User:Keykeen/sandbox

About the User

Hi! My name is Christine Gonzalez and I am a San Francisco native. I go to the University of San Francisco and I am currently working on editing a Wikipedia page for my English class.

Digital Literacy & Its Impact on Education

"In Argentina, technology education tends to be reduced to the development of technical skills such as word processing, preparing presentations with power point, or mastering technologies that help to produce traditional school products" (Pini, M., Musanti, S. I., & Pargman, T. C., 2014, pp.62-63).

-For instance, Santo (2011) distinguishes three frameworks or waves that illustrate the discussion of the relation between literacy and media in the last 60 years. He distinguishes a first wave of critical media literacy characterized by its association with both the explosion of the broadcast media in the 20th century (e.g. TV, radio, film, press) and the emergence of practices that empowered young people in relation to the messages of the mass-media landscape. With the emergence of the Internet, a second wave media literacy framework takes form mainly informed by the work of Gee (2004), Lankshear and Knobel (2007) and Jenkins, Clincton, Purushotma, Robinson and Weigel (2009) in their new media literacy. This framework emphasizes participatory media literacies and explains how people can participate culturally through new media, and become not only consumers of culture but also producers of it (Santo 2011, 2012). If the first wave of media literacy focuses on the criticality of the information spread by mass-media, the second wave encourages participation through media. Elaborating on these two prominent frameworks, Santo (2011) suggests a third wave that he calls “hacker literacies.” Hacker literacies are defined as “empowered participatory practices that are grounded in critical mindsets and that aim to resist, reconfigure and/or reformulate the sociotechnical digital spaces and tools that mediate social, cultural and political participation” (Santo, 2011, p. 2). This third framework addresses technologies and media not only as a means for self-expression and participation but also as sociocultural tools.- (Pini, M., Musanti, S. I., & Pargman, T. C., 2014, pp.63-64).PARAPHRASE BELOW

According to Santo (2011), there are three core ideas between media and literacy that have grown within the past sixty years. The first core idea is associated with how media has impacted individuals of all ages among any issue. The second core idea goes into further explanation from the first core idea. With a plethora media platforms arising since the early 2000s, digital media has been a form to educate individuals and encourage participation. The final core idea wraps up the aforementioned values and states that media are used as tools to reform and participation among social, political, and cultural issues.

Introduction- edit

"Digital literacy is the knowledge, skills, and behaviors used in a broad range of digital devices such as smartphones, tablets, and desktops all of which are seen as network rather than computing devices. Digital literacy initially focused on digital skills and stand-alone computers, but the focus has moved from stand-alone to network devices. Digital literacy is distinct from computer literacy and digital skills. It has been related to one of the nine components of digital citizenship. The attention is highlighted on how individuals are able to interpret and analyze information ethically and precariously through different skills.

A digitally literate individual will possess a range of digital skills, knowledge of the basic principles of computing devices, and skills in using computer networks. The individual has the ability to engage in online communities and social networks while adhering to behavioral protocols. The individual is able to find, capture, and evaluate information. Digital literacy requires the individual to understand the societal issues raised by digital technologies and possess critical thinking skills. These skills can be possessed through digital experiences that pushes individuals to think in a variety of ways through a multitude of media platforms. The evolution of digital media has quickly integrated into literacy.

Digital literacy does not replace traditional forms of literacy. It builds upon the foundation of traditional forms of literacy.[1] It allows individuals to communicate and learn in through a plethora of ways. Different kinds of skills ranging from social to critical thinking enable individuals to interpret the meanings of digital devices.

Digital Composition

University of Southern Mississippi professor, Dr. Suzanne Mckee-Waddell^[1] conceptualized the idea of digital composition. It is the ability to integrate multiple forms of communication technologies and research to create a better understanding of a topic. In order to reach this result, an individual must use intellectual and practical skills. Digital technology impacted the way educators teach in the classroom. Educators turn to technology to stay up to date with current events. With the use in technology rising over the past decade, educators are not eliminating the traditional foundation in education, but merely enhancing it with digital literacy through a variety of curriculums. There are several platforms created for different purposes. For writing tools, Google Docs have allowed students to work together on projects. Prezi is a website that allows individuals to create presentations with more of a creative twist. Easybib allows individuals to cite any source through a generation in any given format. Educators have even turned to social media platforms like Twitter, Facebook, Edmodo, and even Instagram to communicate and share ideas with one another. New standards have been put into place as digital technology has augmented classrooms. As technology evolves, so does the learner. Digital composition keeps educators and students connected through modern teaching techniques.

References

^[1] Mckee-Waddell, S. s. (2015). Digital Literacy: Bridging the Gap with Digital Writing Tools. Delta Kappa Gamma Bulletin, 82(1), 26-31.

Pini, M., Musanti, S. I., & Pargman, T. C. (2014). Youth Digital Cultural Consumption and Education. Designs For Learning, 7(2), 58-79. doi:10.2478/dfl-2014-0063

Santo, R. (2011). Hacker literacies: Synthesizing critical and participatory media literacy frameworks. International Journal of Learning and Media, 3(3), 1-5.