Digital Literacy for Primary Teachers

by Moira Savage

Overview

The educational landscape for primary teachers and learners is increasingly digital and technology rich, making it a challenge for professionals to decide which digital technologies to use, how and when, to bring about the maximum benefit for learning and teaching. This book navigates this complex and evolving arena, providing a structure for teachers to reflect on their own digital literacy, helping them make informed decisions, providing practical ideas on how to develop children’s digital literacy capabilities and offering a range of professional development activities.

The text makes clear links to the new primary curriculum, including the computing programmes of study. It is pedagogy led and illustrated with a range of subject examples. Chapters examine the implications of digital literacy for teaching and learning, creating content, collaboration and communication, digital citizenship, e-safety and digital safeguarding. Critical questions and reflections throughout stimulate readers to engage fully with the text and their professional development.  

Product Details

ISBN-13:	9781909682634
Publisher:	Critical Publishing
Publication date:	02/09/2015
Series:	Critical Teaching
Sold by:	Barnes & Noble
Format:	eBook
Pages:	168
File size:	2 MB

About the Author

Moira Savageentered the education profession in 1994 as a primary school teacher and became increasingly involved in ICT staff development culminating in joining the University of Worcester in 2003. In 2011 she was awarded a University of Worcester Teaching Fellowship. Her current roles include Senior Lecturer in Initial Teacher Training, Primary ICT and Computing Subject Leader and Institute of Education eLearning Coordinator. She leads a team delivering ICT and Computing education to large cohorts of students on Primary PGCE and BA QTS courses.

Anthony Barnett moved into higher education from teaching in inner London and Kent. Before starting his current post at the University of Worcester he was a science and ICT coordinator. His PhD is in the area of innovative research methodology and his specific interests in ICT include the role of asynchronous discussion within blended learning approaches to teaching. His current teaching role includes undergraduate and postgraduate design & technology, creativity in foundation subject teaching, educational studies modules focusing on issues in ICT and support for postgraduate specialist ICT students and MA students in a range of subjects.

Moira Savage entered the education profession in 1994 as a primary school teacher and became increasingly involved in ICT staff development culminating in joining the University of Worcester in 2003. In 2011 she was awarded a University of Worcester Teaching Fellowship. Her current roles include Senior Lecturer in Initial Teacher Training, Primary ICT and Computing Subject Leader and Institute of Education eLearning Coordinator. She leads a team delivering ICT and Computing education to large cohorts of students on Primary PGCE and BA QTS courses.

Read an Excerpt

Digital Literacy for Primary Teachers

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By Moira Savage, Anthony Barnett

Critical Publishing Ltd

Copyright © 2015 Moira Savage and Anthony Barnett
All rights reserved.
ISBN: 978-1-909682-63-4

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CHAPTER 1

Defining digital literacy

Introduction

Has the nature of literacy changed now that a great deal of information and content is digitised? Facer (2009) reminds us that 'learners will continue to need to learn the principles of reading and writing print and writing will always be a significant form of communication with high cultural value' (p 101). However, representing and communicating meaning in today's primary classrooms is increasingly mediated by technology. Both the learner and the teacher can opt to use digitally enhanced combinations of visual, audio and text modalities. Therefore, the 'process of writing will inevitably change with technological developments that will facilitate extensive on-screen writing' (Facer, 2009, p 101). That screen comes in many different sizes and shapes including PCs, laptops, tablets, smartphones, phablets, cameras, iPods, etc. The formats include SMS, instant messages, status updates, blogs, wikis, games, websites, programs, microblogging (eg tweets), music, podcasts, photos, graphics, videos, webinars, animations, vlogs (videologs), mashups, etc. Text can be augmented with auditory, static and dynamic visuals, interactive and non-linear content. As an educator you should resist disregarding these new approaches and instead embrace them, in addition to traditional forms, accompanied with an understanding of impact, time, place, purpose and audience.

