and Justice: More Than Just Tools. https://www.literacyworldwige.org
Vanek, Jenifer (2019). Digital Literacy. Teaching Skills That Matter. American Institutes for Research. https://www.air.org
I really enjoyed reading your post as I resonated a lot with this reading. Students not only need to understand how to literally use these tools, they need to be able to do so in a way that will translate into their real lives. Finding information and deeming if it is reliable seems like it should be second nature. However, this is something that students desperately need explicit education on. The issue I'm running into is students not being able to utilize these tools at all. Students enter my 6th grade classroom unable to underline or highlight on GoogleSlides or GoogleDocs. They can't figure out how to capitalize letters or use the undo button. I have to spend so much time teaching them how to use their technology that I lose out on time to teach them critical skills. In my classroom this year, I'm putting a heavy focus on being able to use the Chromebooks and their basic functions to hopefully alleviate some of these issues and allow for more time to be spent on true Digital Literacy instruction.
ReplyDeleteI'm so glad to see that you're pushing through on this journey as well. We're dealing with a group of children who are inundated all the time by the media and social media. They have troves of information and they rarely question what they see. They'll believe any TikTok or YouTube video they see. It is crucial that we educate them on the importance of questioning sources and identifying false information. These aren't just school skills - they're life skills! I am 100% stealing your reliable sources questionnaire idea! Students need to be shown how to evaluate information they find and be provided opportunities to practice.
Hello Samantha! Thank you for sharing your experience on incorporating Digital Literacy activities. I too find that so many students lack the exposure necessary to seamlessly function across platforms like Google Docs or Google Slides. This is where I believe allowing students to utilize their phones comes in handy. The ILA (2018) provides examples of how students being able to use their phones can grant easy access points to writing reflections and even making presentations. Students can type their reflections on a text through the notes app on their phone, as long as they use proper grammar and conventions. Even when our students do not possess what we would consider "fundamental" keyboarding skills, we can still capitalize on their prowess with cellular texting to expose them to the process of finding, evaluating and presenting information.
DeleteAs a teacher of a unit called news literacy, I completely agree that students need to be able to critically think and be able to determine the difference between reliable sources and propaganda. It is incredible how many adults even, believe what they see in news articles posted on socialmedia. It is vital for us as educators to go beyond basic computer skills and teach students how to connect with and critically think about where their information is coming from. The use of research is so important for students as long as they can find reliable sources.
ReplyDeleteI completely relate to students not understanding how to perform research for a project. My 7th grade students always struggle with their first research project. I have begun supplying a list of acceptable sites, and if they want to use something else, they have to ask for permission. I know that the other research topics they have worked on are not as in depth as mine, so I try to use the first project as a teachable moment. Thankfully, there aren't nearly as many cool science people on Instagram as there are music people, so I have yet to fight that battle! Many times the students find educational sites that are really informative and fun, so I bookmark them and add them to my list of acceptable sites for the following years! I love when I have a chance to learn from my students and they love to teach me new things, too. It's a win-win!
ReplyDelete