Critical Examination May Be the Most Important Digital Literacy Skill Yet

Written by Mark Barnett, VP of Education at BSD Education.

Digital literacy skills are not a new topic in education, though they seem to be at the forefront of concern, especially now, with terms like “fake news” and “AI-generated social media.” More than ever, we need students to possess strong digital literacy skills so they can make informed decisions, be competent researchers, and form opinions free of bias. Because of this need, digital literacy is now a common subject in k-12 schools around the world, even major education frameworks like the ISTE Student Standards have digital literacy baked into the themes. 

Despite this, a recent study has shown that students still struggle with basic digital competencies. For example, students were “asked to evaluate Slate’s home page, where some tiles are news stories and others are ads (set off by the words “Sponsored Content”), two-thirds of students couldn’t tell the difference.”  The same study elaborates further by saying “students displayed a tendency to accept websites at face value. Ninety-six percent failed to consider why ties between a climate change website and the fossil fuel industry might lessen that website’s credibility.”

With these troubling findings, it seems as though our current digital literacy education isn’t enough to prepare students for today’s communication minefield. For this reason, I propose that “critical examination” should be the most important lens at which to look at digital literacy. 

When reading articles, watching videos, and viewing other forms of media I often ask students to pull out their magnifying glasses and deerstalker caps to investigate as Sherlock would. Here are a few questions that I would ask them to consider when examining media:

Critical Examination Questions

  1. Who paid for the publication and what effect does that have on the authenticity of the information?
  2. Who is the target audience and how does the media appeal to its audience?
  3. Does the author or producer make money each time you read or view the media and what influence does that have on you reading or viewing the material?
  4. Is the medium trying to persuade your opinion or paint a false impression?
  5. Does the medium cite any references or other works that can be verified?
  6. Can you fact check any of the claims or facts?
  7. Can you find another source that claims the opposite?
  8. Does the medium contain any advertisements, and if so, is it made clear that the medium contains advertisements?

These questions are designed to provoke critical thinking, investigatory discrimination, and inquiry so that students can make inferences and informed decisions about the content that they consume. Critical examination is not just a skill for the classroom, it’s a life skill that you hone over time, making one a conscientious consumer. 

The questions provided are just an example of critical lenses that can be applied to digital literacy, what other critical examination questions might you use with your students? Please feel free to reach out to me on Twitter or email.

 

About Mark:

Mark is passionate about project-based learning and teaching students to create with technology. With 14 years of experience in STEAM and maker education, he has consulted with teachers and administrators all over the world to setup and design impactful learning experiences with makerspaces and related education themes. 

He speaks internationally about equity and access to STEAM and maker education, most notably at the Stanford FabLearn Conference, MIT Libre Learn Lab, SXSWedu, EARCOS in Bangkok, UNESCO in India, and at 21st Century Learning in Hong Kong. Mark spends his free time traveling and learning with his family while working on a PhD in Computer Engineering to study how students construct and relate to new knowledge.

How Digital Education is Affecting Young Students

Written by Charlotte Brearley, COO of BSD Education.

At BSD, we believe that all students should learn digital skills and be able to apply them to a range of contexts. That is why we advocate for these skills to be taught across subject areas, topics, and age groups. Even though younger students may not be able to label that they are learning digital skills, technology is now second nature. 

During the early years, the educational focus is less on cultivating particular technical skills and more about creating digital familiarity, developing ways of thinking (such as computational thinking and design thinking), and building a foundation for fluency. This can be done in all manner of ways and it is never too young for students to start on the journey of creating with digital tools and skills.

 The move to virtual teaching and learning this year is therefore a real opportunity for younger students to start this journey earlier as it has forced educators to introduce various technologies and digital skills from a very young age, which was not always the case. 

As we all know, because children are growing up as digital natives, they are often familiar with a multitude of technologies and digital media from a very early age. However, prior to the recent implementation of virtual learning, early years education was not always aligned with children’s experience with technology in the ‘outside world’. 

Whilst many students had excellent experiences, the prevalence of technology and opportunities to learn digital skills were hugely variable and depended on a range of factors, which are nicely summarised by Kate Gilchrist in a blog for LSE: ‘teachers’ beliefs and attitudes towards the value of digital technology as part of learning was found to strongly relate to whether they used it or not in their teaching. Early years’ practitioners were also found to lack not only the IT skills but also the confidence and knowledge of how to employ such skills, relevant to the subject being taught. There is also a lack of adequate training, professional development, and technical and administrative support for teachers. Many of the curriculums investigated also did not include any provision for developing digital literacy.’ 

Historically, these factors have meant that not all students were exposed to this important learning from an early age, which can mean that when the more technical skills are introduced at a later age-students’ skill levels are at very different starting points. 

Virtual teaching and learning, however, has shifted this. For educators to work with their students during this time, many of the barriers outlined above have had to be overcome. Educators have had to find a way to digitize their curriculum, and with trial and error comes confidence and knowledge. Whilst teaching young children virtually has its challenges, this educational experience is positive for the development of children’s digital fluency and foundation. 

About Charlotte: 

Charlotte has spent over 10 years studying and working in education. She is passionate about preparing children for the future and providing opportunities for students to learn real-world skills.

She graduated from Cambridge University with a first-class degree in Geography with Education Studies, before completing a primary PGCE at Goldsmiths, University of London. She then joined the UK Government’s Department for Education and spent over 6 years working on education and children’s policies, including a secondment at a leading think tank. In 2017 she moved to Asia as the Academic Director of a learning center, designing the curriculum, contributing to publications, and teaching. As global COO, Charlotte works across all areas of the business to ensure we deliver quality products and services effectively and efficiently.