Module 5

BUILDING AND ENHANCING
NEW LITERACIES ACROSS

THE CURRICULUM
Prepared by:
Jannel C. Alviola, Ph.D.

Head, Student Publication Office/ Associate Professor 3
College of Education
Bachelor of Secondary Education
For Instructional Purposes Only
Prof. Ed. 8/ Prof. Ed. 9: Building and Enhancing New Literacies Across the Curriculum Page 1 of 37
VISION
A provide of relevant and quality education to a
society where citizens are competent, skilled,
dignified and community- oriented.
MISSION
An academic institution providing technological,
professional, research and extension programs to
form principled men and women of competencies
and skills responsive to local and global
development needs.
QUALITY POLICY
Northwest Samar State University commits to
provide quality outcomes-based education,
research, extension and production through
continual improvement of all its programs, thereby
producing world class professionals.
CORE VALUES
Resilience. Integrity. Service. Excellence.
INSTITUTIONAL GRADUATE OUTCOMES

Creative and critical thinkers
Life-long learners
Effective communicators
Morally and socially upright individuals
Table of Contents
Module 1 – Introduction to New Literacies ...................................................................................

What is Literacy?………………………………………………………………………………
Traditional literacy Vs. New Literacies……………………………………………….
Importance of Acquiring New Literacies………………………………………………
Types of New Literacies………………………………………………………………
Module 2 – Globalization and Multi-cultural Literacy ............................................................

Key Concepts…………………………………………………………………………
Globalization…………………………………………………………………….
Multi-culturalism………………………………………………………………..
The Globalization Trend and Literacy: Issues and Concerns………………………...
Multi-culturalism and Literacy: Issues and Concerns………………………………..
Diversity, equality and social justice……………………………………………..
Addressing Diversity Issues and Integrating Multi-culturalism
into the Curriculum………………………………………………………………
Module 3 – Social Literacy ……………………………………………………………………….
What is Social Literacy?..............................................................................................
Importance of Social literacy………………………………………………………...
Developing and Integrating Social Literacy
in the School Curriculum……………...................................................................
Module 4 – Traditional Media Literacy…………………………………………………………

What is Traditional Media Literacy?...........................................................................
The Role of Mass Media in the Society……………………………………………..
Mass Media: Issues and Concerns…………………………………………………..
Effective Use of the Different Media Materials
(Trimedia: TV, radio, print)……………………………………………………..
Developing and Integrating Media Literacy in Education………………………….
Module 5 - Cyber Literacy/Digital Literacy………………………………………………
What is Digital Literacies?........................................................................................
The Digital Environment………………………………………………………..
The Digital Tools………………………………………………………………..
Types of Digital Literacies…………………………………………………………
Locating and Filtering………………………………………………………….
Sharing and Collaborating……………………………………………………..
Reusing and Repurposing……………………………………………………...
Creating and Generating……………………………………………………….
Organizing and Curating………………………………………………………
Digital Literacy Applications in Education……………………………………….
Table of Contents
Module 6 – Eco-literacy...............................................................................................................
What is Eco-literacy ………………………………………………………………….
Inner Ecology…………………………………………………………………………
Outer Ecology………………………………………………………………………...
Importance of Eco-literacy……………………………………………………………
Education for Sustainability…………………………………………………………..
Module 7 - Art and Creativity Literacy……………………………………………………..

Art and Its Types………………………………………………………………………
What is Art and Creativity Literacy?.............................................................................
Bringing Art Literacy in Education………………………………………………….
Module 5
Module Title: Digital Literacy
Digital literacy refers to a particular set of competencies that allow you to

function and participate fully in a digital world.
Students, nowadays, are generally considered to be digital natives; able to use

technology effectively and easily. However, it is equally important to teach students
how to become digital citizens. A digital citizen acts appropriately and ethically in an
online environment. They must be able to resolve conflicts, source material ethically
and interact with the wider world in a responsible manner.
Have a look at this useful video on why it is important to invest time

developing digital literacy skills with your students.
To be digitally literate you need to be able to navigate, evaluate and create using all
forms of digital technologies, for example, smartphones, laptops and computers.
In this series, we will look at the 7 key components of digital literacy and give you
7 short guides on how to teach your students these important skills.
Digital literacy is always evolving as newer technologies become mainstream,
therefore it includes, but is not limited to:
 practical technical skills

 collaboration skills
 social and cultural skills
 critical thinking
GUIDES
This new series will provide you with a guide to each competency:
1. Critical Thinking
2. Online Safety Skills
3. Digital Culture
4. Collaboration and Creativity
5. Finding Information
6. Communication and Netiquette
7. Functional Skills
DI G I T AL LI T E R AC Y SK I L L S : CR I T I C AL TH I NK I NG
What is Critical Thinking?
There are many definitions of critical thinking, in its most basic form, it is about being
able to think for yourself. To be able to think critically, students need to be able to
1. Analyse and evaluate information and arguments

