This course has been such an eye-opener for me. I knew about the Web tools for learning since many years ago. Two years ago, I designed and implemented a program to introduce basic computing skills and the Internet to underprivileged children between the ages of 10-12. I used free online applications and resources in order to help them expand their thought horizon on what is possible in the world of computing. At the time, I was already thinking how powerful it is now that free software and applications are available for the masses to consume. I explored many of the tools with these kids to show how they could develop their knowledge, skills, understanding and learning in any areas they were interested in – learning beyond the traditional setting in classrooms where the world is now within reach of their own fingertips. Reading Thomas and Seely Brown’s Arc-of-life learning (2011, pg. 17-38) during the 3^rd week of our course reaffirmed the reason that I had for developing the program. The authors proposed that learning is happening everywhere, all around us, and that it will likely not be taking place in a classroom.

As we further dived into this course in subsequent weeks, now I understand that learning is not just about consuming information or knowledge. Learning in the 21^st century involves new emerging media literacy and participatory culture that were described in detail in the Jenkins paper (2006, pg. 4). This notion was also stated in the article by Mancabelli and Richardson (2011, pg. 55) who offered the spectrum of distinction from learners who make connections as consumers to those who make connections as creators and producers in the online network. With all this in mind, however, backed by the Thomas and Seely Brown’s article, I am very convinced that, “although much of the new learning takes place outside traditional educational forums, we do not argue that classrooms are obsolete or that teaching no longer matters… believe that this new culture of learning can augment learning in nearly every facet of education and very stage of life” (page 18). As I have stated in my previous blog, certainly there will be individual differences, and some formal infrastructure is needed to help students “harness the power of almost unlimited informational resources and create something personally meaningful” (page 31).

So, what are the ways to effectively integrate these new digital literacies within formal education? As much as math and sciences and other subjects are streamed-lined across the curriculum from elementary to high-school and beyond, I believe that digital literacy also needs to be mapped and streamed-lined in subjects across the curriculum. As educators, we need to understand the factors to take into consideration as we help build learners’ ability to be digitally literate in effectively and productively gathering (consume), making (create) and sharing (communicate and collaborate) information and products/projects. Some elements to think of:

• The extend to which school textbooks would be appropriate materials to still use
• The extend to which traditional and use of digital media should be blended for best educational outcome
• The extend to which tasks are age appropriate
• The rationale and strategies as to when and how Web 2.0 tools should be used to support learning in different classes
• E-safety
• Managing distractions
• Policy for computer/laptop/mobile units in the hands of the students’
• Teacher professional development
• Providing guidance on copyright, intellectual property and plagiarism

As was indicated by Dean and Heidi in the voicethread last week, context is one of the most important elements to have in ensuring that learners make sense in understanding their learning and the connection to the world. Within context, educators also need to keep in mind the development of 21^st century skills that are important to cultivate as they develop the task or projects for learners, such as:

• The personal and community values to embrace
• The ability to critically think and problem solve
• To work in a team
• To effectively communicate and collaborate
• To be adaptable
• To be creative
• To be able to self-direct as positive learners
• To be responsible world citizens, etc.

Context, 21^st century skills development from consumption to production, connecting with audience and social networks are all important considerations in integrating new digital literacy skills within the formal learning environment. Is finding and reading an appropriate article on the web the same as writing a blog? Is creating a game for one’s personal interest the same as putting it up on the web for input and feedback as in the example of scratch (https://scratch.mit.edu/)? Is taking a video the same as making a film?

I searched the web for examples of digital literacy in practice. I came across tons of helpful articles for tips and examples! Educators need to plan in order to best foster the different skills and making purposeful connections across related subjects. I found one planning tool for digital literacy in the article Hague and Payton (2010, pg. 47) that could be used by educators in ensuring that particular task or project includes elements of the different components of digital literacy.

source: http://www2.futurelab.org.uk/resources/documents/handbooks/digital_literacy.pdf

This is just but one example. There are many other examples, but keep in mind that it is important to plan and coordinate the teaching and learning so that it will be purposeful, from classroom level, to grade level to whole-school level.