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<strong>***NOTE: THIS IS STILL BEING EDITED FOR FORMATTING ISSUES***</strong>
<strong>***NOTE: THIS IS STILL BEING EDITED FOR FORMATTING ISSUES***</strong>


<h1>Web Literacies white paper</h1>
<h1>Mozilla Web Literacies white paper</h1>


<p><strong>v0.9 (release candidate)</strong></p>
<p><strong>v0.9 (release candidate)</strong></p>
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</ol>
</ol>


We’ll return to these three examples to breathe life into some of the
We’ll return to these three examples to breathe life into some of the more abstract concepts included in this white paper.
more abstract concepts included in this white paper.


<h2>What are we talking about?</h2>
<h2>What are we talking about?</h2>
We’re talking about the web, the world’s largest public resource, the operating system of the future, and (we believe) one of the greatest drivers of happiness and human flourishing the world has ever seen.^[[1]](#ftnt1)^
We’re talking about the web, the world’s largest public resource, the operating system of the future, and (we believe) one of the greatest drivers of happiness and human flourishing the world has ever seen.<sup>[[#Foot1|1]]</sup>


The web is a system of interlinked documents and resources accessed via the internet. The internet can also be used to access email, Internet Relay Chat (IRC) and other non-web services, but for the purposes of this white paper we’re interested in the things that can be accessed and created via modern web browsers. Taking Leo, Martha and Abdullah as our examples, no matter what devices they choose to use, the web is accessible to them all.
The web is a system of interlinked documents and resources accessed via the internet. The internet can also be used to access email, Internet Relay Chat (IRC) and other non-web services, but for the purposes of this white paper we’re interested in the things that can be accessed and created via modern web browsers. Taking Leo, Martha and Abdullah as our examples, no matter what devices they choose to use, the web is accessible to them all.
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Mozilla’s work is underpinned by a philosophy that we learn best through doing and making. While our work is underpinned by the works of academics in related fields, we’re interested in practical action. We’re focused upon encouraging people to become experienced in writing parts of the web and participating in online communities.
Mozilla’s work is underpinned by a philosophy that we learn best through doing and making. While our work is underpinned by the works of academics in related fields, we’re interested in practical action. We’re focused upon encouraging people to become experienced in writing parts of the web and participating in online communities.


Learning by making and tinkering is not a new idea, nor is our belief in interest-based pathways for learning. Both of these concepts are fundamental to the work of foundational thinkers such as Froebel, Montessori, Dewey, Thorndike, Vygotsky, Papert and Csikszentmihalyi (amongst many others). Learning theories such as Constructivism^[[2]](#ftnt2)^ and Connectivism,^[[3]](#ftnt3)^ influence our work around Web Literacies along with notions such as ‘Flow’ states^[[4]](#ftnt4)^ and the importance of a sense of play.
Learning by making and tinkering is not a new idea, nor is our belief in interest-based pathways for learning. Both of these concepts are fundamental to the work of foundational thinkers such as Froebel, Montessori, Dewey, Thorndike, Vygotsky, Papert and Csikszentmihalyi (amongst many others). Learning theories such as Constructivism<span id="Foot2"><sup>2</sup> and Connectivism,<span id="Foot3"><sup>3</sup> influence our work around Web Literacies along with notions such as ‘Flow’ states<span id="Foot4"><sup>4</sup> and the importance of a sense of play.


We’re putting these learning theories into action through the Webmaker tools we’re creating but also through the badge system design accompanying our work in this area. Interest-based pathways through a series of (badged) challenges promote flow states through clear goals and immediate feedback. More about this can be found in the Webmaker badges section below.
We’re putting these learning theories into action through the Webmaker tools we’re creating but also through the badge system design accompanying our work in this area. Interest-based pathways through a series of (badged) challenges promote flow states through clear goals and immediate feedback. More about this can be found in the Webmaker badges section below.
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We’re currently working towards defining web literacies as part of our work around Mozilla Webmaker. We understand web literacies to be comprised of parts of digital literacies, media literacies, computational/algorithmic thinking and computer science. We’re also interested in newly-defined and emerging areas such as 'Hacker Literacies' (Santo, 2012).
We’re currently working towards defining web literacies as part of our work around Mozilla Webmaker. We understand web literacies to be comprised of parts of digital literacies, media literacies, computational/algorithmic thinking and computer science. We’re also interested in newly-defined and emerging areas such as 'Hacker Literacies' (Santo, 2012).


![](images/image01.png)
http://farm9.staticflickr.com/8043/8122740067_7c4aac76bb_z.jpg


The purpose of this white paper is to define and contextualise what we mean by web literacies - and to inform activities for people wanting to work towards gaining those literacies., It also serves as a reference
The purpose of this white paper is to define and contextualise what we mean by web literacies - and to inform activities for people wanting to work towards gaining those literacies., It also serves as a reference
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Finally, Web Literacies consist of a range of these Web Competencies - for example, 'Browser basics,' 'Search engine basics,' and 'Web mechanics'. In addition, some element of self-reflection is required here to realise that you’re now able to ‘Explore’ the web at a beginner level.
Finally, Web Literacies consist of a range of these Web Competencies - for example, 'Browser basics,' 'Search engine basics,' and 'Web mechanics'. In addition, some element of self-reflection is required here to realise that you’re now able to ‘Explore’ the web at a beginner level.


