21st Century Literacies (Multimedia: Digital) - Coggle Diagram
21st Century Literacies (Multimedia: Digital)
Digital literacy is the ability to use information and communication technologies to find, evaluate, create and communicate information, requiring both cognitive and technical skills (The American Library Association, 2017).
In a wide variety of digital technologies such as mobile phones, smartphones, notebooks and desktop PCs, digital literacy is the information, abilities and activities used, many of which are seen as networks rather than computing devices.
Performing Tasks in Digital Environment
Components of Digital Literacies
Use of skills to create and share information
Searching, shifting, scanning and sorting information
Navigating screens of information
Locating and evaluating information
Using ICT for research and problem-solving
Reproducing Data and Images Through Digital Manipulation
Digital Image Manipulation (DMI) is a process to change an image to make more attractive or give a completely different view from the original one. We cannot normally figure out actually what it was before. Normally this process is applied for business purpose and often in social media.
Digital Manipulation as a Teaching Aid
Allow students to focus on the things they need to focus on.
Students will not be distracted by other types of information/data/noise in the actual outcrop.
Images modified in this way are not truly authentic but they may make easier learning, especially among novices who don't know what to focus on.
Two Types of Image Manipulation
a) Manual Image Manipulation (such as airbrushing, darkroom manipulation, double exposure and negative scratching)
b) Contemporary Image Manipulation: Digital Techniques (such as doctoring, age progression, fading smoke effect, color combustion and photo cutouts)
Differences between using image manipulation and abusing image manipulation
We are using image manipulation if we are:
Improving the quality of a photograph
Combining two or more pictures we own for advertising purposes
Using image manipulation to amuse or entertain
We are abusing image manipulation if we are:
Presenting our manipulated image as reality
Manipulating images in order to lie to people
Manipulating images to damage someone's reputation
Evaluating and Applying New Knowledge Gained from Digital Environments
How to Evaluate Digital Content
Look critically at information to determine its relevance, suitability and reliability
Be critical and skeptical about sources and information to ensure authenticity
Check for accuracy, validity and currency as measures of information quality
Make sure all information and resources are fit for purpose
Steps in Applying Digital Content
i) Recognising an information needed
ii) Identifying what information will fulfill the need
iii) Constructing strategies for locating information
iv) Locating and accessing the information sought
v) Comparing and evaluating information obtained from different sources
vi) Organising, applying and communicating information
viii) Sythesising and building upon information
Benefits of Using Technology in the Classroom
Improves the engagement between students and teachers
Encourages individual learning
Practice collaboration skills by getting involved in different online activities
Both teachers and students can develop skills essential for the 21st century
Technology can help improve teaching for teachers