Inquiry Learning and Digital Literacy
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School Library Monthly - Teaching Students to Think in the Digital Environment: Digital Literacy and Digital Inquiry

School Library Monthly - Teaching Students to Think in the Digital Environment: Digital Literacy and Digital Inquiry | Inquiry Learning and Digital Literacy | Scoop.it
The digital world, much like any new or changing environment, demands an assessment of the situation and development of new ways of thinking or working. School librarians must, therefore, partner with other educators to identify and teach the digital literacy and inquiry skills that will enable all students to be effective digital learners.
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IDEALS @ Illinois: Digital Literacy: New Approaches to Participation and Inquiry Learning to Foster Literacy Skills among Primary School Children

IDEALS @ Illinois: Digital Literacy: New Approaches to Participation and Inquiry Learning to Foster Literacy Skills among Primary School Children | Inquiry Learning and Digital Literacy | Scoop.it
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ERIC - Literacy in the Information Age: Inquiries into Meaning Making with New Technologies., 2003

This book provides a collection of 32 Technology Departments from the "Journal of Adolescent and Adult Literacy" covering the 1998 to 2002 volume years, which examines critical aspects of literacy in the new information age and the complex issues surrounding the use of new technologies. Articles in the book build on specific examples from classrooms, Web use, and other experiences with new digital information and communication environments. Following a Foreword (Allan Luke) and an Introduction, chapters are grouped into six sections. Under "Historical Perspective" are the following articles: "New Literacies"; "Constructing a Once-and-Future History of Learning Technologies"; and "A Friendly, Welcoming Attitude toward Change." Under "Evolving Media Practices" are these articles:"Mixing Old Technologies with New"; "Electronic Publication: Writing for the Screen" (Mike Sharples); "The Work of Art in the Age of Digital Reproduction"; "Information Literacy: The Changing Library" (Cushla
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ESOE secure resource verification

ESOE secure resource verification | Inquiry Learning and Digital Literacy | Scoop.it
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Students must also acquire the skills of digital inquiry: connecting ideas to personal interests and a desire to know, asking questions that probe beyond simple fact gathering, investigating answers from multiple perspectives, constructing new understandings, expressing the new ideas through a variety of formats, and reflecting on both the process and product of learning. The identity and credentials of the creators of Web-based information are difficult if not impossible to determine on many sites. Because image-intense Web sites are so appealing, a blog may appear as authoritative as a report from the Center for Disease Control.

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ESOE secure resource verification

ESOE secure resource verification | Inquiry Learning and Digital Literacy | Scoop.it
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Jason Ranker argues that struggling students need "opportunities to use print and produce meanings in diverse and multifaceted ways." His case study of two fifth-grade girls who used digital video production to better understand aspects of the civil rights movement reveals ways in which multimodal literacy practices "can create new possibilities for literacy and inquiry learning." A detailed description of their inquiry process and the product they created suggests that such work can be applied to learners of many ages and abilities.

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How to Infuse Digital Literacy Throughout the Curriculum

How to Infuse Digital Literacy Throughout the Curriculum | Inquiry Learning and Digital Literacy | Scoop.it
Schools are slow to address digital literacy when they see it as content to cover, not an everyday component of teaching. Jen Carey shows how to change that.
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The Practice Profile of Inquiry: connecting digital literacy and pedagogy

The Practice Profile of Inquiry: connecting digital literacy and pedagogy | Inquiry Learning and Digital Literacy | Scoop.it
The Practice Profile of Inquiry: connecting digital literacy and pedagogy
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The Practice Profile of Inquiry: connecting digital literacy and pedagogy - E-Learning and Digital Media Volume 8 Number 1 (2011)

The Practice Profile of Inquiry: connecting digital literacy and pedagogy - E-Learning and Digital Media Volume 8 Number 1 (2011) | Inquiry Learning and Digital Literacy | Scoop.it
LEO CASEY, BERTRAM C. BRUCE (2011) The Practice Profile of Inquiry: connecting digital literacy and pedagogy, E-Learning and Digital Media, 8(1), 76-85. http://dx.doi.org/10.2304/elea.2011.8.1.76
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Computer literacy and inquiry learning: when geeks learn less - Wecker - 2007 - Journal of Computer Assisted Learning - Wiley Online Library

