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What is the most important skill you learnt in Digital Literacies?  How can you use it in your future occupation?

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What is the most important skill you learnt in Digital Literacies?  How can you use it in your future occupation?

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The most important skill I learned in this class was presentation skills, because I am from China, and usually in China we don't have much access to this type of assignment presentation, so this helped me a lot, I also learned some presentation skills in class, such as how to improve the PowerPoint, how to make the content more logical and coherent, how to communicate with your group members I also learned some presentation skills, such as how to improve the PowerPoint, how to make the content more logical and coherent, and how to hand over your part with your group members. I am now a student and individual presentations and group presentations are common in college, but I already have a certain foundation that helps me to do better and I am not afraid of such tasks and I can confidently share my research with my teachers and classmates.

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This video is about my favorite hobby - Lego blocks and shows how to use some parts to make your own DIY scene, this video is the designer himself DIY an oceanarium, why I like this video, first because Lego is also one of my hobbies, you can build a world of your own with blocks according to your own ideas, thus developing your hands-on skills And thinking acuity, and especially for children, contact with Lego early, they can develop their design inspiration. The second reason is that this video is made by a designer I like very much, because his work takes a long time and requires a lot of materials, so I always look forward to what the finished product will look like, and more exposure to the work of some good designers can also help me a lot in designing my own LEGO models, from which I get inspiration.

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Why are presentation skills important? How will you use your presentation skills at Uni or in your future occupation?

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Why are presentation skills important? How will you use your presentation skills at Uni or in your future occupation?

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This means you are good at communicating if you have powerful presentation skills. There would be less miscommunication in your life by communicating plainly and bringing your thoughts and message through to individuals well. This ensures less tension and better experiences.

Good Presenters=Good Communicators

The ones who can connect well are the most effective workers. People with strong presentation abilities know how to talk effectively to an audience, transmitting knowledge in a straightforward and concise way. When they interact with their boss, fellow staff, or clients, workers use communication skills on a regular basis. To ensure that information is provided in a timely, consistent, and professional manner, strong communication skills are essential.

In my Uni, I will use my presentation skills to share my own ideas and thoughts specifically with my tutors and classmates.

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Digital literacy means having the skills you need to live, learn, and work in a society where communication and access to information is increasingly through digital technologies like internet platforms, social media, and mobile devices. Developing your critical thinking skills is essential when you're confronted with so much information in different formats - searching, sifting, evaluating, applying and producing information all require you to think critically. It'll also be really important in the future when you enter the professional world. In your workplace you'll be required to interact with people in digital environments, use information in appropriate ways, and create new ideas and products collaboratively. Above all, you'll need to maintain your digital identity and well-being as the digital landscape continues to change at a fast pace.

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While the word "literacy" alone generally refers to reading and writing skills, when you tack on the word "digital" before it, the term encompasses much, much more.

Sure, reading and writing are still very much at the heart of digital literacy. But given the new and ever-changing ways we use technology to receive and communicate information, digital literacy also encompasses a broader range of skills-everything from reading on a Kindle to gauging the validity of a website or creating and sharing YouTube videos.

The term is so broad that some experts even stay away from it, preferring to speak more specifically about particular skills at the intersection of technology and literacy.

The American Library Association's digital-literacy task force offers this definition: "Digital literacy is the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills."

More simply, Hiller Spires, a professor of literacy and technology at North Carolina State University, views digital literacy as having three buckets: 1) finding and consuming digital content; 2) creating digital content; and 3) communicating or sharing it.

Finding and Consuming

In some formats, "consuming" digital content looks pretty much the same as reading print. Reading a novel on a basic e-reader requires knowing how to turn the device on and flip pages back and forth, but other than that, it isn't so different from reading a book. A PDF of a New York Times article looks a lot like the page of a print newspaper, except that it appears on a screen.

Donald Leu, an education professor at the University of Connecticut and a recognized authority on literacy and technology, describes this sort of digital reading as "offline reading."

"It's not interactive, ... there's one screen, and you just have to read it," he explained. "It's the same as reading a [paper] page."

The added skills needed for this kind of reading take just a few minutes to teach.

In comparison, what Leu calls "online reading," in which a digital text is read through the internet, requires a host of additional skills. For instance, a New York Times piece viewed on the web may contain hyperlinks, videos, audio clips, images, interactive graphics, share buttons, or a comments section-features that force the reader to stop and make decisions rather than simply reading from top to bottom.

