For the last few weeks, I've had the fun of working with Allan Gyorke and others on planning the Learning Design Summer Camp. Are you coming? I hope so. At the Camp, I'll help moderate a lunchtime discussion on Digital Literacy. I think about one portion of this topic often--information literacy. This is a nice opportunity to broaden my perspective a bit and think about how information, technology and other critical literacies co-exist and complement one another.
One paper that I've selected for the discussion cuts to the heart of the matter: Student Content Creators: Convergence of Literacies by Joan K. Lippincott. Lippincott details how student content creation mandates the inclusion of information, technology, media and visual literacies in the higher ed curriculum. She writes:
"...few academic programs have identified the preparation of students, whether undergraduate or graduate, to be digital authors of all types of content as a desired outcome of their studies. Can universities and colleges do a better job in readying students to become content creators within their professions?"
Lippincott also identifies the importance of media literacy, suggesting that in the future, this may be even more important than written literacy. I think looking at a host of literacies, how they fit into and enable the curriculum, how they are tied to University learning outcomes, is an essential exercise. Penn State is currently in the process of implementing a University-wide assessment program. Thinking broader than simply identifying isolated examples of information literacy or techonology literacy is a wise example that may enable students to develop the range of skills they need to be inventive, responsible content creators.
One paper that I've selected for the discussion cuts to the heart of the matter: Student Content Creators: Convergence of Literacies by Joan K. Lippincott. Lippincott details how student content creation mandates the inclusion of information, technology, media and visual literacies in the higher ed curriculum. She writes:
"...few academic programs have identified the preparation of students, whether undergraduate or graduate, to be digital authors of all types of content as a desired outcome of their studies. Can universities and colleges do a better job in readying students to become content creators within their professions?"
Lippincott also identifies the importance of media literacy, suggesting that in the future, this may be even more important than written literacy. I think looking at a host of literacies, how they fit into and enable the curriculum, how they are tied to University learning outcomes, is an essential exercise. Penn State is currently in the process of implementing a University-wide assessment program. Thinking broader than simply identifying isolated examples of information literacy or techonology literacy is a wise example that may enable students to develop the range of skills they need to be inventive, responsible content creators.
Hi Ellysa,
I love Converging Literacies as a topic! Can we throw Media Literacy into the mix as well?
Students need to be able to deconstruct the images and soundbytes pieced together for before them. As consumers and as citizens, these skills are important throughout life.
As a Stealth-Bomber Parent, I long for a day when Digital/Information/Media literacy is emphasized across the curriculum in the same way writing is today from elementary to higher ed.
I think we are seeing the birth of rethinking this on our own campus ... the Digital Commons was founded to promote digital expression across PSU. What is emerging is a growing conversation that is focusing on the deeper issues you are pointing towards. It might be cool to invite one of the DC folks to your lunch. I'll be reading the article you noted as well.