Improving Digital Literacy Through Student-Created Content: Bringing It All Together
the Heart of the matter: The Why
Digital literacy is not only a crucial component of a student's success as a lifelong learner, but is also, according to Angela Maiers (2016), a human right.
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By May 2017, make available to students & teachers a website repository of at least 125 pieces of student-created content that address digital literacy skills.
Committed teachers & librarians will make it a priority for their students to create digital content Conditions in the classrooms of those teachers will promote student creativity & innovation Teachers & students will follow guidelines for submitting content
A recognition that students do not possess the critically needed skills of digital literacy, and a desire to help them improve
Positive peer pressure to participate in the program from other educators who are committed to the initiative
Lessons written in to the curriculum and a digital badge program encouraging teacher participation
Voluntary participation by educators who are themselves digitally literate
Connections among the participating teachers to ensure camaraderie & collegiality through program participation
Simple, clear submission process; quick turnaround in seeing student work posted
The Wildly Important Goal
Improve Digital Literacy through the development of a website repository of student-created content
Act on the Lead measures
Teachers create conditions for content creation; 125 pieces of content= five teachers submit five pieces of content five times per year
Keep a compelling Scoreboard
A thermometer-type scoreboard that shows how quickly the district as a whole is reaching the goal of 125 pieces of content by May 2017
Create a Cadence of Accountability
Weekly meetings via Google Hangout to check in with the participating teachers to celebrate successes and determine future content needs
Start with the heart
Focus on what I want; refuse Fool's Choices
What do I want? What do I not want? How then should I behave?
Learn to look
Make it safe
Master my stories
STATE my path
Explore others' paths
Move to action
Look for points when conversations become crucial; be aware of safety problems; monitor my own Style Under Stress
Am I or others resorting to Silence or Violence?
CRIB: Commit to Seek Mutual Purpose; Recognize the Purpose Behind the Strategy; Invent a Mutual Purpose; Brainstorm New Strategies
Is safety at risk? Have I established Mutual Purpose? Am I maintaining mutual respect?
Separate fact from story; Watch for Three Clever Stories (victim, villain, helpless); Tell the rest of the story
What am I pretending not to know about my role in the problem? Why might others be behaving the way they are? What should I do now to move forward?
Share my facts; Tell my story; Ask for others’ paths; Talk tentatively; Encourage testing
Am I really open to others’ views? Am I talking about the real issue? Am I confidently expressing my own views?
Ask,Mirror, Paraphrase, and Prime; Agree, Build, Compare
Am I actively exploring others’ views? Am I avoiding unnecessary disagreement?
Decide how you’ll decide; Document decisions and follow up
How will we make decisions? Who will do what by when? How will we follow up?
Grenny, J., Patterson, K., Maxfield, D, McMillan, R., & Switzler, A. (2013). Influencer. New York: McGraw-Hill. McChesney, C., Covey, S., & Huling, J. (2012). The 4 Disciplines of Execution. New York: Simon & Schuster. Patterson, K,, Grenny, J., McMillan, R., & Switzler, A. (2011). Crucial conversations: Tools for talking when stakes are high. New York: McGraw-Hill.