2. See patterns and connections,
3. Identify and build meaningful information
They then need to apply it to a real-world context and be able to put it in their own
words.
Why is it Important?
Children and teens need to develop critical thinking skills in order to get the best use
out of digital technologies. Teaching them to ask questions and to
remain sceptical will help them to navigate the wealth of information that is available
to them online. By asking questions they will be able to figure out the meaning of the
messages they are receiving. They will be able to recognise what is fake news,
whether information they read is valid or not, whether sources are reliable, and if
bias is present. Also, see https://www.webwise.ie/teachers/what-is-fake-news/.
Students who practice critical thinking and evaluation skills are less passive in their
consumption of content. It will also help them become more compassionate and
empathetic when participating in an online world. Use our easy infographic to get
started.
DI G I T AL LI T E R AC Y SK I L L S : ON L I N E SAF E T Y
What is Online Safety?

Being safe online means that you have the knowledge to identify the potential risks
and are conscious of your personal security while browsing, sharing or surfing the
internet. By teaching internet safety, you are not only helping your students become
more vigilant about their own safety, but also helping them become better users of
the internet.
Why is it Important?
Our guide to online safety is a good place to start when teaching your students
digital literacy skills. Most students nowadays have unlimited access to the internet
on their phones and at home, and it is important that they are able to navigate these
online environments safely. Opening up a dialogue about safe practices and coping
strategies with your students is a positive step towards developing digital literacy
skills.
What are the risks?
There are a number of great resources and videos around internet safety from a
huge range of sources, like the video above, created by Wellcast. Webwise has
created a number of lessons on the topic of online safety, for both primary and post-
primary level, you can find these in the resource section of our website. These are
great to use in the classroom to raise awareness and to develop good online
practices with your students. Some of the topics that you can cover with students are:
 Cyber-bullying
 Sexting
 Age-appropriate content
 Photo sharing and permission
 Online extortion
 Online exploitation
 Plagiarism and copyright
 Virus protection
What else do I need to know?

Children and teens can also keep themselves safe by limiting the amount of personal
information they share online. In addition to this, students need to be mindful of their
digital footprint and their online reputation. Everything we post online contributes to
our digital footprint and what is put online, often stays online indefinitely. You can
use our critical thinking guide to help your students question their own actions online
and become more aware of how to use the internet responsibly.
Webwise has created a number of campaigns on these topics, there are also a
number of easy checklists that can be downloaded and given to students:
 Managing your Online Reputation Guide Managing your Online Reputation

