When asked to reflect on the two supplemental readings that I chose this week, the common theme is that in order to access all that digital literacy has to offer, there must be a synthesis between foundational literacy skills and meaningful learning experiences. The International Literacy Association makes a great argument that simply using the newest app or device in the classroom does not mean that "digital literacy" is being properly utilized. Instead they support the idea that, "digital tools are secondary to the teacher's literacy and learning goals." (ILA, 2018, p.2) This is echoed in the brief written by Vanek (2019) which reflects the idea that digital literacy skills are dependent upon the background and users ability to apply them.
There are a number of meaningful learning activities that I had planned early on in the school year that involved digital aspects. I was excited for students to participate in them but had not realized that many of my students were lacking basic skills on the computer like being able to format text, add images, use basic editing tools. I realized that I needed to "walk before I could run." Although my students had been able to use certain apps and click links, their foundational understanding was not yet where I needed it to be to have them participate in a meaningful way in my planned activities. After taking the time to provide basic instruction I am selective in what I choose to incorporate into my classroom.
Using digital technology has opened doors for some of my students that never seemed possible. In one of my classes a student has such severe dyslexia that his parents main worry was that he would never be able to fill out a job application one day. With training and scaffolding he has now developed the compensatory skills to be able to participate in the classroom and beyond with his available technology.
Vanek (2019) outlines all of the areas in which digital literacy can be developed and infused in instruction such as basic computer skills, network literacy, digital problem solving, information, and media literacy. The information provided in the research will help me to guide my digital literacy content and instruction. I also place value in the practical and meaningful application of digital literacy that was provided by the International Literacy Association. However, I find myself in disagreement with the point made about restricting students phone use during class time. I do not believe that asking students to abstain from their devices during educational time is, "teaching implicit lessons about the kinds of environments these students are expected to enter." (ILA, 2018, p.5) Expecting students to be present during class and not on social media or texting their parents about after school plans in my opinion is merely holding them accountable to participate in their education. I am interested to see what others think about restricting student use of personal media devices during school hours.
Reference
International Literacy Association. (2018). Improving digital practices for literacy, learning, and Justice. Literacy Woldwide.Org. https://www.literacyworldwide.org/docs/default-source/where-we-stand/ila-improving-digital-practices-literacy-learning-justice.pdf
Vanek, J. (2019) What does it mean to have digital literacy skills? [Issue Brief ] https://www.air.org/sites/default/files/TSTMDigitalLiteracyBrief-508.pdf
Jessica- Interesting thoughts in this blog! I want you to consider what your students are able to do with digital devices when they walk into your classroom. If you let them, could they access Youtube? What about find and play Roblox? All of these are resources and assets that students should be encouraged to draw upon in the use of academic technology, right?
ReplyDelete