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| Comment^[[a]](#cmnt1)^
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| * * * * *
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| Web Literacies white paper
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| v0.9 (release candidate)
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| Working towards a framework to understand the skills,
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| competencies and literacies necessary to be a Webmaker.
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|
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| Authors: Mozilla Learning Team and you!
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| Contact: Doug Belshaw
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| ([doug@mozillafoundation.org](mailto:doug@mozillafoundation.org) /
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| [@dajbelshaw](http://twitter.com/dajbelshaw))
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| Short URL for sharing: [http://bit.ly/weblit09](http://bit.ly/weblit09)
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|
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| * * * * *
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| Table of contents
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| [Who is this for?](#h.c76loium27uv)
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| [What are we talking about?](#h.rbtc55hdfeof)
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| [Why are we talking about this?](#h.2m4t482fu1z7)
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| [What are web literacies?](#h.qfjtzx6nont)
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| [Web Skills](#h.ry29w3jeij08)
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| [Web Competencies](#h.n0qvjlu9bx4x)
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| [Web Literacies](#h.ctwlbafqspeu)
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| [Towards a framework for Web Literacies](#h.gtp4sk5fxmfi)
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| [Web Skills / Competencies / Literacies grid](#h.4z9ag17s1jlu)
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| [Webmaker badges](#h.291zs34xmyj3)
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| [References](#h.g5ep9pb6nvfi)
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| [SET UP SEGUE INTO HACKABLE GAMES - NON-CORE STUFF]
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| * * * * *
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| Who is this for?
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| ================
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| The web is for everyone, so ostensibly this web literacies paper is also
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| for everyone. It is, however, likely to be of particular use and value
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| to educators and academics looking for a reference point and framework
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| to help develop web literacies in themselves and others.
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| When we mention ‘we’ in this white paper we’re talking about not only
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| about Mozilla, but the community of people who believe in
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| Constructivism, who believe in [Connected
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| Learning](http://connectedlearning.tv/), and who believe in learning
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| through making and doing. In other words, ‘we’ means ‘you’ as much as
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| ‘us’! We’re people who believe in the practical application of knowledge
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| through project-based and interest-based learning.
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| To help make the following a bit more tangible, let’s consider three
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| scenarios:
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| 1. Leo, 15, wants to find some cool stuff to make. He goes to the
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| [Mozilla Webmaker](http://webmaker.org) site to make some projects
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| and earn some badges. He then adds these badges to his resumé to
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| represent his new-found skills. Leo wants to connect with other
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| youth interested in tech, so he joins a
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| [CoderDojo](http://coderdojo.com/) meetup in New York. He also goes
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| to a local hackjam and likes the group there so becomes a member and
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| takes free HTML classes every Monday.
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| 1. Martha, 46, is a teacher of 20 years who wants to help her students
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| learn skills that are relevant in the world today. She finds
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| Mozilla’s Webmaker site after a recommendation from a colleague and
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| learns about webmaking for the first time. While she’s there she
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| finds curriculum to use in her classroom and connections to other
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| innovative teachers around the world with whom she can share ideas.
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| 1. Abdullah, 24, runs a small nonprofit start-up aimed at helping kids
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| learn to code. He's a member of Hive London and is looking for
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| activities to keep kids engaged who come along to his weekend
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| workshops. Abdullah creates a few projects that he can promote to a
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| wider audience through The Mozilla Webmaker site.
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| We’ll return to these three examples to breathe life into some of the
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| more abstract concepts included in this white paper.
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| What are we talking about?
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| ==========================================================================
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| We’re talking about the web, the world’s largest public resource, the
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| operating system of the future, and (we believe) one of the greatest
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| drivers of happiness and human flourishing the world has ever
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| seen.^[[1]](#ftnt1)^
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| The web is a system of interlinked documents and resources accessed via
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| the internet. The internet can also be used to access email, Internet
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| Relay Chat (IRC) and other non-web services, but for the purposes of
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| this white paper we’re interested in the things that can be accessed and
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| created via modern web browsers. Taking Leo, Martha and Abdullah as our
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| examples, no matter what devices they choose to use, the web is
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| accessible to them all.