 Checklist on Sharing Information Online SHARE Share Checklist
 Social Media in Class Download Checklist
 Share or Delete Guide Share or delete checklist
 Guide to Social Networking Download Guide to Social Networking
 Cyber-bullying Guide Download Guide to Cyberbullying
Each year, Webwise promotes Safer Internet Day, and get schools from all over
Ireland participating and raising awareness about internet safety, cyber-bullying and
more. To sign up for FREE Safer Internet Day wristbands for your school,
click here. Get your school involved and help build online safety skills with your
students.
DI G I T AL LI T E R AC Y SK I L L S : CU L T U R A L AN D SO C I A L
UN D E R S T AN D I NG
It is clearly evident that technology has infiltrated our lives, you can now shop, bank,
communicate, socialise, browse and collaborate with people on your smartphone or
device.
While most people in Ireland have access to the internet, young people and
teenagers are the heaviest users, with 96% of the 16-29 age bracket using
smartphones to access the internet on a daily basis (CSO, 2017).
Children are learning how to navigate technology at a much younger age as they
grow up with it in their homes and in their lives.
In the following video, Abha Dawesar talks about our dependence on technology and
the importance of the flow of time.
She states that whilst we live in a digital world, we must remember to live in the
present.
Generation Z is now responsible for shaping what is now known as our digital
culture and are big consumers of digital media.
Like everyone else, teenagers use the internet for a variety of reasons; online
gaming, social communities, news, and entertainment.
However, this age group uses technology more immersively to create online
communities and to shape their identities. It is essential that they develop skills to
explore these areas safely and competently.
DI GI TA L CU LT U R E S
Digital culture is the Internet, transhumanism, AI, cyber ethics, security, privacy, and
policy. It is hacking, social engineering, and modern psychology. (Digital Culturist,
2015)
Increasingly, the main draw of technology for young people is the participation in a
global digital culture.
The internet enables people to connect with any part of the world and to create
shared experiences, online content and a sense of belonging.
Young people are able to make friends with a much larger, culturally diverse set of
people.
They are using apps to sing, perform, make friends, share interests and socialise
with people from across the world.
They keep up-to-date with each other, share their own youth-led language or slang,
participate in a global community of memes and social commentary.
For younger children, they might be part of a kids club or watch programmes on kids
TV online that are available worldwide.
It has become an integral part of their lives and, increasingly, the most popular way
to communicate with each other.
Children and teens may have more in common with those from other countries due
to the interconnectedness of the internet that allows them to share similar
experiences.
IS S UE S OF PR I VA C Y
The concept of privacy has changed vastly in the minds of young people.
Social media can add to pressures for teens as they seek popularity and count likes.
Some teenagers are now sharing large quantities of their lives with their online
followers.
With the emergence of media celebrities, the idea of having a private life has
somewhat dissipated.
It is a good idea to discuss the issues around privacy with your students and to
debate whether they should have the right to a private life.
The following activities could be used in class to introduce the topic and to get your
students talking.
It is perhaps a good idea to get them thinking about how technology impacts our
lives both positively and negatively.
This lesson should help your students distinguish how they use technology, how
much information they share and how they can be more mindful of living, both online
and in the real world.
There are also a number of Ted Talks on the topic of online privacy that might
promote discussion further. See ted.com/topics/privacy.
Class Activity 1 – Your Rights Online

Resource needed: Handout CRC ( Download ThinkB4UClick p53-65), A4 sheets &
pens, AGREE & DISAGREE Cards
Activity 1: Reflecting on Online Rights

1. Give students a copy of a simplified version of the Convention on the Rights of the
Child (CRC)
2. Ask them to get in groups of 2 or 3, read through the Convention and identify which
rights, they think, are most directly related to your life online.
3. Finally, ask them to choose one of those rights, to rewrite in their own words as an online right that
every child should be entitled to.
*CHILD, IN THIS CASE, IS SOMEONE UNDER 18
Class Activity 2- Walking Debate
1. Place agree and disagree signs on either side of the room. Gather all students in
the centre of the room.
2. Invite students to indicate whether they AGREE or DISAGREE with the following
statements by standing under the agree or disagree signs:
 Companies should be allowed to profit from my data if I am willing to give it –
Your data (information you give out freely when you use apps, Google search
buy things online, etc) doesn’t belong to you just because it’s about you!
3. Draw feedback from students after each statement is read. Ask why they took the
position they did? Ask at the end if any students have changed their position based
on the contributions of others.
 Another suggested statement “Anonymity online is a good thing”
 If there is time left you can do read this statement also and ask the students to
debate it or ask students to think of debate topics relevant to their school community
as an activity they could do. E.g. student debate, teachers v students debate
DI G I T AL LI T E R AC Y SK I L L S : CO L L A B O R A T I O N
Technology is a key tool to promote and enhance collaboration skills. Learning to

work with others is a life skill that will stand to every student in the future. Technology
makes collaboration and teamwork easy. There are a host of platforms teachers can
use to utilise collaboration as a main component of learning in class or at home.
Jigsaw learning, collaborative writing and task-based projects are all some of the
activities that can be done using technology. Here is a list of websites that are safe
to use with students when doing project work: here. they include: Scoilnet, Seomra
Ranga, National Geographic Kids and Imagebank among others.
Peer learning and collaboration can be created with your students using a variety of
online mediums. Teachers often use Google Classroom to collect and disseminate
work, while presentations or a wikis are great to show end results. Online platforms
such as these allows users to edit and modify both content and structure
collaboratively. By using technology, it enables the teacher to extend the walls of the
classroom and allow for different learning styles. Work can be completed by students
in class or at home. On most online platforms, take Wikispaces as an example, the
teacher is able to track what students are doing, send messages and schedule
deadlines, and to monitor changes in real time. Just make sure you establish clear
codes of practice on what students are allowed to say online before using starting
your online project.
What Are the Benefits?
By using online collaboration tools your students are able to negotiate content
between each other and work together on including visual elements to enhance the
overall look and feel of their project/ presentation. It is a democratic tool in that
students must accept and amend their ideas and work, based on peer reviewing and
feedback. Students are able to contribute, revise and edit, comment, reference and
study using these enhanced learning tools.
According to Vygotsky’s theory of Zones of Proximal Development, more commonly

