Purpose
This document is to help teachers evaluate resources that they can use
in the classroom to promote digital literacy skills. The guide utilizes the
backwards planning model. (Alber) The goals are determined first and then a
lesson plan can be developed based around which goal is being addressed. The
scope of the selected goals is most relevant to the school setting that it will
be used for, and not limited to information literacy. Instead, a few literacy
types were
chosen with focus areas to assist teachers in facilitating a multiliteracy
approach. (Serafini pg.26) As Kathy Schrock states “these literacies are not taught as separate literacies but are taught
across the content areas.” (Schrock)
Student Goals
|
Broad Literacy Type
|
Focus Area
|
Student Objectives
|
Examples of Tools
|
|
Information Literacy
Citation
Sources 1,8
|
Research
|
define need for information
|
EBSCO Host
|
|
successfully use devices to access
material needed
|
Computer, iPad, Whiteboard
|
||
|
evaluate information for clarity,
content, and legitimacy
|
Google Scholar
|
||
|
apply and share information
appropriately
|
Social Media, Email, Dropbox
|
||
|
properly cite all sources
|
Citefast
|
||
|
Visual Literacy
Citation
Source 8,10
|
Comprehend
|
understand purpose of imagery and
intended message
|
YouTube
|
|
analyze alternate and hidden
meanings
|
Prezi
|
||
|
validate and question visuals
|
PowerPoint
|
||
|
Create
|
identify topic to portray visually
|
PowToon
|
|
|
analyze and select proper tool to
utilize for visual creation
|
Adobe Creative Suite
|
||
|
locate and manipulate images often
in conjunction with text to produce cohesive work
|
Wordle
|
||
|
Critical Literacy
Citation
Sources
2,3,4,5,8,9,11
|
Critique
|
determine the tone and type of work
- narrative, persuasive, factual, descriptive
|
Online Periodicals, Blogs, News
Sites, Satirical Sites
|
|
question content with attention to
opinionated or biased excerpts- challenge expressed ideas
|
Review Articles about a Product,
Political Sources
|
||
|
Media Literacy
Citation
Sources
8, 10
|
Convention
|
evaluate how and why content is
created and arranged to produce a message- target audience
|
Social Media, Email, Discussion
Groups, Forums, Text messages
|
|
Platform
|
analyze and determine how the
platform impacts communication style
|
Instructor
Facilitation
Now that a few student goals have been identified, here are some items
to consider about resources to use in the classroom.
1.Goal
Identification
Before
analyzing resources, it is important to choose which literacy goal is going to
be addressed. Literacy lessons should be incorporated into curriculum content.
Answer
questions such as:
§
Is the goal academically
and age appropriate?
§
Has the student mastered
this literacy skill set or are they just beginning to learn it?
§
If needed, can
the goal be completed with scaffolding?
§
What content
material will work well with the selected literacy goal?
2.Resource Selection
& Evaluation
The web has
an unlimited amount of resources that are available to use on a range of
devices. Here are a few things to considered when choosing a resource.
|
Evaluation Questions to Consider
|
Reasoning
|
|
Does the source narrow
down specific topic information?
|
It's important that designated
topics are fully covered while working on literacy goals.
|
|
Is the author trying to
sell or advertise something? Is it from an open
source that allows anyone to edit?
Citation Sources 1,3,4
|
It could taint the
message. If the content is tainted with biases, falsifications, or
exaggerations use it as a critical literacy exercise. Have students analyze
the above elements.
|
|
Is the content written at
the appropriate grade level?
Citation Sources 1,7,8,9
|
If the material is too
difficult for students, it may be hard for them to focus on the topic being
reviewed along with building literacy skills.
|
|
How current is the work?
Citation Sources 1, 2, 3
|
Outdated information may
be difficult for students to relate to.
|
|
Does the source contain
imagery that supports the message?
Citation Resource 10
|
Students may need visual
support to better interpret content material.
|
3.Tool Selection
Now that you have analyzed
resources, it is time to determine which platform is the best fit.
|
Student Strengths
|
Best Tool Option
|
Reasoning
|
|
works independently
|
iPad, Desktop Computer
|
Allows the student to
explore digital literacies and content on their own
|
|
works better with peers
|
Interactive White Board
|
Easily seen by group of
students- no pressure as some students are nervous performing when they are
one-on-one with instructors
|
*Be mindful
of any students that may fall into the “participation gap” that do not have
internet access at home. Offer time for students to use resources before,
during, and after school hours.
Citation
Association
of College and Research Libraries. Information Literacy Competency Standards
for Higher Education. Retrieved from http://www.ala.org/acrl/standards/informationliteracycompetency
Cornell University Digital Literacy Resource.
Source Evaluation Checklist. Retrieved from https://digitalliteracy.cornell.edu/tutorial/dpl3221.html
Cornell
University Library. Critically Analyzing Information Sources. Critical
Appraisal Analysis.
Critical
Literacy in the 21st Century. What is Critical Literacy. Retrieved
from
5. Hughes,
Janette. Teaching Language and Literacy. Critical Literacy Retrieved from http://faculty.uoit.ca/hughes/Contexts/CriticalLiteracy.html
6. Louisiana
Department of Education. Building Digital Literacy. Retrieved from https://www.louisianabelieves.com/docs/default-source/teacher-toolbox-resources/digital-literacy-guidance.pdf?sfvrsn=6
7. Schrock,
Kathy. Kathy Schrock’s Guide to Everything. Literacies for the Digital Age.
Retrieved from http://www.schrockguide.net/literacy-in-the-digital-age.html
8. Schrock,
Kathy. Kathy Schrock’s Guide to Everything. Literacy Definitions. Retrieved
from http://www.schrockguide.net/uploads/3/9/2/2/392267/literacy_defintions.pdf
9. Schrock,
Kathy. Kathy Schrock’s Guide to Everything. Critical Evaluation of a Website.
Retrieved from http://www.schrockguide.net/uploads/3/9/2/2/392267/evalteacher.pdf
. Serafini,
Frank. Reading the Visual: An Introduction to Teaching
Multimodal Literacy. Teachers College Press.
Time
4 Writing. Types of Essays: End the Confusion. Retrieved from
Warlick,
David. Evaluating Internet-based Information. A Goals-based Approach. Retrieved
from
. Alber, Rebecca. Edutopia. Backwards Planning
Takes Thinking Ahead. Retrieved from https://www.edutopia.org/blog/backwards-planning-thinking-ahead-rebecca-alber
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