# data[].attributes.headline
Strategies to Use to Implement Collaboration Fluency

# data[].attributes.subject
Strategies to Use to Implement Collaboration Fluency

# data[].attributes.body
1. Engineering a workable plan is pertinent for every member to be take part in. Students will have to learn to work and trust one another as they assign duties. As Bull (2013) mentioned, the most powerful digital collaboration comes when a group is formed with people they trust. When groups are assigned, some students have a difficult time working with one another. Students will need to learn to see the strength in others. This part of the collaboration fluency is important to establish before commencing work (Crockett et al., 2011). Engineering strategy supports my evolving practice of building upon another's idea during academic discourse. I am having students practice extending ideas and engage in meaningful discourse. Students will strengthen their discourse skills as well as learning how to cohesively work together to accomplish an end product.

2.  Executing the plan is another strategy that students need to incorporate. Students will need to practice delivering the end product. This will help students determine if their delivery meets their outcome expectations. When they practice their deliverance, each member of the group can give feedback and modify their work. As I facilitate the assignment, I am allowing students to take ownership of their work and solve issues amongst themselves. Thus, students are developing effective and purposeful collaboration that requires effective discourse. The process of collaboration is to create a shared understanding that no one on their own could have come up with and reap the benefit of working together (Soliman, 2001).

# data[].attributes.body
When a project is being created, groups need to collaborate and incorporate the 5 E's to produce a successful outcome. Collaboration in today's technology savvy world allows students to communicate and work outside the four walls of the classroom. "Collaboration Fluency is a team work characterized by the unconscious ability to work cooperatively with both real and virtual partner in both the physical and virtual environments to solve real and simulated problems" (Crockett et al., 2011). Through the 5 E's process, group members are each responsible for their part and need to effectively communicate with one another in order to move forward. Once the process is completed, an evaluation is made to check and see if the goal was achieved and reflect on making improvements.

# data[].attributes.headline
Strategies to Use to Implement Media Fluency

# data[].attributes.subject
Strategies to Use to Implement Media Fluency

# data[].attributes.body
1. Listening to the message is an important part of a meaningful product. Students will need to be able to verbalize the message clearly so the audience understands what is being said or what the point is. Students need to use their critical thinking skills and analyze how the message is being heard. This strategy supports my evolving practice of providing students with opportunities to create products that increase students development in academic discourse, creativity, and critical thinking skills. Through discourse students can articulate what they want to say and by using technology students will unleash their creative ability. For example, when students created a technical manual, they had to make sure the directions for each electrical circuit was correct or the person who reads the manual will not build the circuits correctly.

2.  Leveraging the product is as important as listening. A strategy that students need to be able to do is determine if their message has the appropriate content or the desired outcome. Understanding the message is the first step. The second part in crafting the message is setting the tone because the same information can be presented in different ways, each with its own outcome (Global Digital Citizen Foundation, n.d.-e).  This strategy supports my evolving practice of modeling how to edit and referring to a rubric to make sure all components are met. For example, when students were creating a persuasive presentation via Google Slide,  they had a rubric to follow. They made sure the content was there, but realized when they presented they did not sound persuasive. Working on the tone will will help develop students' ability to deliver a meaningful media fluency.

# data[].attributes.body
1.

# data[].attributes.body
Bull, B. (2013). Toward digital collaboration fluency. Retrieved from http://etale.org/main/2013/02/06/
toward-digital-collaboration-fluency/
Crockett, L., Jukes, I., & Churches, A. (2011). Literacy is not enough: 21st century fluencies for

the digital age. Thousand Oaks, CA: Corwin.
Global Digital Citizen Foundation. (n.d.-e). Media fluency  [Video file]. Retrieved from
http://globaldigitalcitizen.org/media-fluency-video
Soliman, I. (2001). Collaboration and the Negotiation of Power. Asia-pacific Journal Of Teacher Education, 29
(3), 219-234. doi:10.1080/13598660120091838

# data[].attributes.body
21st century skills require students to be critical thinkers,  collaborators, communicators, and creative. In today's world of technology,  information is implied through visuals using effective mediums. Students today need to able to create and publish digital products that enables them to communicate effectively in graphical formats (Crockett, Jukes, & Churches, 2011). Thus, Media Fluency allows students to create meaningful product by looking critically at the content in a purposeful chosen medium.