The range of multimodal texts and technologies in use are likely to lead to modes other than writing becoming persuasive when undertaking daily activities. Likewise, repertoires of literacy practice will continue to expand and diversify across different technologies, creating a complex environment and challenging the dominance of writing.

(Facer, 2009, p 101)

Challenges in defining digital literacy

Many of you will already have an understanding of the term literacy and what it means to be literate. In the traditional interpretation it means to be able to read and write. This definition largely reflects the time in which it came in to common use and the dominant tools for accessing and communicating knowledge and understanding beyond verbal discourse, ie written and printed text in physical forms. One simple way to extend this traditional definition would be to say it is about 'reading media and writing (producing) media' (Ryberg and Georgsen, 2010, p 91). An understanding of digital literacy can be developed from these earlier definitions; after all it is still about accessing, interpreting, understanding and communication of information, knowledge and understanding. However, now digital technologies mean that there is greater choice in the mode and platform of that interaction (with) and communication (of) information in all its possible forms. Throughout this book the term information is taken as meaning any symbolic representation of meaning in any form; including numbers, text, visual artefacts and sound.

This chapter suggests that digital literacy is far more than a list of technical competencies in which to train both teachers and children. A competency-only perspective is limiting, as it does not fully appreciate the potential impact on learners: for example, empowering creative forms of expression and access to decentralised information in multiple formats. Several key questions to be explored include:

• should we be discussing digital literacy or literacies?

• does digital literacy evolve alongside technology?

• are certain values and attitudes implied?

• are we consumers or producers of digital content?

Critical questions

To help you understand your starting point, take a few moments to reflect upon your thoughts about the rise of technology in society and education. Spend some time examining what beliefs and values underpin those opinions.

* Are they based on fact, popular opinion or research?

* Are there any emotional responses involved; for example, fear of technology or fear that children you will be teaching may have a greater capability level?

When you have finished reading this book you may want to reflect back on your initial responses.

The nature and scope of information

Critical questions

* What forms of information do primary-aged children typically have access to?

* How and where have they accessed that information?

* What level of teacher input/guidance has there been?

It is important for you as a teacher to consider how children's access to information has changed over time. In pre-internet schooldays access to information was often limited to a range of books with printed text and pictures which had been preselected (filtered) by teachers or parents, occasionally augmented by a weekly live television programme or visit to the local library. Generally the information range was comparatively narrow and pre-filtered. It wasn't always portable and generally didn't allow for revisiting or remixing.

Critical question

* To what extent do you agree/disagree with the following statements by Facer about literacy?

'... some argue that the use of technology might result in losses of traditional (literacy) skills. Others claim that traditional literacy skills (reading and synthesising) are more central than ever in engaging with complex and huge amounts of data' (Facer, 2009, p 100).

Single or plural?

Critical question

* Try writing your own definition for digital literacy. On what grounds have you included or excluded items?

The term digital literacy itself is the subject of much discussion and generally the term is broken down into several sub-components and many will use the term digital literacies to emphasise this plurality. Did you find your list impossible to fit into one neat statement? Throughout this book when the term digital literacy is used it is intended that you acknowledge this plurality and interpret the term as meaning digital literacies.

Consumer or author?

When talking about digital literacy it is easy to dwell on children and adults as consumers; for example, carrying out research online on a topic for a school project; extracting text and searching for pictures to add, etc. Whilst this information accessing, retrieval and processing is an important component, digital literacy goes far beyond these acts as you will see throughout this book. One important mindset to explore is that to be digitally literate means being both a consumer and an author (producer) of digital content and having the skills, knowledge, understanding, values and attitudes embodied within both roles.

Resnick (2012a) was very much influenced by Papert's view that children should go beyond being consumers and be able to 'design, create and express themselves with new technologies'. Resnick (2013), when talking about the online Scratch community (a visual educational programming language for children), details how children 'begin to see themselves as creators and designers, as people who can make things with digital media, not just browse, chat and play games'. Chapter 5 explores creating content in detail and suggest classroom-appropriate forms this may take.

