The aim of the activity is make students aware about the importance of source validation and verification and about the danger of fake news. The activity is divided into two phases.
In the first the students will study what is a fake news and the importance of the validation and verification of the sources. The methods used in this phase are: brainstorming, group research work, discussion. At the end of this phase the students will produce in group a brief manual about fake news and sources validation and verification. The second phase is based on a game in a group, according to which students are engaged in creating fake news and finding other three fantastic but real news. Each group have to try to guess the fake news between the four news proposed from the other groups
The term “data” is becoming probably a sort of buzzword. What do we mean with “data”? How do you feel about the word “data”? And why should we need to be “data literate”?
Data Literacy has received great attention over the last few years in relation to school practices and has been identified as one of the dimensions of the DETECT Critical Digital LIteracies framework.
Although the issue of Data Protection is usually addressed by relevant policies at institutional level (mainly in relation to GDPR compliance) less attention has been paid to raising educators as well as students’ awareness regarding the various aspects and sub-dimensions of data literacy. Within the DETECT project the aim is to develop educators’ understandings of the multifacet issue of data literacy and also support them with enhancing their students’ practices in relation to data protection.
Good news from @EARLI2021 conference. The joint proposal of the Detect Project researchers titled “Key elements of critical digital literacies from the perspective of school education” was accepted. See you in August!
The 3rd Partners meeting of the Detect project takes place on 21-22 January 2021: we’ll discuss about the finalisation of the first Output and the elaboration of our MOOC. We planned to be in Barcelona, but due to the current situation we’ll make it online: let’s hope to meet all face to face soon!
The partners of the DETECT project successfully held their first Learning, Teaching and Training Activity (LTTA 1) online in November 2020, due to the ongoing pandemic crisis. Initially the event was going to be held at the University of Helsinki and would have brought together researchers, teachers and teacher educators from Finland, Italy, Spain and the UK. Although this was not possible to organise face-to-face, a three-day virtual event took place and participants were able to work together in national and transnational teams. The event aimed to raise educators’ awareness and provide training in relation to critical digital literacies. The different activities enabled participants to develop an in-depth understanding of the different dimensions of critical digital literacies and their role in supporting teaching, learning and professional development.
Day 1: 19 November
The first day of the workshop focused on introducing the Critical Digital Literacies (CDL) framework that has been developed as part of Intellectual Output 1 as well as present some preliminary results from the SELFIE survey and the focus group interviews with teachers in Finland, Italy, Spain and the UK. Examples and good practices of supporting CDL from each school in the four countries were shared and participants engaged in collaborative discussion regarding other dimensions of the CDL framework.
Screenshot 2: Arja Kangasharju from Lintumetsä School presenting their project on ‘Learning in online literature discussions’
Day 2: 19 November
The second day of LTTA 1 focused on presenting experimental activities carried out within the project as part of planning for the MOOC (IO2). The first session focused on Virolai’s methodology “Aprenentatge-Servei” (Learning for Service) where the students of secondary education prepare resources and activities to support students in primary education. This activity embeddeds a critical digital literacy approach for both primary and secondary education.
Screenshot 2: Carol de Britos presenting Escola Virolai’s project on ‘Learning in online literature discussions’
The subsequent sessions explored Designing for Learning methodologies and looked at experimental activities promoting the CDL framework. Participants worked collaboratively to reflect on how their own professional knowledge can support other teachers’ learning and also explored how a design thinking scheme can support the development of CDL at their school.
Screenshot 3: Juliana Raffaghelli from Universitat Oberta de Catalunya presenting on ‘Designing for Learning: activities promoting a CDL’
Day 3: 20 November
Day three of the LTTA 1 focused on exploring CDL resources that are currently in use by participating schools while participants also worked collaboratively towards further development of educational scenarios for the Toolkit (IO3).
Screenshot 4: Isobel Evans from Old Ford Primary presenting their educational scenario example
Screenshot 5: Osvaldo Di Cuffa from Istituto Sassetti Peruzzi presenting their educational scenario
The last day offered participants further opportunities to exchange ideas on possible educational scenarios in relation to CLD and get inspired by others. All input from three days was collected and will be used for further developing the MOOC and Toolkit as means of supporting educators with developing their Critical Digital Literacies. All in all, this three-day virtual event enabled participants to be introduced to new theoretical and methodological frameworks, work collaboratively, brainstorm ideas and exchange good practices. We are hoping we will be able to organise LTTA 2 in Florence in spring 2020 so watch this space and follow our Twitter account if you are interested in further updates about our project.