FINALS 1.3
DIGITAL LITERACY IN THE
CLASSROOM
Student engagement can be a challenge, but incorporating digital tools and resources helps
engagement
digital literacy in the classroom
Students can LEARN in various way, we are unique learners
tool for differentiated instruction
digital literacy in the classroom
Students can accomplish tasks as a group even if they aren’t in the same place through the help of technology. Digital literacy also develops collaboration through the use of various tools and resources
collaboration
digital literacy in the classroom
Enhanced knowledge through the use of different simulations, augmented realities, flipped classrooms and virtual laboratories
expands knowledge
digital literacy in the classroom
-Makes effective use of digital technology and type of learning that is supported by
-Teaching and learning becomes smoother experience as it includes animations, gamification and audio-visual effects
-enhances participation from students since students today are well-versed with laptops, I-pads, and smart phones.
DIGITAL EDUCATION/digital learning
Traditional Literacy
Finding information
Reading (emersion)
Note-taking
⚫ transcribing
Prose composition
Digital Literacy
Writing information
Skimming (searching for solutions)
Curating
-linking
Multimodal composition
-information design
-data visualization
-dynamic storytelling (video)
-coding/programming
Dynamic assets (multiple, diverse, reusable)
Static artifacts
Learns from teachers
Teaches self
Permanence
Change
digital versus traditional literacy
THE LIBRARY MEDIA SPECIALIST
educate students on the use of the media center, including:
-locating and accessing resources
-evaluating the resources they find
-using information ethically
-evaluating and reflecting on their own learning
-and understanding and creating a community of
lifelong learners
Teacher
what library media specialist
Collaborate and partner with the administrators, teachers and stakeholders to promote library media program:
-Introduce and implement standards for 21st century leaners
-Lead school’s media committee in implementing school wide programs that promote library media program
-Lead the school in discovering and implementing new innovative technologies that help improve and deepen student learning
Leader
library media specialist
collaborate alongside teachers in designing lessons integrating standards, student needs, technology, and various skills
-develop and enhance policies, procedures and curriculum that affect student learning.
-build lessons guided by state standards that integrate technology, critical thinking skills, information literacy skills, social skills and cultural proficiencies.
Instructional Partner
library media specialist
maintains a well-organized, well-maintained and well-planned school library media program accessible to all
-the highest priority is the needs of the learners and stakeholders of the media program
-ensures that the staff,budget and physical space of the media center are managed effectively and efficiently.
-actively engaged and involved in a wide variety of educational concerns, keeping current on educational issues that affect the school and students.
Program Administrator
library media specialist
identifies, evaluates, implements and conducting training of software, hardware and technological tools that enhance learning, access to, and use of information.
-creates a fresh, dynamic balance between old and new
media in the library’s content and organization. (websites, digital videos & images, virtual classrooms, etc.)
-responsible for educating staff and students on the ethical use of information and must stay abreast of copyright, fair use, and licensing issues as well as implementing policies and procedures related to the ethical use of information
Information Specialist
SELF-DIRECTED GROWTH
“A step-by-step process that will help you identify what it is you really want, what’s preventing you from getting it, and how to break through any barriers to take action and transform your life
forever.”-
Anthony Robbins
“A collection of documents and other items that provides
information about different aspects of teacher’s work”
Teaching Portfolio -Richard and Farell (2015)
The cone of Learning
"I see and i forget, I hear and i remember, I do and i understand."
-confucius
After 2 weeks We tend to remember:
-10%
-20%
-30%
-50%
-70%
-90%
of what we read (reading)
of what we hear (hearing words)
of what we see (seeing)
of what we hear and see (watching a movie, looking at an exhibit, watching a demonstration, sing it done on location
of what we say (participating in discussion, giving a talk)
of what we say and do (doing a dramatic presentation, simulating the real experience, doing the real thing)
-educational approach to teaching and learning that involves a group of learners working together to solve a problem, complete a task or
create a product.
COLLABORATIVE learning
(reading)
10%
(hearing words)
20%
(seeing)
30%
(watching a movie, looking at an exhibit, watching a demonstration, sing it done on location
50%
(participating in discussion, giving a talk)
70%
(doing a dramatic presentation, simulating the real experience, doing the real thing)
90%