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| Literacy isn’t just about reading, but about writing too. When we think
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| about literacies on the web it’s important to go beyond just the
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| differences between paper and screen. Those differences, like the
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| hypertextuality of the web, are certainly important. But mastering these
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| differences does not automatically lead to ‘web literacies’. Being web
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| literate means not only being able to read the web but also having the
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| ability to ‘write’ it.
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| Writing the web - creating pages, documents and multimedia assets -
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| means understanding the building blocks of the web. As Mitchell Baker
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| (Chairperson of Mozilla) says, we want to move beyond ‘elegant
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| consumption’ towards creating a generation of Webmakers. We’re not
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| talking about everyone becoming a fully-fledged programmer, but we do
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| believe that everyone should have the skills, competencies and
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| literacies to be able to tinker and create stuff with the web. This is
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| what Martha, the teacher in our example above, wants to help her
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| students learn. She wants them to be able to make parts of the web as
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| well as consume them.
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| Although a knowledge of the physical makeup of the internet is necessary
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| at some level, we’re primarily interested in the web as accessed through
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| a browser. We recognise that there are ‘Pre-Beginner’ skills such as
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| identifying a web browser’s address bar, using copy/paste functions, and
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| entering the URL of a site directly (rather than searching). Likewise,
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| there’s ‘Advanced’ skills such as code workflows and server-side
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| technologies that go beyond what we’re talking about here. Both
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| ‘Pre-Beginner’ and ‘Advanced’ skills are currently out of scope for this
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| white paper. We’re focusing on the kinds of skills that Abdullah might
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| teach at his weekend sessions, or Leo might learn at his weekly HTML
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| classes.
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| * * * * *
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| Why are we talking about this?
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| ==============================
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| We live in a networked economy at a time of accelerating change. As Duke
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| University Professor Cathy Davidson has noticed, this means we need new
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| literacies, new skills:
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| [O]ur world changed in April 1993 when the Mosaic 1.0 browser was
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| released to the general public. We need new forms of education. We need
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| to reform our learning institutions, concepts, and modes of assessment
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| for our age. Now, anyone with access to the World Wide Web can go far
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| beyond the passive consumer model to contribute content on the Web. We
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| can customize and remix, alone or in collaboration with others, located
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| anywhere on the Web. That Do-It-Yourself potential for connected,
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| participatory, improvisational learning requires new skills, what many
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| are calling new “literacies.”
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| (Davidson, 2012)
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| As set out in the [Mozilla
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| Manifesto](https://www.mozilla.org/about/manifesto.en.html) we believe
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| that the web is a resource to be protected; one to be co-created not
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| merely co-consumed. To create things with and on the web means being
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| able to both read and write it. In other words, to be web literate, “we
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| must learn not just how to use programs but how to make them” (Rushkoff,
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| 2010).
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| The web is becoming the world’s second language, and a vital 21st
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| century skill. Digital literacy today is as important as reading,
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| writing and arithmetic. Mozilla believes it’s crucial that people
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| develop the skills they need to understand, shape and actively
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| participate in that world, instead of just passively consuming it.
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| We want to help create a web literate planet. We want to teach people
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| about the web through the web, moving them from consuming it to making
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| it as a means of self-expression. We want to create a generation of
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| people who know how the web works and can remix it. We also want to
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| empower educators, those who want to teach other people about the web.
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| Mozilla’s work is underpinned by a philosophy that we learn best through
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| doing and making. While our work is underpinned by the works of
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| academics in related fields, we’re interested in practical action. We’re
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| focused upon encouraging people to become experienced in writing parts
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| of the web and participating in online communities.
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| Learning by making and tinkering is not a new idea, nor is our belief in
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| interest-based pathways for learning. Both of these concepts are
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| fundamental to the work of foundational thinkers such as Froebel,
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| Montessori, Dewey, Thorndike, Vygotsky, Papert and
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| Csikszentmihalyi (amongst many others). Learning theories such as
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| Constructivism^[[2]](#ftnt2)^ and Connectivism,^[[3]](#ftnt3)^ influence
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| our work around Web Literacies along with notions such as ‘Flow’
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| states^[[4]](#ftnt4)^ and the importance of a sense of play.