"The text is designed so that no two readers experience it in the exact same way," said Troy Hicks, a professor of literacy and technology at Central Michigan University.

The reader determines, among other things, when to click on videos or hyperlinks, how long to stray from the initial text, and whether and how to pass the information along to others.

The process of finding digital content to read also necessitates different skills than finding print texts. In seeking print materials, students might flip through magazines or head to the library and search through stacks of books. They learn to use a table of contents and an index to locate information within a book.

But part of digital literacy is learning to search for content in an online space. Students have to query a search engine using keywords and navigate those results, including assessing the reliability of particular authors and websites.

Creating Content

Digital literacy also refers to content creation. That includes writing in digital formats such as email, blogs, and Tweets, as well as creating other forms of media, such as videos and podcasts.

Renee Hobbs, a professor of communication studies at the University of Rhode Island, talks about digital authorship as "a form of social power." At a weeklong professional-development institute on digital literacy held at URI this past summer, she showed examples of student activists sharing their messages about the Black Lives Matter movement through YouTube videos.

Creating digital content is a "creative and collaborative process that involves experimentation and risk-taking," she said. There's more risk-taking than in print writing because digital writing is so often meant to be shared.

Sharing and Communicating

While traditional writing can be a personal endeavor, digital writing is generally intended to be communicated with others. And digital-writing tools are designed to make that easy to do.

As North Carolina State's Spires and her co-author, Melissa Bartlett, wrote in a 2012 white paper about digital literacy and learning, "Web 2.0 tools are social, participatory, collaborative, easy to use, and are facilitative in creating online communities."

That makes digital writing a potentially powerful lever for social good, allowing students to "actively participate in civic society and contribute to a vibrant, informed, and engaged community," as the ALA notes.

It also makes digital writing a potentially dangerous tool-decisions about when and what to share online can have repercussions for a student's safety, privacy, and reputation.

For that reason, learning about appropriate internet behavior is also a part of digital literacy, many say.

"We need to help kids see they can use digital tools to create things and put things out into the world, but there's responsibility that comes with that," said Lisa Maucione, who attended the URI institute and who is a reading specialist for the Dartmouth public schools in Massachusetts.

Evolving Technology

Because the term "digital literacy" is so wide-ranging, it can cause confusion. What exactly is someone talking about when he or she refers to digital literacy? Is it the consumption, creation, or communication of digital material? Or is that person discussing a particular digital tool? Do technology skills like computer coding fall under the digital-literacy umbrella as well?

Some experts prefer the term "digital literacies," to convey the many facets of what reading and writing in the modern era entails.

"The concept should instead be considered plural-digital literacies-because the term implies multiple opportunities to leverage digital texts, tools, and multimodal representations for design, creation, play, and problem solving," Jill Castek, a research assistant professor with the Literacy, Language, and Technology Research Group at Portland State University, wrote in an email.

Leu of UConn avoids the term altogether.

"Is someone who is 'digitally literate' equally literate when searching for information, when critically evaluating information, when using Snapchat, when using email, when using text messaging, when using Facebook, or when using any one of many different technologies for literacy and learning?" asked Leu in an email. "I think not."

He prefers the term "new literacies," which he said better conveys how rapidly technology is changing. Other experts have used terms like "literacy and technology," "multiliteracies," and "21st century literacies."

But for now, digital literacy seems to be the prevailing term among educators. "I understand this is the term that is popular today," Leu said, "just as I understand a newer term will appear in the future that will replace it."

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While the word "literacy" alone generally refers to reading and writing skills, when you tack on the word "digital" before it, the term encompasses much, much more. Sure, reading and writing are still very much at the heart of digital literacy.

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My favorite device is the smartphone. A smartphone is a necessity for everyone. I use it to communicate with family, friends, and many social applications. I have the ability to make new friends with my smartphone, and I don't need to think about distance. I can chat with my relatives and friends in different countries and regions anytime and anywhere. At the same time, cell phones have enriched my life. I can use my phone to watch different types of movies and novels, download and share them with my friends. I don't have to spend money to go to physical stores or movie theaters. This also saves me a lot of money. I can also see other people's discussions on the forum. Some apps on my phone like Sina Weibo in China are my main source of information and I can find the information I want to read by typing keywords directly into the search bar, which is very convenient