known as scaffolding, learners who work together can create an environment where
they work slightly above their own level. Therefore, cooperation with more
knowledgeable peers can increase both achievement and productivity.
Want to start a task-based project with your students using technology? Use our
handy infographic to get things going:
DI G I T AL LI T E R AC Y SK I L L S : FI N DI N G IN F O R MA T I O N
The internet has provided us with a wealth of information at our fingertips. The
problem with this is, we almost have too much information to choose from. It is
sometimes difficult to sort between real information, misinformation, opinions, and
bias. Most of us rely on search engines to do the sorting for us but this also isn’t
enough. Students need to know how to search accurately and then to evaluate the
information they find, our critical thinking guide will help you develop these skills.
When researching online independently many students rely on a quick Google

or Wikipedia, followed by copy and paste! There is issues here with plagiarism
but mainly, there is a lack of knowledge on how to conduct proper research online. It
is important for students to learn how to search for information properly as this will
become a valuable tool for them should they go on to further education or indeed for
their future jobs. Developing this area of digital literacy means showing
students the tools they can use to help them research better. These skills will
also improve overall study skills. Here are our top ten tips for better online research.
TEN STEPS TO BETTER WEB RESEARCH
Step 1: Think Before You Search!
“If you don’t know where you’re going, you’ll probably end up somewhere else.”
Rewrite every assignment in your own words before you begin your research. This
will force you to understand it, and make it much more likely that you’ll be able to
identify what is helpful when you see it. If you need help, ask your teacher, librarian,
parent or classmate for help.
Then, brainstorm and make a list of key search terms, using mostly nouns, rather
than verbs. Create a series of terms that you can search in combinations of two,
three or more.
When you find a good search result, look at the most important words in it, and add
them to your keyword list. Try a series of keyword combinations.
Also, keep track of the sources you review.
Step 2: Where to Start?

Don’t rely on search engines such as Google to do all the research for you.
The internet is not always the best place to start; databases may help you find
credible information you need more quickly than any search engine will.
You must select and always be able to defend the sources you use before you start
writing.
Step 3: Try Several Search Engines
There is more than one, we promise. If you want to stay with Google, you could try
using Google Scholar to find academic resources.
Step 4: When Looking at Search Results, Dig Deep – Don’t Stop at the First
Page!
Many websites rank high in search engines for reasons that have nothing to do with
the quality of their content.
Professionals and academics don’t optimise their content for search engines, so it
usually does not appear at the top.
Step 5: Use Special Search Functions to Make the Search Engines Work for
You
 Use combinations of several keywords.
 Learn the AROUND function.
 Search “Kennedy” AROUND(10) “moon” and the top results will be ones in which
Kennedy appears within ten words of moon.
 NOTE: both search terms must be in quotes, AROUND must be capitalised, and the
number must be in parenthesis.
You can find a particular type of file by adding in the file type into the search engine,
for example, if you want to find a PowerPoint presentation you can add ‘PPT’ to the
search engine, or if you would like to find worksheets/essays/articles add in ‘PDF’
after the search word in your search engine.
Step 6: Don’t Believe Everything You Read!
Searching for information on the Internet is like detective work.

 A healthy dose of scepticism is required.
 Information is only as good as its source
No one thing will tell you if a website can be trusted. You must examine every aspect
of a site to see if the information is credible, authoritative, objective, accurate and up-
to-date.
Always verify critical information with several sources. If you find a few unrelated,
credible websites in agreement on an issue, your research may be done. This is not
the case if you read something just once. Watch the following video:
This video was an Aprils Fools joke by the BBC. As it is a website that we usually
associate with accurate information, it can take a few moments to realise it is Fake
News. It is important that information is verified by a number of sources before it is
believed. Read more about Fake News!
Step 7: Find Primary Sources

Think of primary sources such as newspaper and magazine accounts, letters, diaries,
films, photographs and other documents written or recorded at the time of the event
as “eye-witness accounts” which are generally more reliable than second-hand
information.
Step 8: Who Created the Website and Writes its Article?
When you find an article on a website, visit the homepage and the ‘About Us’ page
to determine what the site is really about. If the site doesn’t list the name of the
publisher and its management team—and this is often the case—then leave and visit
another site.
Also, look for information about the publisher or author by searching their names in a
search engine. Any credible publisher or author should be mentioned on other
reputable websites.
When you find content on Wikipedia, do you know who wrote it? No, you don’t.
Wikipedia contributors are anonymous; you do not know anything about them or their
credentials. It may be a place to do your “pre-research” to find keywords to search
on
Step 9: Why Was the Article Written?
Always ask the following questions:

