Module 5
Module 5
Module 5
Prepared by:
College of Education
Bachelor of Secondary Education
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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.
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Table of Contents
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Table of Contents
Module 6 – Eco-literacy...............................................................................................................
What is Eco-literacy ………………………………………………………………….
Inner Ecology…………………………………………………………………………
Outer Ecology………………………………………………………………………...
Importance of Eco-literacy……………………………………………………………
Education for Sustainability…………………………………………………………..
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Module 5
Module Title: Digital Literacy
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:
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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
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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
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
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.
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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
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.
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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
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:
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.
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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.
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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.
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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.
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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.
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
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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
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.
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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.
Want to start a task-based project with your students using technology? Use our
handy infographic to get things going:
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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.
“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.
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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.
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.
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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.
Always verify critical information with several sources. If you find a few unrelated,
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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!
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
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credentials. It may be a place to do your “pre-research” to find keywords to search
on
Step 9: Why Was the Article Written?
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.
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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)?
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.
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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
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.
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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.
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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.
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money online publishers make through advertising revenue and for many publishers social
media is an ideal platform to share content and drive web traffic.
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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?
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.
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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)
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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:
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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.
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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
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
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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
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.
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TRAINING AND SUPPORT FOR TEACHERS
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/
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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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