Evolving definitions

The Joint Information Systems Committee (JISC) describes digital literacies as 'those capabilities which fit an individual for living, learning and working in a digital society' (2014). This theme is echoed in the computing national curriculum statement:

Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.

(DfE, 2013)

The term future is important here: one certainty about technology is change and many would argue that an absolute fixed definition is not possible as the tools and mechanisms constantly evolve. JISC (2014) articulate this need for a fluid conceptualisation:

What it means to be digitally literate changes over time and across contexts, so digital literacies are essentially a set of academic or professional situated practices supported by diverse and changing technologies.

Given this uncertainty, one useful way for you to navigate the complexity is to focus upon the cognitive process or purpose underlying the action/activities and acknowledge that precise forms will vary and evolve. We would suggest there is a self-limiting danger in you trying to see digital literacy as gaining competency in a particular application or online service.

Developmental process

It is useful for you to think about digital literacy as a continuum. You will be on a journey and in the modern world there is not a point where absolute mastery is attained. JISC (2014) make reference to Beetham and Sharpe's 2010 work, which suggests a 'process where individuals become increasingly proficient eventually reaching a level of fluency'. Therefore, 'digital literacy can be considered a developmental process from access and functional skills to higher-level capabilities and identities'.

Belshaw (2011) agrees that 'digital literacy is a condition, not a threshold and, as with all conditions requires maintenance and context' (p 214). Although specific references to digital literacy are made in the computing curriculum we would encourage you to consider it in a cross-curricular sense, activities need to be authentic and have purpose for children.

Four models of digital literacy

The following four popular models of digital literacy explored in this section will assist you in gaining a rounded understanding of what is meant by digital literacy:

• Hobbs (2010);

• Belshaw (2011);

• Payton and Hague (2010) for Futurelab;

• Joint Information Systems Committee (JISC) (2014).

You will notice that despite differences in terminology there is considerable overlap in the models.

Hobbs' model

The Hobbs (2010) model defines 'digital and media literacy as a constellation of life skills that are necessary for full participation in our media-saturated, information-rich society'. These include the ability to do the following:

• Make responsible choices and access information by locating and sharing materials and comprehending information and ideas

• Analyse messages in a variety of forms by identifying the author, purpose and point of view, and evaluating the quality and credibility of the content

• Create content in a variety of forms, making use of language, images, sound, and new digital tools and technologies

• Reflect on one's own conduct and communication behaviour by applying social responsibility and ethical principles

• Take social action by working individually and collaboratively to share knowledge and solve problems in the family, workplace and community, and by participating as a member of a community.

(pp vii–viii)

Critical questions

* In the Hobbs model can you identify the cognitive processes (eg comprehension) involved and arrange these in a hierarchy similar to the traditional Bloom's taxonomy model? (See en.wikipedia.org/wiki/Bloom's_taxonomy if you are not already familiar with this model from your professional studies.)

* What values and attitudes can you identify embedded within this definition?

* How does this contrast with your definition of digital literacy that you wrote at the beginning of this chapter?

JISC model

JISC (2014) (see Figure 1.1 overleaf) states that 'digital literacy looks beyond functional IT skills to describe a richer set of digital behaviours, practices and identities'. There are significant areas of overlap with the Hobbs model.

For example:

• information literacy: find, interpret, evaluate, manage and share information (JISC, 2014)

echoes Hobbs:

• Access: finding and using media and technology tools skilfully and sharing appropriate and relevant information with others (2010, p 19).

Belshaw's model

Another popular model is by Belshaw (2011) in which he details eight components of digital literacy:

1.Cultural: digital literacy is seen as contextual and situational with co-constructed norms of conduct.

In each of these contexts are found different codes and ways of operating, things that are accepted or encouraged as well as those that are frowned upon and rejected.

