The six essential steps to teach digital literacy build on each other. With teaching social studies, we stress to students reliability of sources, identify bias and perspective. Step #3 asking key questions mirrored many of the document skills we currently ask our students to do. Students must analyze the pov, determine if the author is trying to persuade or convince the reader of something. Similar to our social studies skill of asking “whose voice is missing?”, the article suggests students question what opinions or ideas are missing.
I really liked the 2nd step of having students use the search bar. Adding “or”, endings of site:edu or docs:example.com can filter through many potential sites that are unreliable. We ask students to sift through material they see on the news or on social media platform. By allowing students top practice their skills to determine if these sources are true and legitimate, their critical thinking skills will also grow.
After viewing the matrix, DL 3 & DL 4 could be incorporated in our social studies lessons. We often have students create and publish using apps such as google docs and google slides. This allows for collaboration and a safe space to share their work. In research projects even in my criminal justice elective, I could teach my classes to find reliable sources using the suggested search filters (previously discusses). The standards could even be added to the rubrics we are currently using. Both DL 3 & 4 build on digital citizenship skills. Students can practice their skills with their peers when creating projects. If students respond in a negative way on a board, packet page or discussion post, the teacher will be able to address these negative behaviors immediately.
I really liked the 2nd step of having students use the search bar. Adding “or”, endings of site:edu or docs:example.com can filter through many potential sites that are unreliable. We ask students to sift through material they see on the news or on social media platform. By allowing students top practice their skills to determine if these sources are true and legitimate, their critical thinking skills will also grow.
After viewing the matrix, DL 3 & DL 4 could be incorporated in our social studies lessons. We often have students create and publish using apps such as google docs and google slides. This allows for collaboration and a safe space to share their work. In research projects even in my criminal justice elective, I could teach my classes to find reliable sources using the suggested search filters (previously discusses). The standards could even be added to the rubrics we are currently using. Both DL 3 & 4 build on digital citizenship skills. Students can practice their skills with their peers when creating projects. If students respond in a negative way on a board, packet page or discussion post, the teacher will be able to address these negative behaviors immediately.