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Digital Literacies
Digital Literacies
The BC Ministry of Education encourages educators to develop "the interest, attitude and ability of individuals to appropriately use digital technology and communication tools to access, manage, integrate, analyze and evaluate information, construct new knowledge, create and communicate with others" (BC Ministry of Education Website). The BC Digital Literacy Framework identifies characteristics to develop based on grade-level and age ranges.
These digital inquiry project apps aim at addressing two of the six characteristics.
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
a. Specialized and Advanced Skills For Learning - A digitally literate person used ICT to improve his/her learning performance. The student
collects and analyzes data to identify solutions and/or make informed decisions. (Gr. 3-5)
is able to build meaningful knowledge through interaction with digitally available resources (Gr. 3-5)
uses digital technology to identify and define authentic problems and significant questions for investigation (Gr. 6-9)
uses digital technology to plan and manage activities to develop a solution or complet a project (Gr. 6-9)
creates knowledge representations (e.g. mind maps, diagrams) using digital media (Gr. 6-9)
creates complex models and simulations of the real world using digital information (Gr. 10-12)
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
a. Technology Mediated Communication and Collaboration - A digitally literate person connects, shares, communicates, and collaborates with others effectively in digital environments. The student
collaborates with others to outline common expectations in order to build a strong digital citizenship community (Gr. 3-5)
interacts, collaborates, co-constructs content, and publishes with peers, experts, or others employing a variety of digital environments and media (Gr. 6-9)
communicates information and ideas effectively to multiple audiences using a variety of media and formats (Gr. 6-9)
contributes to project teams to produce original works or solve problems (Gr. 6-9)
makes valuable contributions to the public knowledge domain (e.g. wikis, public forums, reviews) (Gr. 10-12)
"The Core Competencies are sets of intellectual, person, and social and emotional proficiencies that all students need in order to engage in deep, lifelong learning" (BC Ministry Curriculum Site). All subjects and grades share the requirement of developing the Core Competencies in their students.
These digital inquiry project apps aim at addressing two of the seven sub categories of the Core Competencies.
Questioning and investigating - Students learn to engage in inquiry when they identify and investigate questions, challenges, key issues, or problematic situations in their studies, lives, and communities and in the media. They develop and refine questions; create and carry out plans; gather, interpret, and synthesize information and evidence; and reflect to draw reasoned conclusions. Critical thinking activities may focus on one part of the process, such as questioning, and reach a simple conclusion, while others may involve more complex inquiry requiring extensive thought and reflection.
Designing and developing - Students think critically to develop ideas. Their ideas may lead to the designing of products or methods or the development of performances and representations in response to problems, events, issues, and needs. They work with clear purpose and consider the potential uses or audiences of their work. They explore possibilities, develop and reflect on processes, monitor progress, and adjust procedures in light of criteria and feedback.
Connecting and engaging with others - Students engage in informal and structured conversations in which they listen, contribute, develop understanding and relationships, and learn to consider diverse perspectives. This facet of communication is closely linked to the building and sustaining of relationships at home, at school, in the community, and through social media.
Focusing on intent and purpose - Students communicate with intention and purpose. They understand that communication can influence, entertain, teach, inspire, and help us make sense of the world and our experiences. They recognize the role the audience plays in constructing meaning, and they make strategic choices to help convey their messages and create their intended impact. They draw from a range of forms, media, and techniques, monitoring and adjusting their approaches and assessing their effects.
Acquiring and presenting information - Students communicate by receiving and presenting information. They inquire into topics of interest and topics related to their studies. They acquire information from a variety of sources, including people, print materials, and media; this may involve listening, viewing, or reading, and requires understanding of how to interpret information. They present information for many purposes and audiences, and their presentations often feature media and technology.
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