![](images/image00.png)
http://farm9.staticflickr.com/8471/8122757190_f5b763b4e3_z.jpg


Let’s look at Web Skills, Web Competencies and Web Literacies in a bit more depth.
Let’s look at Web Skills, Web Competencies and Web Literacies in a bit more depth.
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</table>
</table>


}
[](#)[](#)


As well as input from those currently making the web with Mozilla and other organisations, this grid is informed by the work of Beetham & Sharpe (2009), Belshaw (2011), Davidson (2011), Jenkins (2009), Rheingold (2012), Udell (2011), and Wing (2006). Their ideas around participatory culture, digital literacies and computational thinking can be found in, for example, the abstraction required for getting started with programming, understanding the architectures of participation involved in tech communities, the creativity and communication inherent in web design, and getting involved in remix culture.


As well as input from those currently making the web, this grid is informed by the work of Beetham & Sharpe (2009), Belshaw (2011), Davidson (2011), Jenkins (2009), Rheingold (2012), Udell (2011), and Wing (2006). Their ideas around participatory culture, digital literacies and computational thinking can be found in, for example, the abstraction required for getting started with programming, understanding the architectures of participation involved in tech communities, the creativity and communication inherent in web design, and getting involved in remix culture.


<h2>Webmaker badges</h2>
<h2>Webmaker badges</h2>
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An example of some interest-based pathways can be seen below. The coloured icons indicate badges that have been gained, with those that are greyed-out yet to be achieved. As indicated in a previous section, we envisage that ‘levelling-up’ to a Web Competency badge requires an element of peer-assessment. Levelling-up to one of the Web Literacies badges requires peer-assessment plus some kind of self-reflection.
An example of some interest-based pathways can be seen below. The coloured icons indicate badges that have been gained, with those that are greyed-out yet to be achieved. As indicated in a previous section, we envisage that ‘levelling-up’ to a Web Competency badge requires an element of peer-assessment. Levelling-up to one of the Web Literacies badges requires peer-assessment plus some kind of self-reflection.


![](images/image02.jpg)
http://farm9.staticflickr.com/8053/8122757018_73d7af5527_z.jpg
 


<h2>Conclusion</h2>
<h2>Conclusion</h2>
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This Web Literacies white paper is the beginning of a conversation: we’re not attempting to create a ‘canon’ of knowledge or skills. Instead, we’re looking to create a flexible framework of Web Skills, Competencies and Literacies that can evolve along with the web itself. And we’d very much like it if you could join us in that journey.
This Web Literacies white paper is the beginning of a conversation: we’re not attempting to create a ‘canon’ of knowledge or skills. Instead, we’re looking to create a flexible framework of Web Skills, Competencies and Literacies that can evolve along with the web itself. And we’d very much like it if you could join us in that journey.
<h2>Footnotes</h2>
<span id="Foot1"><sup>1</sup> See Mozillian Gervase Markham’s post:
[http://blog.gerv.net/2012/07/mozilla-an-ethical-career http://blog.gerv.net/2012/07/mozilla-an-ethical-career)</span>
<span id="Foot2"><sup>2</sup> Constructivism is, broadly speaking, a learning theory that focuses upon experiential learning, self-direction, creativity, first-hand experience. It posits learning as an active, social process.</span>
<span id="Foot3"><sup>3</sup> Connectivism is a theory of learning that sees learning as a process of practice and reflection. It allows for knowledge to reside in non-human actors and sees learners as 'nodes on a network'.</span>
<span id="Foot4"><sup>4</sup> A state of ‘Flow’ as defined by Csikszentmihalyi, includes an activity with clear goals, clear and immediate feedback, and with a good balance between (perceived) challenges and (perceived) skills.</span>


<h2>References</h2>
<h2>References</h2>
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Wing, J.M. (2008) ‘Computational Thinking and Thinking about Thinking,’ Philosophical Transactions of The Royal Society, 366, pp.3717-3725
Wing, J.M. (2008) ‘Computational Thinking and Thinking about Thinking,’ Philosophical Transactions of The Royal Society, 366, pp.3717-3725
                       
<references />
[[1]](#ftnt_ref1) See Mozillian Gervase Markham’s post:
[http://blog.gerv.net/2012/07/mozilla-an-ethical-career/](http://blog.gerv.net/2012/07/mozilla-an-ethical-career/)
[[2]](#ftnt_ref2) Constructivism is, broadly speaking, a learning theory that focuses upon experiential learning, self-direction, creativity, first-hand experience. It posits learning as an active, social process.
[[3]](#ftnt_ref3) Connectivism is a theory of learning that sees learning as a process of practice and reflection. It allows for knowledge to reside in non-human actors and sees learners as ‘nodes on a network’.
[[4]](#ftnt_ref4) A state of ‘Flow’ as defined by Csikszentmihalyi, includes an activity with clear goals, clear and immediate feedback, and with a good balance between (perceived) challenges and (perceived) skills.
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