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Crockett, L., Jukes, I., & Churches, A. (2011). Literacy is not enough: 21 st–century fluencies for the digital age. Thousand Oaks, CA: Corwin.

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The digital generation has been exposed to video, television, computer games, and other media their entire lives, so much so that it is their preferred information source over text. Images and video can be compelling enough on their own to convey information in a meaningful and powerful way (Crockett et. al., 2011).

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https://allthingslearning.wordpress.com/tag/media-fluency/

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Working together collaboratively in-person and virtually to solve problems or create products will be the reality of our students in their future careers. Today, the global marketplace has all but eliminated the impact of distance on business, research, and relationships (Crockett et. al., 2011).

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https://allthingslearning.wordpress.com/tag/collaboration-fluency/

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The ability to look critically at content and decipher the message of various media and understand how its shaped by different influences (Crockett et. al., 2011).

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verbalize- the message clearly and concisely
verify- the message by analyzing and authenticating
(Crockett et. al., 2011).

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form-elements must work together and reflect the message
flow- logical progression from beginning to end
alignment- the medium, message, and audience must all be in alignment to be effective
(Crockett et. al., 2011).

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What is the appropriate media for the message based on the  content or message and desired outcome (Crockett et. al., 2011)?

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content- what the message is
outcome- the tone
(Crockett et. al., 2011).

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audience- who is it for (demographics)?
ability- is it feasible/ what are you capable of doing?
criteria- any specific requirements (deadlines, budgets, medium, etc.)
(Crockett et. al., 2011).

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Allowing students to demonstrate what they know and choose the best method to communicate creates inspiring and engaging lessons as well as unanticipated use of current technology and unique and creative projects and solutions. Media Fluency allows students to understand how to effectively use digital tools to problem solve, create, communicate and entertain in real-world applications (Crockett et. al., 2011).

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Start by defining:

The group

Roles and responsibilities

Norms

Scope

informational needs

Leaders

and create a group contract
(Crockett et. al., 2011)

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Visualize the outcome, examine the issue, challenge, and goal as a group. Together create an agreement about what the outcome will be and how it will be evaluated (Crockett et.al., 2011).

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Create a feasible plan, determine the steps needed, assign responsibilities. Ensure that the plan can be discussed ad evaluated on an ongoing basis (Crockett et. al., 2011).

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Similar to Deliver, the plan must be put in action and presented to the intended audience. To fully execute the solution or project, feedback must be acquired to determine if it was successful (Crockett et. al., 2011).

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Like Debrief, the members must look back at the project and process to evaluate if it was successful and if anything could be improved (Crockett et. al., 2011).

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I through-line I noticed in this fluency was in recognizing the strengths of the individuals involved and capitalizing on them. In working collaboratively, students will develop important soft skills that will be critical when entering the 21st-century workforce. Teamwork is all about establishing the strengths of each contribute in order to accomplish something that would not be possible individually.

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Assign a close reading of a news story or video clip from various reputable and unreliable sources and have students add annotations and assess the information using Screencastify or other media sources. Students can demonstrate understanding of the content, identify bias, and practice using technology (Daunic, 2017).

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Daunic, R. (2017, September 22). 4 Ways to Integrate Media Literacy in the Classroom | Common Sense Education. Common Sense Media. https://www.commonsense.org/education/articles/4-ways-to-integrate-media-literacy-in-the-classroom

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Students use the Tiny Bop Robot Factory app to create robots and bring them into the "real world" where they must navigate over various terrain and around different obstacles. They must evaluate which features allow the robots to navigate certain terrain more successfully, testing different variations and practicing critical thinking and problem-solving. This also ties into the NGSS Engineering Principles (Daunic, 2017).

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Social media offers students several learning benefits: fostering active learning, enhancing students’ collaboration, and increasing their community connections. Social media has also transformed various occupations like journalism, healthcare, corporations, and government agencies. Future employers will seek out individuals with social media skills like creating an effective digital identity, communicating in diverse media, producing and distributing digital information, collaborating, and promoting others’ social media presence (Greenhow et. al., 2019).

For experiments and research projects, students can use social media to get information, stay up-to-date on topics, connect with experts in the field, gather observations, communicate their information, solicit opinions, and build support for their theories.

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Greenhow, C., Galvin, S. M., & Staudt Willet, K. B. (2019). What should be the role of social media in education?. Policy Insights from the Behavioral and Brain Sciences, 6(2), 178-185.

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Groups of students can work together to use digital mind mapping tools to look at the parts, processes, and ideas in an investigation. They can work together to map out the solution to a problem or the procedure for an experiment.
Teachers can also use mind maps to assess prior knowledge or use a template as a starting point to teach or remediate concepts or processes (New Zealand Government, n.d.).

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New Zealand Government. (n.d.). Science and e-learning. https://elearning.tki.org.nz/Teaching/Curriculum-learning-areas/Science

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A group of 4 students works together to decode a strand of DNA and determine the disease it is associated with.

Groups are given a sequence of DNA on a strip of paper. They must transcribe the DNA into RNA, and translate the RNA into codons (amino acid sequence). Then they use a chart to determine a single letter abbreviation for each codon and plug that sequence into a website that generates a protein. Students must then work together to research what disease that protein is associated with.
Groups must then create a narrated/ video presentation reflecting on the process they took to determine the disease and information about the disease.