Digital Literacy of 2013
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7 Great iPad Apps for Creating Comic Strips for Biz Stories

7 Great iPad Apps for Creating Comic Strips for Biz Stories | Digital Literacy of 2013 |

The art of comic creation is one of the best representation of creativity at work. As teachers and educators, we can use the power and versatility of iPad to cultivate a creative culture within our classes and among our students through helping them tinker with and design comics. Here is a list of some great iPad apps you can use for this purpose...

Via Baiba Svenca, Karen Dietz
LundTechIntegration's curator insight, November 5, 2013 7:50 PM

Great resources for CCSS

Susan Connor's curator insight, November 21, 2013 8:50 PM

Comic Strips... who would have thought


Ruby Rennie Panter's curator insight, May 30, 2015 4:41 AM

Creating comic strips can be a useful way to combine creativity, narrative and multimodal writing. More importantly - it's fun!

Rescooped by Tracy Stepp from @The Convergence of ICT & Distributed Renewable Energy!

Quake after-effects : Nature Geoscience | Nature Publishing Group

Quake after-effects : Nature Geoscience | Nature Publishing Group | Digital Literacy of 2013 |

How the Earth's crust rather than just buildings or humans responds to the violent shaking of an earthquake has been observed for centuries. Nevertheless, the wide range of geological impacts continues to surprise.


In 1835, during his voyage on the HMS Beagle, Charles Darwin experienced a large earthquake that occurred near Concepción, Chile. Although saddened by the extent of the destruction in the town, Darwin was also intrigued by the diversity of natural spectacles that occurred in the wake of the violent ground motions: 'at the same hour when the whole country around Concepcion was permanently elevated, a train of volcanoes situated in the Andes, in front of Chiloe, instantaneously spouted out a dark column of smoke [...] We thus see a permanent elevation of the land, renewed activity through habitual vents, and a submarine outburst, forming parts of one great phenomenon.'1 Our understanding of the variety of responses of Earth's crust to large earthquakes continues to expand. A web focus published online with this issue ( explores some of these responses.


175 years after Darwin's visit to Chile, and in virtually the same location, the magnitude 8.8 Maule earthquake again left its mark on volcanic systems in the nearby Andes mountain range. Although the shaking on this occasion seemingly failed to trigger any eruptions, numerous volcanoes in the region sank by several centimetres almost immediately after the quake2. Volcanoes in Japan, too, sank by similar amounts following the devastating 2011 Tohoku-Oki earthquake3, 4. The precise cause of the sinking — escape of hydrothermal fluids or excessive subsidence of the hot, weak magma reservoirs as the tectonic plates rebounded — is still debated5, but the remarkable similarities between the observations from Chile and Japan imply that quake-induced volcanic subsidence could be a common occurrence worldwide.


In addition to the spouting Andean volcanoes, Darwin's colleague, Captain Robert Fitz-Roy, observed a more subdued response to the Concepción quake. A potent, sulphurous smell bubbled up from the ocean following the submarine outburst, which Darwin attributed to a stir-up of decomposing organic matter on the sea bed. A Letter in this issue also reports a seafloor response to a strong earthquake6. In this case, a quake in 1945 seems to have disturbed fragile gas hydrates trapped within sediments in the Arabian Sea, but the full extent of the seafloor response had gone undetected for almost 70 years. Seismic images and geochemical analyses now show that the magnitude 8.1 earthquake — the largest ever reported for the Arabian Sea — may have fractured sediments that held stores of hydrocarbons. About 3.26×108 mol of methane — a potent greenhouse gas — may have escaped in the decades following the quake and some could have reached the atmosphere. If quake-triggered release of methane is common, it could provide a significant contribution to the global carbon budget.


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Via Chuck Sherwood, Senior Associate, TeleDimensions, Inc
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Critical Search Skills Students Should Know

Critical Search Skills Students Should Know | Digital Literacy of 2013 |

The New Digital Divide


There is a new digital divide on the horizon. It is not based around who has devices and who does not, but instead the new digital divide will be based around students who know how to effectively find and curate information and those who do not.  Helene Blowers has come up with seven ideas about the new digital divide – four of them, the ones I felt related to searching, are listed below.

In an age of information abundance learning to effectively search is one of the most important skills most teachers are NOT teaching. They assume students know how to conduct a search, and set them free on the internet to find information. They assume that students have the skills to critically think their way through the searching and the web. Sadly, this is not the case and everyday we are losing the information literacy battle because we often forget to teach these crucial searching skills in our schools.


Teachers – especially in the elementary grades  -need to develop a shared vocabulary around the skill of searching. They need to make sure their students learn some basic search strategies and keep applying them until they become almost automatic.



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