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| We’re putting these learning theories into action through the Webmaker
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| tools we’re creating but also through the badge system design
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| accompanying our work in this area. Interest-based pathways through a
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| series of (badged) challenges promote flow states through clear goals
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| and immediate feedback. More about this can be found in the Webmaker
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| badges section below.
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| What are web literacies?
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| ========================
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| We’re currently working towards defining web literacies as part of our
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| work around Mozilla Webmaker. We understand web literacies to be
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| comprised of parts of digital literacies, media literacies,
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| computational/algorithmic thinking and computer science. We’re also
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| interested in newly-defined and emerging areas such as ‘Hacker
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| Literacies’ (Santo, 2012)
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| 
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| The purpose of this white paper is to define and contextualise what we
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| mean by web literacies - and to inform activities for people wanting to
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| work towards gaining those literacies., It also serves as a reference
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| point for those who want to help create a generation of Webmakers,
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| people who can ‘write’ as well as ‘read’ the web.
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| We see there being three steps to Web Literacies. First come Web
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| Skills such as searching and using URLs appropriately. Two or more Web
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| Skills combine into Web Competencies that we could call, for example,
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| ‘Browser basics’ or ‘Search Engine basics’. These are bundles of Web
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| Skills for a particular purpose ‘assessed’ via a lightweight peer review
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| system.
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| Finally, Web Literacies consist of a range of these Web Competencies -
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| for example, ‘Browser basics,’ ‘Search engine basics,’ and ‘Web
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| mechanics’. In addition, some element of self-reflection is required
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| here to realise that you’re now able to ‘Explore’ the web at a beginner
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| level.
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| 
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| Let’s look at Web Skills, Web Competencies and Web Literacies in a bit
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| more depth.
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| Web Skills
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| ----------
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| By ‘skills’ we mean learned capacities to perform specific
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| actions. Skills can be generic (transferable) or domain-specific. In
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| terms of Web Skills the following may be helpful by way of illustration:
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| a generic skill is understanding how code is structured; a
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| domain-specific skill is how to use various elements of HTML (e.g. \<p\>
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| and \<h1\> tags). In our earlier example, Leo learns both generic and
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| domain-specific skills in his HTML classes.
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| Teachers in formal education are well aware that skills have objective
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| thresholds. That’s to say the skills they teach young people are
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| assessed by third parties (such as exam boards) against some kind of
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| rubric. In a similar way to Scouting badges, the learner has to prove
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| they have particular learned capacities in a given area. Likewise, the
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| Mozilla Webmaker badges we’re developing require learners to demonstrate
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| such capacities as they ‘level-up’.
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| Martha, our 46 year-old teacher, is interested in how the Web Skills
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| developed via activities and projects on webmaker.org could be used in
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| her lessons. She maps these skills onto her country’s national
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| curriculum, sharing this on a wiki with other educators who can adapt it
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| for their own purposes.
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| Web Competencies
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| ----------------
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| By ‘competencies’ we mean collections of skills for pre-defined
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| purposes. Web Competencies are bundles of Web Skills that allow
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| individuals to ‘level-up’ in their knowledge, skills and understanding.
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| Abdullah, for example, is interested in showing progression through the
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| workshops and sessions he provides through his nonprofit start-up. He
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| might decide to focus on teaching the skills young people need to gain
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| the Web Design basics competency badge.
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| Whether someone demonstrates a particular Web Competency depends on
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| their displaying evidence of mastering certain Web Skills in that area.
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| Building in an element of peer assessment at this stage ensures the
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| evidence required stays fresh, current and relevant to what’s required
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| to be effective on the web today.
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| Returning to our learner scenarios, as Leo progresses in his knowledge,
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| skills and understanding around HTML he realises he’s ready to submit
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| some of his work for peer review. He places a mini-portfolio of his work
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| online and asks the Webmaker community to look at it. Leo receives 13
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| up-votes and only 2 down-votes meaning he has received enough peer
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| recognition to be awarded an HTML basics badge.
