1. Introduction to the Course

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Welcome to the course!

AGENDA

  1. Introductions: Your  Identity as a Person with an Upcoming Birthday in 2018/2019
  2. Review Learning Outcomes, Readings, Assignments and Topics
  3. Pros and Cons of Using a Facebook Closed Group for Academic Discussion
  4. Preview Class Participation Homework due Wednesday, January 31

If you did not participate in the live synchronous class, watch the recording and (a) introduce yourself and (b) offer your opinions about the potential pros and cons of using Facebook Closed Group for academic discussion using “Leave a Reply” on this page, below.

CLASS PARTICIPATION HOMEWORK: PLEASE COMPLETE THESE ACTIVITIES BEFORE our next synchronous class on WEDNESDAY, January 31 at 7 pm

  1. Introduce yourself on the Digital Authorship Facebook Discussion Group in relation to your identity as a digital author. What digital media have you created so far in your career? You might review the checklist on Hobbs page 14 as a guide. Do you have ideas about what you might want to create as part of the learning experience this semester? Share your ideas!
  2. View and comment.  First, establish a Video ANT account if you do not already have one. Then access the video “How to Be Creative” by PBS Digital Studios on the Video ANT and take notes as you watch to identify at least three key ideas. Then compose a response on the Video ANT that include both a summary of a key idea and your response to it.
  3. Create a Blog. Using what you learned in Chapter 7, create a blog for this course that includes the following pages: About the Author, LEAP 1, LEAP 2, LEAP 3 and FINAL PROJECT. If you like, you can use an existing blog if you have it.
  4. Tweet. Establish a Twitter account for this class or use an existing account. Send a tweet with the URL of your course blog along with the hashtag #EDC534. Monitor the hashtag and follow the members of our class to read their work.
  5. Read. Buckingham, David (2008). Defining digital literacy: What do young people need to know about digital media? In C. Lankshear and M. Knobel (Eds), Digital Literacies: Concepts, Policies and Practices (pp. 73 – 90). New York: Peter Lang.
  6. Read. Create to Learn, Chapters 1 – 3 (pp. 1 – 44) and Chapter 7 (pp. 103 – 121).
  7. Comment on the Readings. Consider one or more of these questions and compose a 250 – 500 word response. Share your response to the readings on your blog.
    • What are some of the different meanings of the term “digital literacy”?
    • Which of the concepts from media literacy might apply to the current problem we have with the rise of so-called “fake news”?
    • Why is “digital writing” important to Buckingham? Why is it important to Hobbs?
    • What is the most quotable quote from each author? Why do you like it?
    • What questions or issues do Hobbs or Buckingham raise without developing them more fully?

 

6 comments on “1. Introduction to the Course”

  1. My name is Erica Harrington and I am a 6th and 7th grade, math and reading interventionist at a middle school in Central Falls, RI. I wasn’t able to participate in the synchronous class because of family conferences this week at my school. I am taking this course as and elective for my masters program in TESOL/DLI. I think that a pro of using Facebook for academic discussion is that I have the app on my phone and I already know how to navigate Facebook. I think that it may be more convenient for me than using Sakai.

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  2. Hi, I’m Alida Hanson and I’m a high school librarian in Weston, MA. I’m working on my Digital Literacy Certificate and I am loving it! Pros of using Facebook: I’m on there already and it’s easy to use. Cons: FB doesn’t have a flexible WYSWYG editor like Sakai or Blackboard, so in your replies you can link to only one item and you can’t split into separate paragraphs. You produce a daunting block of text which is hard to read. The privacy issue is there, too, as noted in the discussion.

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  3. As a future teacher I am realizing that everything is going digital in the classrooms. They use google drive, google docs, when I was student teaching every student did their work on their laptops that are provided for them. During my time there I made a website/web page for the school and I also made a website for the physical education department for URI. With my job my client is always doing her homework on her laptop and will take up to 3 hours a day just to do some assignments but the teachers/special education teachers can see what she is doing and her progress which i think is pretty cool. I personally still have a lot to learn with going digital so i don’t think I would consider myself a leader in technology yet but I think that this course will help me become the leader.

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  4. Hi, I’m Johanna Cowie a librarian in a PK-12 Friends School. I’ve been a lurker on Facebook and Twitter for years. Since the summer I have been more active on both platforms by degrees. Neither has been a daily practice. I’ve found Facebook to be an interesting browsing platform to bump into friends and the odd video or article but as a class platform, I have yet to find my footing and struggle to find navigate to the same post or communication twice. I prefer the sense of structure had with Sakai. With Sakai’s organization, I could at least find myself on the “map”, with Facebook I feel largely adrift at sea. I’m working on my sea legs yet.

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