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Jennifer Gonsalves - The Digital Literacy Framework

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Jennifer Gonsalves - The Digital Literacy Framework

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The framework that appeals to me is The Digital Literacy Framework (MediaSmarts, 2016). I like that it helps to assist schools in all the provinces in Canada to educate their students regarding digital literacy and covers grades, as early as grade 2 to 12. This framework is set up on the principles of learning how to access, analyze, evaluate and also how to produce digital media, so that students from an early age can start becoming familiar with computers, the internet and learn as they grow and move forward to higher grades. The framework draws on nine framework topics of digital media literacy, which include topics such as learning how to read media, media representation, ethics and empathy, privacy and security, community engagement, media health, consumer awareness, finding and verifying information and making media and remixing skills, and provides teachers with supporting lessons and interactive resources that are linked to curriculum outcomes for every province and territory. The home and school connection is supported by parent tip sheets that are linked to from each resource.

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The framework that I felt had the most application to my research topic is the Triple E Framework.  This framework helps guide in deciding how, when or if you should use technology in your work to effectively support students in meeting learning goals.  I found this to be especially useful as I'm a) new at using technology in my work, b) perhaps overly enthusiastic in applying new tech to my work, and b) hoping to create inclusive content that can either be aided (not impeded) by tech.

Kolb (2020) identified three components to this framework: Engagement in learning goals, Enhancement of the learning goals, and the Extension of the learning goals.

Engagement of learning involves ensuring the tech supports "focus on a task", "motivates students in the learning process", and encourage "active learning" (Kolb, 2020).  My goal is to support inclusion, including students who have challenges with focus and concentration, and the technology I select can improve engagement if done correctly.

Enhancement of the learning goals means that the tech should increase understanding of content and/or help scaffold learning, and allow for students to demonstrate their knowledge more effectively.  The tools of

Finally, extending learning involves applying technology that allows for students to learn beyond the classroom and apply and build skills in their lives.  Technology can bridge learning to real world applications and allow students to engage with material in a practical manner.

As a novice tech user, I feel it is important for me to know how and when to use my new skills in my work. Using the Triple E framework as a guide can help me examine the usefulness of tools before I apply them. Technology can offer some of the benefits of universal design in learning opportunities, such as providing multiple means of representation of concepts, engagement, or expression of learning. If used effectively, technology can enhance inclusion in education. The key to reflect on tech through the Triple E lens to ensure it offers the intended benefits.

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Bing Lu-The Connections Lens (Robinson, 2020)

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Bing Lu-The Connections Lens (Robinson, 2020)

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According to Robinson (2020), the connections-based learning (CBL) is an approach to teaching and learning that leverages our connected world. It's about changing the question from how we can learn this to who we can engage as we learn.

The CBL focuses on four types of learning: community engagement, expert learning, organization support and global partnerships. Powerful learning experiences can be forged when classrooms connect with the community, experts, organizations, and classrooms around the world. Students gain deeper understanding and better learning through building relationships, serving community, questioning the experts, working as a team to support organizations, showing the class and sharing with the world.

Learning in the 21st Century must take advantage of the connected world we live in. Learners are therefore encouraged to partner with others to enhance the 21st Century learning outcomes.

Currently, as a student of Master of Education and a researcher who is interested in diverse cultures and global education, I aim to promote CBL in my future classrooms to students with the help of digital tools. I believe that students will benefit from engagement with different connections with communities, experts in a wide range of fields, governmental, provincial, municipal, and NGO organizations as well as global peers. I also believe that learning takes place beyond classrooms is the most meaningful way for a global student and in the contemporary digital era.

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This week I chose 3) A digital literacy framework (MediaSmarts, 2016). I chose this framework because digital citizenship isn't quite enough. Digital devices have intervened regular communication methods in writing and verbal delivery. There are aspects to understand about technology that greatly impact our ability to communicate needs and ideas, and to feel heard. Digital literacy is quickly complexifying and an important employability skill for students. Perhaps more so in programs that lack focus or emphasis on computer science functions. Of course, with suggestions from this course around positive technology integration into learning environments we can build tech into the experiential learning process as a tool and resource for students.
People: Post secondary students in education program.
Objectives: Utilize strategies of technology integration such as to raise awareness and research questions to spark digital literacy skill practices and development and enhance curriculum.
Strategy: Look for times in the learning schedule to create space for student led-technology resolution experiences and   work toward creating consistency in best use of technology platforms across my team of faculty through open group discussion and reflection.
Technology: Laptops and wifi are required for the program. I will employ job aides delivered in multi-accessible ways to ensure on hand resources are available for the specific platforms we may use.