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| In the first instance the organisation awarding Webmaker badges will be
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| Mozilla. As the ecosystem develops, however, we very much welcome and
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| encourage other organisations to contribute tools, content and
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| activities. These organisations will also be able to define the mix of
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| skills that lead to competencies they wish to recognise and badge.
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| Martha, for example, might want to tie the work she’s doing even more
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| closely to the national curriculum or standards she is required to
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| teach.
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| Web Literacies
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| --------------
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| At it’s most basic, ‘literacy’ is the ability to read and write
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| something. As we’re focusing on Web Literacies the ‘thing’ that we’re
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| reading and writing is the web. In addition to this, however, as people
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| become more literate we expect them to think critically and be able to
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| look at the world from more than one perspective. For someone to be
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| ‘literate’ they have to be aware that they are literate and be accepted
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| within a wider community of literate peers.
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| Let’s take Leo as our example here. He continues attending his Monday
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| HTML classes and starts tinkering with HTML and CSS at home as well.
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| After a few months he gains Web Competencies badges in HTML basics, CSS
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| basics and Web design basics. When a friend asks for help with a website
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| she’s designing, Leo decides start an after-school interest group with
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| her. Soon, he’s creating ‘howto’ videos for the benefit of those in his
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| nascent community, whilst she’s working towards Javascript basics to be
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| able to teach others. Teaching something you’ve recently learned
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| yourself forces self-reflection on your own knowledge, skills and
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| understanding.
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| Literacy is a condition to be obtained not a threshold to cross. We want
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| people not only to self-identify as Webmakers but demonstrate the
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| knowledge, skills and understanding required to be part of one or more
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| web communities. We’re still in the process of defining the process by
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| which individuals obtain Web Literacies badges, but they’ll contain both
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| elements of peer assessment and self-reflection.
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| * * * * *
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| Towards a framework for Web Literacies
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| ======================================
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| We’re approaching Web Literacies in a bottom-up way, identifying the
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| skills necessary to be able to use and make aspects of the web. We’ve
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| crowdsourced these skills both internally within Mozilla and externally
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| through various channels. We invite other organisations and communities
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| to get involved. The skills we’ve crowdsourced combine into competencies
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| that reside broadly in one of four areas of Web Literacies:
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| 1. Exploring - I navigate the web while learning, questioning and
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| evaluating what it has to offer.
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| 2. Creating - I create things with the web and solve problems while
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| respecting the work of others.
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| 3. Connecting - I communicate and participate appropriately in one or
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| more web communities.
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| 4. Protecting - I protect the web as a public resource for free
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| expression.
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| The grid below is a flexible framework that we’re using to inform our
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| work around Webmaker badges. It’s not fixed for all time, but will
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| develop with the web - along with input from other interested parties.
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| * * * * *
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| Web Skills / Competencies / Literacies grid
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| ===========================================
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| [](#)[](#)
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| EXPLORING
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| CREATING
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| CONNECTING
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| PROTECTING
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| Browser basics
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| (e.g. URLs, copy/paste)
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| HTML basics
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| (e.g. adding images, linking)
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| Participation
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| (e.g. etiquette, curation)
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| Privacy
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| (e.g. cookies, privacy controls)
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| BEGINNER
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| Search engine basics
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| (e.g. keyword search, filtering)
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| CSS basics
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| (e.g. fonts, positioning)
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| Collaboration
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| (e.g. co-creation, wikis)
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| Security basics
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| (e.g. HTTPS, password management)
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| Web mechanics
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| (e.g. view source, hyperlinks)
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| Web design basics
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| (e.g. affordances of the web, designing for audiences)
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| Sharing
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| (e.g. social networks, embedding)
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| Rights online
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| (e.g. copyright, open licensing)
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| Browser skills
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| (e.g. cookie management, add-ons)
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| Javascript basics
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| (e.g. programming basics, javascript syntax)
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| Contributing to web communities
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| (e.g. distributed working, collaborative curation)
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| Identity
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| (e.g. personal information curation, tracking management)
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| INTERMEDIATE
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| Credibility
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| (e.g. trustworthiness of websites, evaluating information)
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| Advanced web design
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| (e.g. responsive design, accessibility)
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| Storytelling
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| (e.g. multimedia, augmentation)
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| Security & encryption
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| (e.g. data protection, basic encryption)
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| Remixing
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| (e.g. mashups, hackable games)
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| Infrastructure
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| (e.g. hosting, domains)
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| Open practices
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| (e.g. open standards, open source)
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| Legalese on the web
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| (e.g. privacy policies, terms of service agreements)
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| As well as input from those currently making the web, this grid is
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| informed by the work of Beetham & Sharpe (2009), Belshaw (2011),
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| Davidson (2011), Jenkins (2009), Rheingold (2012), Udell (2011), and
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| Wing (2006). Their ideas around participatory culture, digital
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| literacies and computational thinking can be found in, for example, the
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| abstraction required for getting started with programming, understanding
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| the architectures of participation involved in tech communities, the
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| creativity and communication inherent in web design, and getting
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| involved in remix culture.
