This is a visual resource that teachers and students can use to deepen the theme of misleading information type. This infographic offers a useful classification, indicating also the characteristics of these information and their impact. This resource has been developed by EAVI – the European Association for Viewers Interests. It is an international non-profit organisation in Brussels that promotes media literacy in the perspective of active citizenship.
CodeInnova curriculum
The document includes a concise model about a curriculum plan or learning path for Grades 1-9 related to programming and computational thinking. The model is created in the EU funded CodeInnova project. The material defines knowledge, skills and practices relevant for each grade level and suggest practical ways to support multidisciplinary teaching and learning at different stages of the learning path.
Exploring Critical Digital Literacy Dimensions: DATA LITERACY
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”?
You might also come across “Big Data”, “Open Data” ,”Data Science”,
Datafication” and “Datafied” as words. And overall, some of this
words have positive connotations and others, very negative
implications for our lives. Clearly, we deal with a problem with many
facets. As educators, we need to explore them to understand which is
the message we want to cater to our students.
Overall, “data” refers to the digital data collected through our
interaction with digital spaces, apps, and smart technologies,
including the Internet of Things. And while this data might be part of
open, public knowledge and could be mined to produce new human
activities, like Artificial Intelligence, there are many connected
problems. Not only the form into which data are collected, without the
consent of the people from which such data are extracted, could be a
concern. Also, the surveillance, the end users’ manipulation through
nudges and recommendations, or the misrepresentation of collectives
are emerging issues connected to all the practices around data. As a
result, there is increasing concern in developing data literacy.
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
This interactive, self-paced learning resource introduces three
perspectives on data literacy:
– Data Protection and Safety
– Open Data to develop critical citizens’ data literacy –
– Data Justice: exploring the dark side of data
The resource can be used either in educators’ workshops or
continuing training. Also it could be a good source of learning for
initial teachers’ education.
Moreover, the teachers could adopt some of the concepts for selfpaced
learning aimed at design lesson plans on data literacy for
secondary school learners.
Net Aware
This website is your guide to apps, games and social media sites. It allows you to search for certain apps or games and it will give you the official age rating, reviews and then a dashboard that shows an expert review of the risks in relation to Sex, Violence & hatred,
Bullying, Suicide & self-harm, Drink, drugs & crime. It then gives you advice as to how you can keep your children safe when using the apps.
It also keeps you up to date with the latest news and advice around the apps, sites and games your kids are using
Meet – Media Education for Equity and Tolerance project
This is a toolkit designed and implemented under the project MEET (Media Education for
Equity and Tolerance), an Erasmus+ project. The main aim of MEET is to promote a critical and intercultural understanding and an aware use of media among young citizens in multicultural public schools and democratic societies.
The toolkit includes: a theoretical background, 3 videos and a set of pedagogical guidelines for supporting teachers in the design of inclusive and situated media education activities.
These can be used by teachers as a self-training tool, as a teaching resource and as a design tool.
The Learning Scenarios developed in this project could be adopted in teachers’ classrooms and the guidelines permits to understand how to adapt them to local context or how to create new ones