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I chose the triple E framework which allows you to assess whether or not you are using a tech tool effectively by asking if it engages, enhances or extends student learning. More specifically, I learned that technology in the classroom should motivate students to engage in the learning process while promoting actively social learning opportunities where students are able to move beyond the role of a passive learner.

In my classroom, I try to incorporate technology in ways that bridge the gap between school and life outside of the classroom. By using blogs, online newsletters, creating commercials, you can create opportunities for students to master curriculum outcomes while also learning about new technology that will help them as they enter into the workforce. When technology is effectively integrated to enhance learning it can provide students with pathways to enhance their learning in ways that traditional methods could not.

An example is a Social Studies Skype unit I facilitated with my Grade 2 class while in the Northwest Territories. We connected with another Grade 2 class in London , ON where we shared various information about our communities such as the foods, traditions, weather and housing. The children were able to interact with each other, formulate questions, and see first hand how different students live around Canada. This undoubtedly enriched their learning about communities because the technology made the learning actively social and provided an experience of connection they would never forget. This is the way I intend to continue to use technology in my classroom; not just for the sake of using it but to engage, enhance and extend the learning already happening.

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I work with foreign language teachers and adult learners. Part of my job is coaching them in using technology in their practice. Most students are experts in their field and have strong feelings about how learning/teaching is supposed to be. They are somewhat resistant to trying new tools.

In this context, I found the Tripe E Framework (Extent, Enhance, Engage) particularly useful. This framework stems from research and concepts that are familiar to some students (e.g., Dewey’s pragmatism). As its motto suggests “learning first, technology second”, it also provides a guide to critically implement technology without dismissing useful–some may same “old”–instructional strategies. Additionally, it comes with simple questions to verify how effectively teachers use technology, which should help avoid unpleasant experiences (e.g., choosing for a simple task a complex tool that will take hours to master). In short, this framework offers solutions, in a familiar language, to common critiques to implement technology in the classroom.

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The Connection Lens interred me as Robinson takes learning beyond classroom walls to connect with others (e.g., locally or globally). Robinson goes from questioning “how can we learn this?” to “who can we engage as we learn?” The Connection Lens utilizes technology to provide opportunities for students to collaborate with real people across the world in order to motivate them in their learning.

It is with my final project hopefully going to be about “anti-racism in the classroom” that the Connection Lens would effectively enhance my strategies, ideas and ideas by connecting my learning with members of the community, experts, organizations, and others around the world.

People: BIPOC, elementary students, educators, professionals, community members

Objective: I am planning on creating a resource that provides information about racism in the classroom and ways in which to teach anti-racism in the classroom for students, educators, parents, community members, and professionals.

Strategy: I will use the Connection Lens to provide resources, websites, videos of real people who have experienced racism in the classroom. This will further enhance the skill, empathy amongst students.

Resources: I am hoping to further explore the resources available on my Wakelet I created prior in the course.

Thank you for reading!

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The Connection Lens (Robinson, 2020)

The POST process:

People: Who is your intended audience or focus?

French Language Middle School Students, Educators, and Educational Professionals

Objectives: What do you want to achieve as you address this problem?

I would like to create a resource for French Educators and Professionals that will benefit the global connections between FSL students around the French speaking world.

Strategy: How will you achieve your goals or objectives? How will you address the problem that your audience is experiencing?

As discussed by Robinson (2020), there are social connection barriers which limit interaction between students, however, using digital technology this barrier can be by-passed. The Connection Lens framework will allow me to find meaningful ways for students to connect in a connected and real context manner, which is a central key for engaging students in meaningful learning opportunities.

Technology: What resources will you employ to address the problem and the answers from the first three steps?

Developing an Open Educational Resource (OER) which would be accessible to educators around the world will facilitate the development of real world connections through storytelling. I hope to create an OER that will share available programs that have already been created, while connecting educators to one-another in an accessible and convenient way.