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| | |
| Webmaker badges
| |
| ===============
| |
| | |
| In order to provide ways to ‘level up’ in being able to make aspects of
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| the web we’re currently working on a series of Webmaker badges. These
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| are allied to our work around [Open Badges](http://openbadges.org) - a
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| new way to get recognition for skills and achievements and display them
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| across the web.
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| | |
| We see badges as a way to connect tools with learning experiences, as
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| well as learners to other community members. Our target audience are
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| amateurs who have something to say and want to learn how to tinker and
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| create with the web in ever-more powerful ways. They provide a way for
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| Leo to demonstrate his learning, for Martha to motivate her students,
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| and for Abdullah to provide structure to his weekend workshops.
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| | |
| An example of our thinking (still a work in progress) is the HTML
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| basics badge. This is a Web Competency badge made up of a collection of
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| Web Skills such as:
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| | |
| 1. Clean Coder - fixing / adding clean code
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| 2. Optimizer - cleaning up code / deleting unnecessary code
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| 3. Code Whisperer - adding explanatory code comments
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| 4. Code Builder - writing clean code
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| 5. Editor - fixing / adding heading \<h1\>, paragraph \<p\>
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| 6. Image Maker - fixing / adding image \<i\>
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| 7. 3DI Visioneer - fixing / adding html \<div\>
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| 8. A-Lister - fixing / adding html \<ol\> \<li\>
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| 9. Media Maker - fixing / adding media \<i frame\>
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| 10. Audio Maker - fixing / adding audio
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| 11. Hyperlinker - fixing / adding hyperlink
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| 12. Quick Fixer - fixing syntax errors / adding appropriate opening and
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| closing tags
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| | |
| As we’re providing interest-based pathways the idea is that whilst a
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| certain number of web skills would have to be gained to achieve the HTML
| |
| basics badge, there’s no requirement to gain every skill.
| |
| | |
| An example of some interest-based pathways can be seen below. The
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| coloured icons indicate badges that have been gained, with those that
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| are greyed-out yet to be achieved. As indicated in a previous section,
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| we envisage that ‘levelling-up’ to a Web Competency badge requires an
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| element of peer-assessment. Levelling-up to one of the Web Literacies
| |
| badges requires peer-assessment plus some kind of self-reflection.
| |
| | |
| 
| |
| | |
| Conclusion
| |
| ==========
| |
| | |
| We believe that everyone should have the skills, competencies and
| |
| literacies to be constructive and creative on the web. Not everyone
| |
| needs to be a fully-fledged programmer, nor does everyone want to be a
| |
| web designer. However, given the pervasiveness of the web in our lives,
| |
| everyone certainly needs to feel like it’s a medium to be written and
| |
| made as well as one to be read and consumed.
| |
| | |
| This Web Literacies white paper is the beginning of a conversation:
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| we’re not attempting to create a ‘canon’ of knowledge or skills.
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| Instead, we’re looking to create a flexible framework of Web Skills,
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| Competencies and Literacies that can evolve along with the web itself.
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| And we’d very much like it if you could join us in that journey.
