Proposition : Différence entre versions
(→Chap 3 - Social Literacy) |
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| − | ==Chap | + | ==Chap 0 - Introduction== |
''Define and distinguish the three (e.g., establish the difference between media and technology, human vs. tech security, | ''Define and distinguish the three (e.g., establish the difference between media and technology, human vs. tech security, | ||
etc.); help users see that, now that media are social and digital, content is both user-produced and behavioral and power for good or ill is increasingly users' hands. "With great power comes great responsibility," | etc.); help users see that, now that media are social and digital, content is both user-produced and behavioral and power for good or ill is increasingly users' hands. "With great power comes great responsibility," | ||
| − | ==Chap | + | ==Chap 1 - Technical Literacy== |
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2.1 Understanding how to use technology and devices in constructive ways that are not harmful to either the device/environment or the user (including computer and network security, ID theft) | 2.1 Understanding how to use technology and devices in constructive ways that are not harmful to either the device/environment or the user (including computer and network security, ID theft) | ||
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| + | ==Chap 2 - Media Literacy== | ||
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| + | Traditional (developing critical thinking and literacy concerning what we read, consume, download) and new media | ||
| + | literacy (developing critical thinking and literacy about what we post, share, produce, and upload); copyrights/IP, plagiarism | ||
==Chap 3 - Social Literacy== | ==Chap 3 - Social Literacy== | ||
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3.3 Pysical safety (predation, etc.) | 3.3 Pysical safety (predation, etc.) | ||
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Version actuelle datée du 24 juin 2011 à 10:25
The APTES syllabus option
"Being a Responsible Citizen of the Digital World"
Challenge : adopt a very clear structure with 3 to 5 chapters, to be fulfilled with about 30 notions
We could structure the curriculum around the three literacies that make up citizenship in the digital age.
Notice : There is lots of overlap among these, for example, what we post and produce online is behavior as much as content, so there's a social aspect to media literacy now. And file-sharing technology, which is both a tech and media skill, also has social and therefore ethical aspects.
Sommaire
Chap 0 - Introduction[modifier]
Define and distinguish the three (e.g., establish the difference between media and technology, human vs. tech security, etc.); help users see that, now that media are social and digital, content is both user-produced and behavioral and power for good or ill is increasingly users' hands. "With great power comes great responsibility,"
Chap 1 - Technical Literacy[modifier]
2.0 Establish the difference between technology and media
2.1 Understanding how to use technology and devices in constructive ways that are not harmful to either the device/environment or the user (including computer and network security, ID theft)
Chap 2 - Media Literacy[modifier]
Traditional (developing critical thinking and literacy concerning what we read, consume, download) and new media literacy (developing critical thinking and literacy about what we post, share, produce, and upload); copyrights/IP, plagiarism
Chap 3 - Social Literacy[modifier]
3.1 Etiquette & netizenship (social norms) 3.2 psychological safety (cyberbullying) 3.3 Pysical safety (predation, etc.)
New media literacies :
• Networking : the ability to search for, synthesize, and disseminate information.
• Judgment—the ability to evaluate the reliability and credibility of different information sources.
• Collective intelligence—evidence that participants in knowledge communities pool knowledge and compare notes with others toward a common goal
ref : CREDIBILITY - Unit Overview - [1]
Resources[modifier]
Thanks to Anne Collier