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Rawan Abou Zid, Connections-based learning 

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Rawan Abou Zid, Connections-based learning 

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In connections-based learning (CBL), teachers connect their students to experts, communities, and organizations to exchange knowledge and uncover meaningful learning, that can lead to beneficial outcomes (Robinson, 2020). I like this approach because it makes use of 21st century tools, to foster connections that result in rich, real-world learning experiences that cannot be recreated in classrooms. I also believe this framework is great for teachers like myself, and others, especially in elementary schools, because it helps kickstart critical thinking and collaboration skills from a young age. The use of project-based learning, with connective technology, to discuss real, current topics will allow young students to practice listening to each other, locally, and across the globe, to learn, build relationships, make connections, inquire about, and address current world issues together. The CBL framework will also enable teachers to teach through a connections-based perspective that will keep them informed about their choice of digital technology, reason for connecting with others, and ideal partners to connect with (Robinson, 2020), thus, ensuring teachers construct effective, engaging lessons that continue to empower students to be globally literate.

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I like how the Connections lens could apply to my students in a rural school in Alberta. Teachers here often lament how little experiences and diversity our students are privy to and with this lens we would not be finding out knowledge from faceless resources but seeking out how to learn from individuals that are keepers of this knowledge. I think of the Indigenous Reservations that are close by in my area and how bringing in Elders to speak (in-person or via any technological means) would be so much more powerful than teaching my students about Indigenous history or practices which are not my own.

I think it is highly important to view the world with this lens and that it will lead to powerful results in our students who aren't often exposed to the outside world in a meaningful way.

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Sarah Schmidt - Digital Literacy Framework by MediaSmarts

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Sarah Schmidt - Digital Literacy Framework by MediaSmarts

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As digital literacy is a key component of information literacy, I was previously aware of MediaSmarts and its framework. In fact, working as an academic librarian in a community college with a diverse demographic of learners and programs, I find that MediaSmarts' "Use, Understand, and Engage" framework is better positioned for adaptation, compared to ACRL's Framework for Information Literacy for Higher Education, especially in my classes with students enrolled in adult literacy, language for newcomers, college prep, and upgrading courses. While focused on K-12 learners, MediaSmarts' 9 frame breakdown can help to introduce the concepts of digital literacy in an accessible manner to adult learners who are still learning to navigate online information in all forms and developing their digital (and often technological) literacies. Despite the diversity of needs, experiences, and prior knowledge held by the student body in community colleges, there is still a perpetuated assumption that all learners who enroll are equally equipped in their knowledge and literacies. Reflecting on conversations with students regarding their concerns for having the ability to critically engage in media and online information, and with the gap in resources supports available for the community college library setting, I plan to incorporate this into my final project for a teaching resource guide for librarians and educators who are helping adult learners develop and utilize their digital and media literacies to be engaged global digital citizens.

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I was hesitant in choosing between Connections Lens and triple E as they both serve my topic, but eventually I decided to go with Triple E. I found a proximity between both frameworks, with connection based being more extensive and based mostly on interaction with people outside the classroom, unlike Robinson’s (2020) opinion, I felt it works best with middle and high school students and not elementary.

My students are 3rd  graders, and I would like to approach environmental challenges with them; students will learn about various ecosystems, their inhabitants and how our day-to-day actions impact those ecosystems. My instructional strategies would focus on Engaging my students in the topic where they will participate in virtual field trips to learn more about the various ecosystems, and how our actions are affecting the life of their species. Students’ learning will be Enhanced as they will be active participants in the learning journey and develop sophisticated understanding of the topic (Kolb, 2018) by researching and mapping the knowledge they gained. Finally, Extending their learning will be reflected in their collaboration to come up with domestic ways to resolve issues for the sake of the well-being of their surroundings, they can communicate with local authorities (school, mayor…) about steps they could implement and perhaps connect with other students or interested parties from other countries, exchange ideas and build on them to participate in accomplishing one of the SDGs.
Below is a quick idea of my POST process:

People: Grade 3 students

Objectives: Raise awareness and responsibility regarding environmental issues.

Strategy: Use tools that allow students to explore and interact with ecosystems extending from their own environment, communicate with 1 another and eventually plan to change

Technology: I will be using the tools curated in my Wakelet.