Computer literacy and inquiry learning: when geeks learn less - Wecker - 2007 - Journal of Computer Assisted Learning - Wiley Online Library | Inquiry Learning and Digital Literacy | Scoop.it
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A low level of computer literacy has often been hypothesized as constituting a disadvantage in knowledge acquisition. However, within the field of computer-supported inquiry learning systematic investigations of these purported relations have not been conducted. This classroom study investigates the role of computer literacy (procedural computer-related knowledge, self-confidence in using the computer, and familiarity with computers) as a learning prerequisite for knowledge acquisition, and analyses the learners' patterns of media use as processes that might explain this role. Thirty-seven students from two final classes of a secondary school worked in pairs on the project ‘How far does light go?’ in the Web-based Inquiry Science Environment. Findings did indicate significant relations of neither procedural computer-related knowledge nor self-confidence in using the computer to knowledge acquisition. However, students with greater familiarity with computers acquired significantly less knowledge. In the light of the patterns of media use, these findings might be explained by different navigation styles adopted by students with high and low familiarity with computers: students with high familiarity with computers exhibit more shallow processing strategies (‘browsing’) which are less functional for learning.

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Digital literacy (DL), a term that emerged with the explosion of digital information and multimedia technology, refers to basic competence in using digital technology. The present study first analyzed the evolvement from media literacy to digital literacy and developed a four-branch theoretical framework of DL by investigating related definitions of it. For the purpose of fostering DL, a set of web-based collaborative inquiry learning (WCIL) activities was designed and were implemented on weblog to further the DL of secondary 3 students (aged 14 to 15). To provide students with the necessary support and facilitate their progress, eight fortnightly lessons of one to one and a half hours each were arranged, at which students were asked to report/present the latest progress of their WCIL project, and their teacher gave suggestions and offered the students resources to deal with the problems they had encountered. The purpose of this study was to explore the effects of the WCIL activities on student DL levels and the problems that might be encountered by students and teachers in carrying out the activities. Data were collected from a variety of sources, including lesson observations, focus group interviews, and student weblog postings. The findings show that (1) the WCIL activities were useful in involving students in DL practices and improved student DL levels across a wide variety of indicators, and (2) problems in the implementation of the WCIL activities included inexperience in collaborative inquiry learning, insufficient leadership skills of group leaders, and inadequate DL, which was mainly embodied as the difficulties that the students had in analyzing and synthesizing inquiry materials and improving the level of their accuracy in accessing information. In addition to their development in DL, students also reported social benefits obtained through WCIL, which was embodied as their improvement in collaborative ability, interpersonal skills, leadership skills, articulacy, ability to adapt, judgment, and the courage to carry out interviews and surveys with strangers. Given these benefits, this study only represents a single case, and thus the findings may not be replicable in other educational settings. Further studies are needed to clarify the effect of WCIL on student DL. 

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ESOE secure resource verification

ESOE secure resource verification | Inquiry Learning and Digital Literacy | Scoop.it
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This study aims to examine the design of approaches for inquiry learning with multimedia resources in primary classrooms. The study describes the development of a multimedia learning unit that helps learners understand the natural phenomenon of the movement of the Earth. An analysis of the use of the multimedia learning unit by a teacher in two classes of pupils aged 10-12, with different pedagogical approaches, was reported. The multimedia learning unit was used by the teacher in the first class with her own understanding of inquiry learning, which is a teacher-oriented approach with mainly teacher control of the learning. She shifted to a more learner-oriented approach of inquiry with another class after receiving suggestions from the lesson observers. A comparison of the prelesson and postlesson tests was conducted to study the learning achievement of the two classes of learners using the same multimedia unit. The results showed that though there were significant improvements in learning achievement in both classes, the teaching with a learner-oriented approach with less teacher controlled over the use of multimedia components resulted in learners' better achievement. The study concludes with suggestions on design of teaching based on inquiry learning with multimedia learning resources and the shift to a more learner-oriented inquiry approach. 

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