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The aim of this resource is to help you take the first steps on the journey to using the [https://webmaker.org/literacy Web Literacy Map] in practice. It will help you contextualise the 'raw material' of the Web Literacy Map to be something that you can use to help teach the web to your target audience. | The aim of this resource is to help you take the first steps on the journey to using the [https://webmaker.org/literacy Web Literacy Map] in practice. It will help you contextualise the 'raw material' of the Web Literacy Map to be something that you can use to help teach the web to your target audience. | ||
<div style="background:# | <div style="background:#f0f0f0; border:3px grey solid; padding:15px; width:50%; margin-bottom:20px;">Accompanying this resource is a '''Web Literacy Canvas''' ''(forthcoming)'' that helps you plan the ways in which you and/or your organisation can align with the Web Literacy Map. If you are planning to align using [https://openbadges.org Open Badges] then you may also find the [http://digitalme.co.uk/badgecanvas Badge Canvas] from Digital Me useful.</div> | ||
We will begin with an overview of the Web Literacy Map, before asking some questions about you and your context. These are structured using the approach taken in David Perkins' Harvard class ''Inquiry''. It will be useful if you take your time to answer the questions with (a) someone else from your organization, and (b) any relevant documentation (e.g. curricula, policies, mission statements) to hand. | We will begin with an overview of the Web Literacy Map, before asking some questions about you and your context. These are structured using the approach taken in David Perkins' Harvard class ''Inquiry''. It will be useful if you take your time to answer the questions with (a) someone else from your organization, and (b) any relevant documentation (e.g. curricula, policies, mission statements) to hand. | ||
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'''Example:''' | '''Example:''' Atul is setting up a non-profit to introduce the web to community leaders. He decides to focus on the competencies of Navigation, Web Mechanics and Search for his first series of workshops as he believe these will help the confidence of community leaders. However, after his first workshop he finds that the concern of most of the community leaders who attend is around Privacy. He amends his plans for future workshops to address this competency, and gradually introduces the other competencies he'd planned to focus upon. | ||
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===2. How is it best learned?=== | ===2. How is it best learned?=== | ||
Is there anything else that your target audience need to learn ''alongside'' these competencies to help make them relevant / make sense? What kinds of activities do you currently have on offer that could help scaffold learning for your target audience? | Is there anything else that your target audience need to learn ''alongside'' these competencies to help make them relevant / make sense? What kinds of activities do you currently have on offer that could help scaffold learning for your target audience? | ||
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'''Example:''' Laura runs an after-school club around digital skills. She's interested in developing in young people skills around the Collaborating and Community Practices competencies. Instead of running standalone activities in her after-school club, Faye talks to teachers at the school and begins to develop a cross-curricular approach to these competencies. She uses the time in her after-school club for young people to reflect on what they've done in lessons, ways they can go further in these competencies, and how they can apply the competencies to life beyond the school gate. | |||
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===3. How can we get it taught that way?=== | ===3. How can we get it taught that way?=== | ||
Could you get additional help in facilitating learning for your target audience in these areas? Where from? | Could you get additional help in facilitating learning for your target audience in these areas? Where from? | ||
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'''Example:''' Kat helps curate collections for art galleries and museums. She's noticed that many people want to share user-generated content from the shows she and her team put on, but feels a tension between that and copyright issues. Using the Remixing and Open Practices competencies as lenses, Kat approaches a mobile telecoms provider for a collaboration. The result is a series of resources and activities that tie into the experience of visiting the museums and art galleries, teach visitors about sharing appropriately, and help promote the shows themselves. | |||
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===4. How do you know it's been learned?=== | ===4. How do you know it's been learned?=== | ||
How will you acknowledge / credential things like attendance, attitude and achievement? What would be appropriate for your target audience in this particular context? | How will you acknowledge / credential things like attendance, attitude and achievement? What would be appropriate for your target audience in this particular context? | ||
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'''Example:''' Chad is a teacher using the Web Literacy Map in his lessons whenever he can. He's concerned that the great work his students are doing is not credentialed, so he begins a consultation process with his classes. Through this process, he finds that different groups of students value and want to focus on different competencies. Instead of building the Web Literacy Map into his curricula into a formal way, he co-designs badges with students, who then 'pledge' for them. Over the course of the school year, alongside their regular studies, Chad provides ways for students move towards mastery in the competency areas they've chosen. In addition, Chad ensures that 'softer' skills such as teamwork and attendance are taken into account when designing these badges. | |||
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