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I support 40 English as an Additional Language teachers and since I took over my role in 2018, the major focus of my PD sessions was relationship building and inspiring positive change and deeper learning through connection. When the world was shut down due to Covid-19 and classrooms went virtual, I must admit I was EXTREMELY concerned about the lack of connection between teachers and students, and between the students themselves. I continued to push for relationship building, especially in the unprecedented situation we faced. I wish I had read “The Connection Lens” then. Instead of seeing distance and technology as barriers to “true” connection, as I saw it at the time, I came to realize that technology has the incredible power to connect us to people, ideas, programs and endless possibilities. I have shifted the focus of my final project several times, but I plan on focusing on the importance of relationships and the practical implementation of the CBL using real-world examples. This could change as I learn more each week. 😊

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Connections-Based Learning – Making Education Meaningful 

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Connections are doorways to new opportunities for learning and growth. I will be discussing the Connections-Based lens in conjunction with my final project, which will focus on global health care accessibility.

The greatest teacher can be the everyday person. Though not formally trained, everyone comes with their lived experiences and unique perspectives, which bring insights that textbooks simply cannot offer. To connect with a topic such as global health care, there is a need for connections with individuals and organizations on the ground who truly understand the matter at hand. The digital world has created an avenue to facilitate these connections through a variety of platforms and an internet connection. As the author mentioned, there is an edge to learning a topic through the eyes of someone who has lived it (Robinson, 2020). Connections are not just meant for the real world; they belong in the classroom.

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The framework that would be most useful for my final project is the Connections Based Learning Framework. Central to this framework is the use of digital technology to breakdown social connection barriers that may have previously existed (Robinson 2020). For my final project I want to look at storytelling and how students can make global connections through connecting with stories from around the globe and through sharing their own stories. As well, I want to focus on how how digital technology can help students make connections to stories outside of their own world and to amplify their own voices. As well, Robinson (2020) discusses how the human element and learning in a connected and real context is important for student learning. The human element is central to storytelling (whether it is connecting to the stories of people on the other side of the world, or connecting to stories in our own community). Robinson's framework will allow me to look at meaningful real life connections students can make through storytelling and by using digital technology to connect and collaborate through story with other students and communities around the world.

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Connection-Based Theory

I'm a Spanish teacher, and the connection-based framework would perfectly fit in my educational context. Second language learners need opportunities to connect and engage in dialogue to improve their communication skills and vocabulary knowledge. Furthermore, social interactions play a crucial role in the lives of second language students and strategies that promote students' collaboration with others for educational purposes (e.g., participating in virtual projects that help the Latino community and volunteering in organizations whose sole purpose is to help Spanish-speaking immigrants) will have a positive impact on their performance and motivation to learn a second language. Therefore, I will integrate the connection-based framework in the classroom to provide students with the optimal conditions to connect with Spanish speakers around the world, cooperate, learn from each other, and practice Spanish in a real context.

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I was most interested in the connections based framework. I’m intrigued by how technology can help us to collaborate and share knowledge in a way that wasn’t previously possible.

People: Canadian public servants.

Objectives: Streamline knowledge transfer, support better alignment between teams, and encourage more collaboration on projects. (All achieved by learning more about each others work).

Strategy: Identify one digital tool that can meet any accessibility needs, is compatible with both French and English, is easily searchable, and is user-friendly. Develop training to use the tool and run an awareness campaign to encourage more teams to share their work on the platform.

Technology: While I don’t at this time have a specific platform in mind, some sort of web based wiki that identifies author(s)/editor(s) of pages would likely be best suited to the connections based approach I have in mind.

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One framework that I have seen before and plan to use in my final project is MediaSmarts Digital Media Literacy Framework. I’m not sure if I am going to write a research paper or create a Digital Literacy research guide. At the university level we assume that incoming students possess certain knowledge and skillsets, but academic librarians have observed that there is a significant gap between the knowledge that we assume students enter university with, and what they actually come to university with. We have attempted to address this gap in more ways than one. Digital Literacy is an important part of Information Literacy, and academic librarians are working to help students develop and maintain their digital literacy skills. MediaSmarts has collaborated with the University of Ottawa library in the past on events for Media Literacy Week and have provided and facilitated various workshops for students. I think that creating a Digital Literacy research guide would connect not only what we have learned in class but will also relate to my own work and provide a tool/resource for my students to help them develop digital literacy skills.

On a personal note, one of my friends works for MediaSmarts, and when I told her that I was going to be reading more about the digital literacy framework, she let me know that they are in the process of updating it, which is exciting to hear.