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| * * * * *
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| * * * * *
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| References
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| ==========
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| 1. Beetham, H. & Sharpe, R. (2009) ‘Responding to Learners’, Keynote
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| presentation at the JISC Online Conference 2009, available at:
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| [http://www.jisc.ac.uk/whatwedo/programmes/elearningpedagogy/elpconference09/programme/respondinglearners.aspx](http://www.jisc.ac.uk/whatwedo/programmes/elearningpedagogy/elpconference09/programme/respondinglearners.aspx) (accessed
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| 23 October 2012)
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| 2. Belshaw, D.A.J. (2011) ‘What is ‘digital literacy’? A Pragmatic
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| investigation’, (unpublished doctoral thesis), Durham University,
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| available at:
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| [http://neverendingthesis.com](http://neverendingthesis.com) (accessed
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| 14 October 2012)
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| 3. Davidson, C.N. (2011) Now You See It: Now You See It: How Technology
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| and Brain Science Will Transform Schools and Business for the 21st
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| Century, London: Viking Books
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| 4. Davidson, C.N. (2012) ‘Why We Need a 4th R: Reading, wRiting,
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| aRithmetic, algoRithms’, DMLcentral, available at:
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| [http://dmlcentral.net/blog/cathy-davidson/why-we-need-4th-r-reading-writing-arithmetic-algorithms](http://dmlcentral.net/blog/cathy-davidson/why-we-need-4th-r-reading-writing-arithmetic-algorithms) (accessed
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| 18 September 2012)
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| 5. Davidson, C.N. & Goldberg, D.T. (2009) ‘The Future of Learning
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| Institutions in a Digital Age’ (The John D. and Catherine T.
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| MacArthur Foundation Reports on Digital Media and Learning),
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| Cambridge, MA: MIT Press
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| 6. Jenkins, H. (2009) Confronting the Challenges of Participatory
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| Culture: Media Education for the 21st Century (The John D. and
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| Catherine T. MacArthur Foundation Reports on Digital Media and
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| Learning), Cambridge, MA: MIT Press
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| 7. Rheingold, H. (2012) Net Smart: How to Thrive Online, Cambridge, MA:
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| MIT Press
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| 8. Rushkoff, D. (2010) Program or be Programmed: Ten Commands for the
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| Digital Age, London: OR Books
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| 9. Santo, R. (2012) ‘Hacker Literacies: Synthesizing Critical and
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| Participatory Media Literacy Frameworks,’ International Journal of
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| Learning and Media, 3:3, pp.1-5
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| 1. Udell, J. (2011) ‘Seven Ways to Think Like the Web’, Weblog,
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| available
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| at: [http://blog.jonudell.net/2011/01/24/seven-ways-to-think-like-the-web/](http://blog.jonudell.net/2011/01/24/seven-ways-to-think-like-the-web/) (accessed
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| 17 October 2012)
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| 10. Wing, J.M. (2008) ‘Computational Thinking and Thinking about
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| Thinking,’ Philosophical Transactions of The Royal Society, 366, pp.
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| 3717-3725
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|
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| * * * * *
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| [[1]](#ftnt_ref1) See Mozillian Gervase Markham’s post:
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| [http://blog.gerv.net/2012/07/mozilla-an-ethical-career/](http://blog.gerv.net/2012/07/mozilla-an-ethical-career/)
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| [[2]](#ftnt_ref2) Constructivism is, broadly speaking, a learning theory
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| that focuses upon experiential learning, self-direction, creativity,
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| first-hand experience. It posits learning as an active, social process.
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| [[3]](#ftnt_ref3) Connectivism is a theory of learning that sees
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| learning as a process of practice and reflection. It allows for
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| knowledge to reside in non-human actors and sees learners as ‘nodes on a
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| network’.
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| [[4]](#ftnt_ref4) A state of ‘Flow’ as defined by Csikszentmihalyi,
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| includes an activity with clear goals, clear and immediate feedback, and
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| with a good balance between (perceived) challenges and (perceived)
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| skills.
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| [[a]](#cmnt_ref1)Doug Belshaw:
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| Comments are good - please add them! :-)
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