Digital Literacy (DL) was first introduced and defined in the 1990s as, “the ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers” (Reyna et al., 2018; as cited in Glister, 1997).  As apt a definition this was, the nature of technological advancement required a more ubiquitous explanation.  Oudeweetering and Voogt (2018) appear to encompass this by explaining DL as a time and content flexible proficiency with technology while alluding to the importance of habitual, cognitive, attitudinal, and social components.  Further research now attempts to dissociate DL into competencies or skills as needed by individuals to navigate globalization and participate effectively in the digital age (Njenga 2018).  Concerning future educators then, the elucidation, acquisition, communication, and integration of these 21st century competencies and skills systematically in the classroom, becomes a major challenge (Oudeweetering & Voogt, 2018).

Based on the above information incorporating DL in the classroom brings with it a certain freedom of interpretation and flexibility while educators develop a more systematic curriculum delivery.On that note, to engage students’ curiosity about digital literacies I would plan a group presentation project based on their agreed acquisition and use of a new or existing application or software using powerpoint. Please note this project would be for use within a highschool setting and assume an already existing experience with technology in general. First, each group would choose an application or software from a accepted teacher provided list and instructed to keep a journal about its use over the course of the unit.  Afterall, as Nygren et al. (2019) put it so eloquently, “knowledge of perspectives of students enables teachers to link learning with preconceptions in constructive ways.”   Secondly, the end presentation would share the groups’ technology operation, properties, strengths, and weaknesses to the class. Assuming different levels of technological savvy, each program could be introduced to describe its basic functions and operation, then allow them to play with the technology in and outside of class.  Furthermore, digital discussion and collaboration would be encouraged but not required during project development with approved communication platforms. To ease any uncertainties or concerns of students who identify as introverts, communication digitally could serve nicely as a medium for sharing ideas.  After all, there are various ways to demonstrate participation and although some are perceived as passive, this is not entirely so (Gourlay, 2015).

Potential consequences for introducing a project like this could vary.  First, some students may not be as technologically advanced as others. Perhaps some have limited access to technology or are restricted by some other demographic. Secondly, achieving specific learning objectives related to decolonization or indigenization may be difficult, although not impossible if the application or software directly related to First Peoples Principles of Learning. Third, the variations of technological complexity may lead to unanticipated time requirements. Lastly, but not least anytime we deal with digital platforms privacy, safety, personal or social issues require close monitoring, consent, or previous consideration before use in the classroom.

 

 

Gilster, P. (1997) Digital Literacy. Hoboken, New Jersey: Wiley Computer Pub.

Gourlay, L. (2015). “Student Engagement” and the Tyranny of Participation. Teaching in Higher Education, 20(4), 402–411.

Njenga, J. K. (2018). Digital Literacy: The Quest of an Inclusive Definition. Reading & Writing: Journal of the Reading Association of South Africa, 9(1).

Nygren, T., Brounéus, F., & Svensson, G. (2019). Diversity and Credibility in Young People’s News Feeds: A Foundation for Teaching and Learning Citizenship in a Digital Era. Journal of Social Science Education, 18(2), 87–109.

Reyna, J., Hanham, J., & Meier, P. C. (2018). A Framework for Digital Media Literacies for Teaching and Learning in Higher Education. E-Learning and Digital Media, 15(4), 176–190.

van de Oudeweetering, K., & Voogt, J. (2018). Teachers’ Conceptualization and Enactment of Twenty-First Century Competences: Exploring Dimensions for New Curricula. Curriculum Journal, 29(1), 116–133.