Proposition : Différence entre versions
| (4 révisions intermédiaires par le même utilisateur non affichées) | |||
| Ligne 11 : | Ligne 11 : | ||
| − | ==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== |
| − | |||
| − | + | 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 | + | ==Chap 2 - Media Literacy== |
Traditional (developing critical thinking and literacy concerning what we read, consume, download) and new media | 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 | literacy (developing critical thinking and literacy about what we post, share, produce, and upload); copyrights/IP, plagiarism | ||
| + | |||
| + | ==Chap 3 - Social Literacy== | ||
| + | |||
| + | 3.1 Etiquette & netizenship (social norms) | ||
| + | 3.2 psychological safety (cyberbullying) | ||
| + | 3.3 Pysical safety (predation, etc.) | ||
| + | |||
Version actuelle datée du 24 juin 2011 à 09:25
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
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
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
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
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
Thanks to Anne Collier
