"Fähigkeiten, mit digitalen Medien umzugehen, sind in unserer Gesellschaft Grundlage für die Gestaltung des Lebens in allen Bereichen. Mit dem Begriff „Digital Literacy“ wird versucht, den Bildungsbereich zu fassen, der es Menschen ermöglicht, sich durch und in digitalen Medien zu informieren und zu kommunizieren. Doch was zeichnet diesen Begriff aus? Dieser Frage geht der nachfolgende Text nach."
Universities should teach students skills to help them navigate the potential hazards of “fake news” and media manipulation on social media sites, according to the authors of research on the topic.
Philip Seargeant and Caroline Tagg of the Open University and Amy Brown of the University of Nottingham Ningbo advise institutions to teach students “critical digital literacy” awareness to address issues such as the role Facebook and social media sites play in politics and the dissemination of news and other information.
NMC Digital Literacy Report
NMC has released Digital Literacy: An NMC Horizon Project Strategic Brief in conjunction with the 2016 EDUCAUSE Annual Conference. Commissioned by Adobe, the report explores the advancement of digital literacy, which is sparking new thinking in higher education about how to best prepare students for the demands of the global technological economy, although the authors note there is a lack of consensus across the sector about how best to proceed.
ABSTRACT: This article explores the emergence of multimodality as intrinsic to the learning, teaching and assessment of English in the Twenty-First Century. With subject traditions tied to the study of language, literature and media, multimodal texts and new technologies are now accorded overdue recognition in English curriculum documents in several countries, though assessment tends to remain largely print-centric. Until assessment modes and practices align with the nature of multimodal text production, their value as sites for inquiry in classroom practice will not be assured. The article takes up the question: What is involved in assessing the multimodal texts that students create? In exploring this question, we first consider central concepts of multimodality and what is involved in “working multimodally” to create a multimodal text. Here, “transmodal operation” and “staged multimodality” are considered as central concepts to “working multimodally”. Further, we suggest that these concepts challenge current understandings of the purposes of, and possibilities for, assessment of multimodal text production.