Digital literacy models

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Running Head: Digital Literacy

An Exploration of Digital Literacy Models

And Summaries of Articles

Lavern Ireland

National University

In partial fulfillment of the requirements for MAT 675

November 28, 2014

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Abstract

In this paper I will discuss the learning Modules 1-4 from Jamie McKenzie’s ‘Power Learning’

series (http://fno.org/PL/powerlearn.htm) on the FNO educational technology journal. The

modules include visual, numerical, and textual literacy in the 21st century digital world. In the

second part of the assignment, I summarize three articles; “Designing a Dream,” “Buildings That

Teach,” and “Building the Future Lessons from Tasmania,”

http://fno.org/PL/powerlearn.htm

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Module 2 – Visual Literacy: How do we use photographs, drawings, paintings, and other visual

material as information rather than for mere decoration or illustration?

Entering any classroom you will notice there are different areas on the walls that has math,

reading, writing, and other subject content. These are called visual aid. “Mary Alice White, a

researcher at Columbia Teachers college has found that young people learn more than half of

what they know from visual information, but few schools have an explicit curriculum to show

students how to think critically about visual data.” (McKenzie 1997). When students are asked

higher level thinking questions if they have a picture to reinforce what they are visualizing.

Visual learners achieve academically when they have visual information. Teaching visual

literacy skills to students are important when students gain the skills they can use it for a life

time. Visual literacy sparks the imagination of students with incorporating activities that activate

their interest in a subject area by distinguishing unique characters or objects that allowed them to

better interpret art and visual media. “Schools must show students how to look beyond the

surface to understand deeper levels of meaning and tactics employ to sway their thinking.”

(McKenzie 1997).

Module 3 – Numerical Literacy: How do we utilize databases and statistics to connect and

interact globally?

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Creating a solid foundation in numerical literacy will give students a huge advantage in all

subject content areas. Numbers are used routinely without us being aware. Numerical literacy

boosts student’s achievement goals, which empowers students to think creatively and critically.

Students are better able to understand and identify numerical content based on the database and

statistics. “It does little good to visit such sites unless they know how to “crunch” the numbers,

interpreting the huge databases with mathematical tools and reasoning.” (McKenzie 1997).

Learning how to interpret the information and sharing that information with others is a way of

connection and interaction globally.

Module 4 – Textual Literacy: How do we use electronic text and search engines to find new

information? What does it mean to be "well read" in the 21st century?

“Students must learn to interpret and think about text so that important ideas come forward. We

teach students to think critically, at read between the lines,” (McKenzie 1997). Students should

be preparing to adjust their way of thinking because technology has evolved. Searching for new

information on the web does not mean that the information found will be true. Students will

have to deifier the information and decide if what they are reading in accurate. “Well read” in

the 21th century means to absurd the information from a variety of sources and can intelligently

discuss the information you gained with others.

Designing a Dream: The Ultimate High School from Concept to Completion:

Creating an environment that would prepare students for a life long journey was what john jones,

administrators, teachers, parents and the community wanted for the High school. To achieve this

goal designed a dream school that would be “state-of- the- arts, “dedicated to lifelong learning”,

a school foe the twenty first century (Jones, 1997). This high school was not just for students

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and facility but also the community which would be allowed to use the auditorium and the

library. Teachers help to facilitate the learning standards for students by asking for “more

intimate spaces for group work” (jones 1997). This school was designed to help students

succeed in this new era of technology. Students were prepared to become productive members

of society.

Buildings That Teach: Design and Learning Go Hand In Hand

This article discusses the changes that are taking place to create improvement for the twenty first

century schools. “Classrooms are now studios, workstations, and laboratories for learning, with

teachers serving as guides and mentors for students as they undertake discovery experiences

using a variety of technologies.” (Taylor 1997). The building is an actual classroom for all

studnets to learn from. Students are no longer stuck in a classroom just listening to the teacher

lecturing and copying form the board. Students are being stimulated by their surroundings. If

students are in an environment where they are comfortable, then the learning process is easily

accepted by students, teachers and parents. “These “high-tech, “high-touch” studios are the heart

of the learning environment, facilitating students-centered, experimental learning and promoting

creativity, innovation, and collaboration.” (Taylor 1997).

Building the Future: Lessons from Tanzania

This school received an award for producing the best planned, designed, and technologically

advanced school in the world.” (Nair 2004). This school was created because the original school

was burnt down by an arsonist. The new school was created from the hopes and dreams of the

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community to create something different from the “norm” it were a “shared vision for the

community future.” (Nair, 2004). Creating an environment that considered the individual needs

of the students where they can collaborate, plan, the use of technology and the flexibility to

reinforce the academic goal to prepare them for a better future

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Reference

Jones, K.J. (1997). Designing a Dream: The Ultimate High School from Concept to

Completion. Retrieved November 28, 2014 from Edutopia,

http://www.edutopia.org

McKenzie, J. (1997). Power Learning: Creating Student-Centered-Problems-Based

Classrooms. Retrieved November 28, 2014 from http://fno.org/.

Nair, P. (2004). Building the Future: Lessons from Tasmania.

Retrieved November 28, 2014 from Design Share http://www.designshare.com.

Taylor, A.P. (1997). Buildings that Teach: Design and Learning go Hand in Hand.

Retrieved November 28, 2014 from Edutopia, http://www.edutopia.org

Education

Digital literacy models