If you would like to know more about how the uOttawa Library has collaborated with MediaSmarts: https://uottawa.libguides.com/media_literacy_week

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Penny (Seilyon) Chun - ISTE Standards for Students

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Penny (Seilyon) Chun - ISTE Standards for Students

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I like the way that the ISTE Standards for Students breaks down what and how we should teach and use technology. It’s the digital age and it’s important to teach tech, but it’s equally important to teach different ways to learn and think. Also, as a brand new teacher, I gravitate toward the more explicit. The standards make it clear what tools I should be looking for, or what kind of lesson I should design, based on what should be taught and how it should be taught. For example, #2 is communication and collaboration. In this case, I could look at Gonzalez’s Teacher’s Guide to Tech and look at the section on collaboration and project management, or search for words like ‘conferencing,’ ‘team,’ etc. The fifth standard is digital citizenship, and another quick search in Gonzalez’s reference text has already brought me to these useful tools: commonsense.org and beinternetawesome.withgoogle.com. Additionally, the Math Out Loud article demonstrates how versatile this framework can be for all subjects and levels.

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Connections-based Theory

From my positionality as an expatriate educator teaching at International Schools in Asia, the connection-based theory can assist in my particular context. Robinson’s (2020) connection-based theory outlines how a shift in thinking between the local and global can create meaningful learning experiences for our students by creating connections between the classroom and the outside world. I find this is crucial for an International school context as many goals of this type of education is to collaborate and connect with individuals of many cultures worldwide. Robinson (2020) suggests including experiential learning such as community engagement and global partnerships to offer “real life perspectives” in learning, as well as to bring in experts into the classroom. With a recent focus on utilizing technology in education (due to Covid19), I think making these connections is more accessible and can be sought through organization partnerships, fundraising, videos, and through online multimedia. These approaches can be specifically targeted to either the goals of the school, the passions of the students, or current events in the world and Robinson (2020) notes that in doing so, we can “foster 21st century competencies while involving students in local and global change making”.

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I believe the connection-based theory will match the content I am presenting in my final project, which is about global health nursing education. I want to make influential connections that guide the learning activities that inspire learners to learn from and collaborate with others from around the world. Through team-based approaches such as community engagement, expert learning, organization support, and global partnership, everyone would connect and collaborate by exchanging their knowledge and the available networked technology tools to make a difference and contribute to the local and global health issues from the nursing perspective. In addition, through the cultivation approach, educators and learners would reflect on the "why we do what we do" by mutual understanding and building learners' citizenship and character as they work together to fulfill the local and global needs that will construct a deep understanding in learners (Robinson, 2020).

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ISTE: A framework for global nursing education

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ISTE: A framework for global nursing education

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Using the POST method, I designed my strategic technology plan, with my assignment in mind, within the standards of International Society for Technology in Education (ISTE). I chose to highlight educator standard 2.3.b., “establishing a learning culture that promotes curiosity and critical examination of online resources”.

People: Nursing students, educators and professionals

Objectives: To create an Open Educational Resource (OER) for nurses to refer to that focuses on global nursing education within a digital world to support professional practice towards improving public health and care outcomes.

Strategy: So many resources are available, but they are useless if it is unknown to the target audience. Brogan (2010) encourages us to pursue the goal over the method, in this case the goal is to equip nurses with global resources that can improve clinical skills and knowledge; moreover, its intent is to improve patient health outcomes on a global scale through collaborative practice.

Technology: The OER will be on a web-based platform that is available to all nurses world-wide. It will provide links, pdf and video’s that can supplement curriculum. Alternatively, it can be used towards professional development through self-directed learning.

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I believe the Digital Literacy Framework (MediaSmarts, 2016) will prove most useful for my final project. I particularly like how it provides a useful roadmap for how to teach digital literacy and draws on nine concise and concrete aspects of digital literacy. This reminds me of Peter Seixas’ Big Six Historical Thinking Concepts (2012). By using these concepts together, students can gain a greater appreciation of historical literacy and achieve a deeper understanding of history. Similarly, by using the nine key aspects of digital literacy, student will be able to critically, effectively and responsibly navigate various kinds of digital media. With the growing presence of media in the everyday lives of students, it is now inevitable that they will interact with technology and media throughout their lives. As educators we need to place a emphasis on developing digital literacy. Through this framework students, educators and parents are provided with resources to assist them in their use, understanding and engagement of digital media.