Understanding the structure of a URL helps students understand how information is stored and accessed online—it is one of the basic skills at the foundation of information and digital literacy. Teaching the ins and outs of servers and subdomains can be challenging, which is why we’ve been hard at work creating simple and engaging video tutorials to help you teach these imperative skills to students.
The people who brought DVDs into the world could never even agree on what the letters should stand for. It was initially suggested by some that they should stand for “Digital Video Disc,” while others behind the technology felt that “Digital Versatile Disc” would better reflect the many non-video ap
Far from an educational flash in the pan, project-based learning has been proven to engage and motivate learners, improve comprehension and retention, aid the transfer of knowledge to new contexts, lead to better collaboration, and help students master critical-thinking skills.
How do we prepare out students for Web 3.0 learning? This slide show by Judy O'Connell provides us an opportunity to look back in time, from what we might refer to as Web 0 and the journey to where we are today and where we are heading. Many define Web 2.0 as the social web. Web 3.0 will be defined by data, and the ability to link data in new ways. Many excellent resources are embedded within this slide show, so find some time to pull up your chair and learn more about what the future may hold.
In the six months Mikael Jacobsen has worked as learning experiences manager at the Skokie Public Library, his days have come to include everything from teaching classes to producing movies and offering information about Microsoft Office products. He oversees the library's digital media lab, coordinates its digital literacy offerings and introduces ideas in hands-on learning for non-traditional items, such as video cameras patrons can check out.
How often do librarians find themselves trying to explain that the library’s mission is not about books but about information? This public misunderstanding about what we are doing and why leads to a community misconception of what we should be doing in the future. The reality is that we as librarians make the same mistake all the time. We know intellectually that informational flow and access are our main missions, but our decisions and our hearts often put the focus on books. Books, in many cases, remain by far the best delivery vehicle for information, but there are many subject areas where other informational vehicles would be more effective, even if implementing those vehicles might mean less money spent on books.
Many teachers have added ‘digital literacy’ as number four on the list of literacies their students should have (or be working towards, in most cases). Reading, writing, and math are now followed by digital literacy.
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