 Why did the writer write this?
 Is the site trying to sell you something?
 Is the website free of advertising?
 Does the site have any social or political bias?
Step 10: When Was the Information Written or Last Revised?
Check when an article was written or last updated. If you can’t tell when a source
was written, then keep looking until you find a good source about the topic that does
have a recent date, so you can see if anything has changed.
Explained: What is False Information (Fake News)?
home / teache rs / ad vice fo r teache rs / explain ed: wha t is fa lse in formatio n (fa ke
news)?
In Advice for Teachers, Teachers, Trending
Explained: What is False Information

(Fake News)?
False Information v Fake News
Experts now recommend avoiding the term ‘fake news’, or at least limit its use, as the term ‘fake
news’ is closely associated with politics, and this association can unhelpfully narrow the focus of
the issue. The term ‘false information’ is preferable as it can refer to a diverse range of
disinformation covering topics such as health, environmental and economics across all platforms
and genres, while ‘fake news’ is more narrowly understood as political news stories.
What is False Information?

Lots of things you read online especially in your social media feeds may appear to be true, often
is not. False information is news, stories or hoaxes created to deliberately misinform or
deceive readers. Usually, these stories are created to either influence people’s views, push a
political agenda or cause confusion and can often be a profitable business for online publishers.
False information can deceive people by looking like trusted websites or using similar names and
web addresses to reputable news organisations.
According to Martina Chapman (Media Literacy Expert), there are
three elements to fake news; ‘Mistrust, misinformation and
manipulation’.
The Rise of False Information
False information is not new, however it has become a hot topic since 2017. Traditionally we got
our news from trusted sources, journalists and media outlets that are required to follow strict
codes of practice. However, the internet has enabled a whole new way to publish, share and
consume information and news with very little regulation or editorial standards.
Many people now get news from social media sites and networks and often it can be difficult to
tell whether stories are credible or not. Information overload and a general lack of understanding
about how the internet works by people has also contributed to an increase in fake news or hoax
stories. Social media sites can play a big part in increasing the reach of these type of stories.
The economics of social media favour gossip, novelty, speed and
“shareability”’ Simeon Yates
Types of False Information

There are differing opinions when it comes to identifying types of false information. However,
when it comes to evaluating content online there are various types of false or misleading news
we need to be aware of. These include:
1. Clickbait
These are stories that are deliberately fabricated to gain more website visitors and increase
advertising revenue for websites. Clickbait stories use sensationalist headlines to grab attention
and drive click-throughs to the publisher website, normally at the expense of truth or accuracy.
2. Propaganda
Stories that are created to deliberately mislead audiences, promote a biased point of view or
particular political cause or agenda.
3. Satire/Parody
Lots of websites and social media accounts publish fake news stories for entertainment and
parody. For example; The Onion, Waterford Whispers, The Daily Mash, etc.
4. Sloppy Journalism
Sometimes reporters or journalists may publish a story with unreliable information or without
checking all of the facts which can mislead audiences. For example, during the U.S. elections,
fashion retailer Urban Outfitters published an Election Day Guide, the guide contained incorrect
information telling voters that they needed a ‘voter registration card’. This is not required by any
state in the U.S. for voting.
5. Misleading Headings
Stories that are not completely false can be distorted using misleading or sensationalist
headlines. These types of news can spread quickly on social media sites where only headlines
and small snippets of the full article are displayed on audience newsfeeds.
6. Biased/Slanted News
Many people are drawn to news or stories that confirm their own beliefs or biases and fake news
can prey on these biases. Social media news feeds tend to display news and articles that they
think we will like based on our personalised searches.
The False Information Business Model

The internet and social media have made it very easy for anyone to publish content on a
website, blog or social media profile and potentially reach large audiences. With so many
people now getting news from social media sites, many content creators/publishers have used
this to their advantage.
False information can be a profitable business, generating large sums of advertising revenue for
publishers who create and publish stories that go viral. The more clicks a story gets, the more
money online publishers make through advertising revenue and for many publishers social
media is an ideal platform to share content and drive web traffic.
False Information, Social Media, and the Filter Bubble

In a recent article on media literacy, Hugh Linehan noted; “Media is no longer passively
consumed – it’s created, shared, liked, commented on, attacked and defended in all sorts of
different ways by hundreds of millions of people. And the algorithms used by the most powerful
tech companies – Google and Facebook in particular – are brilliantly designed to personalise and
tailor these services to each user’s profile.”
When we go online or login to a social network we are generally presented with news,
articles and content based on our own searches online. This type of content tends to reflect
our own likes, views and beliefs and therefore isolating us from differing views and opinions. This
is often referred to as a filter bubble.
What can we do about False Information?