(2011, p 207)

Examples would include the use of capitals to suggest shouting in SMS messages, informal language and terminology in a gaming forum compared to the choices of language and phrasing which might be used in a class topic wiki to be shared with parents. Rather than jumping to criticise children as being impolite or unable to speak standard English, etc, we would suggest understanding the complex nuances that young learners are applying in understanding the impact on the audience and making sophisticated choices in terminology and phrasing in these different situations. All individuals are prone to adopting characteristics of a sub-culture to gain a sense of belonging and this reflects a deep understanding of context. As a teacher part of your role is to help children explore the rich variety of communication and what is appropriate for different contexts. Texting in abbreviations does not mean inability to spell, despite opinions in the popular media, it is just an efficient form of communication alongside symbols such as emoticons within a particular genre. Belshaw sums this up nicely: 'Digital literacies are not solely about technical proficiency but about the issues, norms and habits of mind surrounding technologies used for a particular purpose' (2011, p 207).

A pedagogical point made by Belshaw is that acquisition of digital literacy in cultural terms is best done 'through immersion in a range of digital environments' (2011, p 207). Therefore, you should consider the range of digital environments you are providing opportunities for children to explore in the classroom with an awareness of the environments they access beyond the classroom.

2.Cognitive: here Belshaw prompts us to think about the cognitive dimension of digital literacy beyond 'using a set of technical tools' (eg carrying out an internet search on a search engine) and focus on the ability to 'use a set of cognitive tools' (2011, p 208).

Exposure to various ways of conceptualising and interacting in digital spaces helps develop the cognitive element of digital literacies. It is not the practise of using tools, but rather the habits of mind such use can develop.

(2011, p 208)

This emphasis on mind expansion by Belshaw (2011, p 208) resonates with a statement from Resnick (2012b) explaining why the activity of making (being an author) is so important in the learning process:

When you make something in the world, it becomes an external representation of the ideas in your head. It enables you to play with your ideas and gain a better understanding of the possibilities and limitations of your ideas. Why didn't it work the way I expected? I wonder what would happen if I changed this piece of it? By giving an external form and shape to your ideas, you also provide opportunities for other people to play with your ideas and give suggestions on your ideas? Why didn't I think of that? How can I make it more useful to people?

(Resnick, 2012b, pp 50–1)

3.Constructive: Belshaw explains this component as 'pertaining to creating something new, including using and remixing content from other sources to create something original' (2011, pp 208–9). Further, 'one part of the constructive element of digital literacies is therefore understanding how and for what purposes content can be appropriated, reused and remixed' (2011, p 209). New forms of copyright including Creative Commons licensing will be explored in Chapter 7 on digital citizenship.

4.Communicative: in Belshaw's model this focuses upon 'understanding how communications media work. It is, in essence, the nuts and bolts of how to communicate in digital networked environments' (2011, p 209). A tension here exists for teachers, 'as developing a true understanding of networks ... involves not only learning about them but being part of them' (2011, p 210). In this respect safeguarding and e-safety issues need to be carefully navigated and strategies for doing this are suggested in Chapter 9 on e-safety. Interestingly the computing national curriculum now requires that Key Stage 2 children are taught to:

Understand computer networks including the internet; how they can provide multiple services ... and the opportunities they offer for communication and collaboration.

(DfE, 2013)

(Continues...)

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Excerpted from Digital Literacy for Primary Teachers by Moira Savage, Anthony Barnett. Copyright © 2015 Moira Savage and Anthony Barnett. Excerpted by permission of Critical Publishing Ltd.
All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.
Excerpts are provided by Dial-A-Book Inc. solely for the personal use of visitors to this web site.

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Table of Contents

1.Introduction – defining digital literacy

2. Implications for teaching- digital teaching

3. Implications for learning- digital learning

4. Information Literacy for teachers and learners

5. Creating content

6. Collaboration, communication and sharing

7. Digital citizenship

8. Digital identity and footprints for teachers

9. E-safety and digital safeguarding

10. Conclusion