This resource is a learning object based on technology H5P and could be implemented in any WordPress or Moodle course. It contains a full activity aimed at exploring a dimension of the Critical Digital Literacies Framework: Information Literacies. The aim of the activities embedded in this learning object are to develop teachers’ understanding of the main problems of technology usage around the CDL subdimensions Digital media use, Online inquiry process, Online reading comprehension and Source validation and verification for the primary school level. Therefore the teachers can delve into the concepts, current research and policymaking context; they are offered questions to reflect on their teaching to deal with a critical usage of technology. Moreover, the teachers are provided with some instructions to reflect on design for learning to develop critical digital literacies in their classrooms.
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.
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
Teaching online inquiry skills
The material package includes example materials (teaching material in the form of slide shows, assignment instructions and digital work templates) from the teaching unit, which aims to teach knowledge work competencies, especially online inquiry skills. The teaching unit consists of a group work assignment of four lessons, structured according to the phases of the online inquiry process (searching, evaluating, synthesizing, presenting), in which students’ examine a contradictory health issue using online information sources.
The package consists of the following materials (in Finnish): Teacher’s Guide, Assignment Instructions, Students’ Work Document Template, Online Working Space Model as a
OneNote Notebook, and Instructions and Teaching materials for different work phases.
The teaching experiment was planned in the ARONI research project (Argumentative online inquiry in building students’ knowledge work competences, https://blogs.sis.uta.fi/aroni/) funded by the Academy of Finland and it was implemented
in collaboration with Finnish teachers in Mother Tongue and Literature high school courses in the academic year 2018-2019. Example materials are from this experiment, but the
working methods and the pedagogical model can be applied in any course and subject as well as to different educational levels.
E-safety for schools
The NSPCC learning website has a diverse range of resources to promote, raise awareness and educate teachers, children and parents about keeping children safe, but there is a specific area of the website for schools and colleges for teachers to teach specifically about online safety.
See description from website below:
Our information and resources will help you to:
– create e-safety policies and procedures that will help you mitigate risk and respond to concerns
– ensure teachers have the knowledge to teach students about e-safety
– provide advice on using social media and live streaming
– support and include parents and carers by sharing helpful advice and resources
– review and update your e-safety provision on an ongoing basis.