Google and Facebook have announced new measures to tackle fake news with the
introduction of reporting and flagging tools. Media organisations like the BBC and Channel 4
have also established fact checking sites While these are welcome developments, digital media
literacy and developing skills to critically evaluate information are essential skills for anyone
navigating the internet and especially for young people.
The vast amount of information available online and rise in fake news highlights the need for
critical thinking. Children need to develop critical thinking from an early age. This is a key skill for
young people to develop as they enter into third level education and prepare themselves for the
workplace.
How to spot False Information?
There are a number of things to watch out for when evaluating content online.
1. Take a closer look
Check the source of the story, do you recognise the website? Is it a credible/reliable source? If you
are unfamiliar with the site, look in the about section or find out more information about the author.
2. Look beyond the headline
Check the entire article, many fake news stories use sensationalist or shocking headlines to grab
attention. Often the headlines of fake new stories are in all caps and use exclamation points.
3. Check other sources
Are other reputable news/media outlets reporting on the story? Are there any sources in the story?
If so, check they are reliable or if they even exist!
4. Check the facts
Stories with false information often contain incorrect dates or altered timelines. It is also a good
idea to check when the article was published, is it current or an old news story?
5. Check your biases
Are your own views or beliefs affecting your judgement of a news feature or report?
6. Is it a joke?
Satirical sites are popular online and sometimes it is not always clear whether a story is just a joke
or parody… Check the website, is it known for satire or creating funny stories?
Fact checking sites

Snopes: snopes.com/
PolitiFact: politifact.com
Fact Check: factcheck.org/
BBC Reality Check: bbc.com/news/reality-check
Channel 4 Fact Check: channel4.com/news/factcheck
Reverse image search from Google: google.com/reverse-image-search
Deep Fakes and Visual Deception
Deepfakes are fake videos created using digital software, machine learning and face swapping.
Deepfakes are computer-created artificial videos in which images are combined to create new
footage that depicts events, statements or action that never actually happened. The results can
be quite convincing. Deep fakes differ from other forms of false information by being very difficult
to identify as false.
Find out more in Explained: What Are Deepfakes?
DI G I T AL LI T E R AC Y : CO M M UN I C A T I O N SK I L L S
As a teacher, you can help your students to become competent and responsible
digital citizens that can navigate the intricacies of communication now part of the
digital environment.
Educating your students about their digital footprint and respectful online
communication will help them curate a safe social media presence.
Communication has come a long way, there are now more ways of communicating
than ever before.
Often children know how to use newer forms of communication intuitively but we can
still provide guidance on how they can communicate, both effectively and safely
online.
In your class, come up with a list of ways we communicate online. Here are a few
examples:
 Social networking sites (Facebook, Twitter, and Instagram)
 Instant Messaging Services (Messenger/Whatsapp/Viber/Snapchat)
 Video/Audio Conferencing Services (Skype/FaceTime)
 Live streaming (Facebook, YouTube, Netflix)
 Blogs
 Vlogs (YouTube)
 Email (Gmail, Outlook, Yahoo, Live)
 Chatrooms
 Online Gaming (text and audio communication)
 Forums
 Dating Sites (Tinder, PoF)
WHAT WE SHARE ONLINE:
Young people are spending more time online and can often not realise how much
information they are actually sharing with the world.
Help your students practice safe online communication by making them aware of our
top tips to consider when sharing online.
1. Share only what you are comfortable with. Make sure you have permission to
post pictures of other people and that they have yours before posting.
2. It may sound obvious but some people may not realise the risks of sharing their
location online. Lots of apps now allow us to share exactly where we are at that
moment in time. Opt out of location services – unless you want the world to know
exactly where you are at all times.
3. If you wouldn’t say something to someone in person, then don’t say it online. Be
mindful of other people’s feelings. Try and keep feelings for face to faces
encounters. Cyberbullying is no joke and what we may think might be harmless fun
may be hurtful to someone else.
4. It’s always a good idea to regularly check your privacy settings to ensure your
details are kept private. Make sure you check who is following you and how much of
your information they can see.
5. Try to avoid posting information that could be used to find you offline – without
meaning to, you can give away information that could help someone to find
you. Don’t give away your information, be careful of posting pictures with full
details like number plates, gig tickets with the barcodes, full addresses or your email
address.
6. Make sure your photos and posts pass the Nana Test– if you wouldn’t show it
to your granny then it probably shouldn’t be online! Be aware that people can put
together information from photographs- a photo of your 18th birthday party can give
them your date of birth. Be careful of identifiable landmarks like street signs near
your home.
HOW WE SHARE:
Netiquette is “the rules of correct or polite behaviour among people using the
Internet” (Oxford Learner’s Dictionary)
Teachers can use this idea to create their own class ‘netiquette’.
Download our free ‘Netiquette’ classroom worksheet for younger learners!
Here are some simple rules for making sure you interact politely while online to get
you started:
1. Behaviour: Be respectful of other people’s views online. Keep these feelings for
face-to-face scenarios. Your voice online is not unlike a ‘digital tattoo’ that may
represent you for years to come. Avoid online trolls or cyberbullies, don’t engage
with them.
2. Language: Think before you click… the online world is different to the offline
world. Language can often be misinterpreted for example using exclamation points,
capital letters and even emojis can have very different meanings.
3. Timing: Stay to on-topic and try not change the subject too dramatically,
especially if you are new.
4. Copyright: Make sure you have permission to post other peoples’ photos, artwork
or music. Do not take credit for other people’s work. There may be legal implications
to using copyrighted material.
5. Content: Do your own research! Try and find the answers before you ask for help
and make sure you ask the right people in the right forum. Use your critical thinking
skills to assess real and fake content before sharing it on.
DI G I T AL LI T E R AC Y SK I L L S : PR AC T IC A L AN D
FU N C T I O N AL SK I L L S
Practical and Functional skills are paramount when it comes to being digitally
literate. It could be argued that most young people have an inherent knowledge
when it comes to using technology. This may be true, however, this should mean
that practical and functional technology skills to be skipped over in the classroom.
Many students feel comfortable using technology but they also need to learn the
basics and can use technology independently. By integrating ICT skills into the
classroom, students can practice their practical and functional skills and become
more competent using technology which may lead to more autonomous users.
Technology must not stay in the hands of the teacher, but allow the students
to use and interact with different technologies. Many teachers do not feel
competent when it comes to their own digital skills but it is no harm if students know
more, use their knowledge to your advantage, maintain control of the classroom and
ask assistance when needed. The lesson is your creation, the method of output is
the only thing that has changed. Engage in training where possible to maintain a
good level of IT skills, there are a range of instructional videos, courses and guides
online that can also help you feel more confident when it comes to technology.
PRACTICAL SKILLS
Begin by giving students a short lesson on starting up their device, be it a tablet, PC

or laptop. Ensure they are familiar with how to turn the device on and off, show them
the functions of the keyboard, help them find the task-bar or list of applications and
slowly let them engage with different applications on the device. This can take a
number of lessons, making sure they know the names of the different parts of the
devices and their uses. There are a number of ways to make this more interesting for
younger learners, using games, word-searches or quizzes to ensure they know the
names of the different parts (e.g. screen, power button, volume controls, mouse,
keyboard, trackpad, etc.)
Generally speaking, basic computer skills start with being able to identify the
hardware and understand what they are used for. The next step would be to help
them with using their device – being able to use a touch screen or a mouse. Younger
children make take their time with this and that is something that will be mastered in
time and does not have to happen sequentially. They can continue with their lessons
and will accumulate different skills along the way. Typing skills can be practiced
using a variety of free games online, again this is something that will be improve over
time. At the end of each lesson, students should become familiar with closing down
each application that have been using and turning off the device correctly.
FUNCTIONAL SKILLS
Developing functional skills in students can be as easy as allowing them to explore

technology whilst giving them help when they run into difficulty. Start with simple
games, getting them to practice their typing and mouse/touch skills and then show
them more applications on their device like drawing or writing. Remember that to
develop digital literacy skills you must encourage students to work creatively,
collaboratively and critically. This means that they need variety when it comes to
tasks set for them to ensure they are progressing appropriately.
TIPS FOR TEACHING AND LEARNING
 Always ensure that you have checked that the technology you will be using is
working in advance. Think about the application or game the student might be
using, will they need a password, or need to sign-up? Will all of the students be able
to sign-in at the same time or will this cause delays? Perhaps, sign each student in
before the class starts. Check the website you are using in advance, you may need
to enable pop-ups or may be asked to run Flash Player or something similar. It is
best not to be surprised so check first.
 If you do not have enough devices think about creating a buddy system
whereby the students work in pairs to use the technology. This can also allow
peer mentoring opportunities for the learners.
 If you do not have access to technology, think about going to a local
library. Make sure you block book computers well in advance and get permission
from the library first.
 Ask yourself where your students will save their work, can you provide an online
space or will they need to save their work onto a USB stick.
 Talk to your students about copyright and plagiarism, ensuring that their work is
in their own words and media assets are referenced unless stated otherwise.
 Avoid the temptation to correct every mistake when it comes to your students
work online. Allow them to figure out the programme or application and learn from
their mistakes.
TRAINING AND SUPPORT FOR TEACHERS
PDST Technology in Education provides courses and other continuing professional

development opportunities to support the integration of ICT in the curriculum and
help develop e-Learning in your school.
References/Links:
https://www.webwise.ie/teachers/digital_literacy/
https://www.webwise.ie/uncategorized/critical-thinking-digital-world/
https://www.webwise.ie/teachers/online-safety-skills/
https://www.webwise.ie/teachers/advice-teachers/digital-literacy-cultural-social-
understanding/
https://www.webwise.ie/teachers/advice-teachers/digital-literacy-skills-collaboration/
https://www.webwise.ie/teachers/advice-teachers/digital-literacy-skills-finding-
information/
https://www.webwise.ie/teachers/digital-literacy-communication-skills/
https://www.webwise.ie/teachers/advice-teachers/practical-and-functional-skills/
https://www.webwise.ie/teachers/what-is-fake-news/
ACTIVITY
Read Module 5 and the additional handouts on Digital Literacy before doing this
activity.
1. What are the risks posed by social networking websites? How could one stay
safer online?
2. Watch the TED Talk Video of Abha Dawesar entitled “Life in the Digital Now.”
Note/Enumerate her statements that you find striking. Explain why you agree
or disagree with her views.
3. What types of false information should you watch out for online? Search for at
least one sample graphics/news report/material for each type and paste these
samples on your output.
4. What safe online communication practices should you apply when sharing
online?
5. To what extent do you apply “netiquette” in your online activities? Which rules
of proper online behavior do you need to work on further to be a better “digital
citizen”?

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BUILDING AND ENHANCING

NEW LITERACIES ACROSS

Jannel C. Alviola, Ph.D.

For Instructional Purposes Only

INSTITUTIONAL GRADUATE OUTCOMES

Module 1 – Introduction to New Literacies ...................................................................................

Module 2 – Globalization and Multi-cultural Literacy ............................................................

Module 4 – Traditional Media Literacy…………………………………………………………

Module 7 - Art and Creativity Literacy……………………………………………………..

Digital literacy refers to a particular set of competencies that allow you to

Students, nowadays, are generally considered to be digital natives; able to use

Have a look at this useful video on why it is important to invest time

 practical technical skills

What is Critical Thinking?

1. Analyse and evaluate information and arguments

What is Online Safety?

What are the risks?

What else do I need to know?

 Managing your Online Reputation Guide Managing your Online Reputation

Class Activity 1 – Your Rights Online

Activity 1: Reflecting on Online Rights

*CHILD, IN THIS CASE, IS SOMEONE UNDER 18

Class Activity 2- Walking Debate

Technology is a key tool to promote and enhance collaboration skills. Learning to

According to Vygotsky’s theory of Zones of Proximal Development, more commonly

When researching online independently many students rely on a quick Google

TEN STEPS TO BETTER WEB RESEARCH

Step 1: Think Before You Search!

Also, keep track of the sources you review.

Step 2: Where to Start?

Step 3: Try Several Search Engines

Step 6: Don’t Believe Everything You Read!

Searching for information on the Internet is like detective work.

Step 7: Find Primary Sources

Step 8: Who Created the Website and Writes its Article?

Always ask the following questions:

Step 10: When Was the Information Written or Last Revised?

In Advice for Teachers, Teachers, Trending

Explained: What is False Information

False Information v Fake News

What is False Information?

The Rise of False Information

Types of False Information

The False Information Business Model

False Information, Social Media, and the Filter Bubble

What can we do about False Information?

Fact checking sites

WHAT WE SHARE ONLINE:

Begin by giving students a short lesson on starting up their device, be it a tablet, PC

Developing functional skills in students can be as easy as allowing them to explore

TIPS FOR TEACHING AND LEARNING

PDST Technology in Education provides courses and other continuing professional

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