LIBE 477: Reading Review: Part C: Reflecting on my Research Experience

    Reflecting back on my first blog post, Part A: Exploring Keywords, I had identified the following keywords and topics for my initial exploration:

• Digital Literacy
• Internet Safety
• Media Literacy
• Evaluation and Critique of Online Resources
• Personal Learning Networks
• Social Media Connections

    As I began searching for sources related to these keywords and topics, I soon came to realize the vast scope of the topics I had selected. I quickly found many articles and resources pertaining to digital literacy, as this was the first topic I began researching. As I read through these resources, I began to develop a better grasp on how the topics I selected are interconnected and fall under the umbrellas of digital and media literacy.  

Figure 1. The Intersection of Digital and Media Literacy. (MediaSmarts, n.d.).

    As I researched digital literacy, I found a variety of relevant resources that relate to the six components of digital literacy as outlined by BC's Digital Literacy Framework. These resources explored topics such as digital citizenship, online safety, social media in the classroom, online and remote learning, personal learning networks, fact checking and evaluating information and resources. As I explored media literacy, I began to see its correlation with digital literacy, as they both require critical thinking skills in order to locate, analyze and evaluate information in multiple formats. I found multiple resources which explored topics of media literacy such as fake news, fact checking, media bias and how to safely and effectively search the internet. Many of these resources also offered practical suggestions for educators on how to incorporate these topics into daily lessons and activities, along with how they can be aligned with curricular objectives. For example, this blog post from the International Society for Technology in Education (ISTE) entitled 4 ways to teach students to find the gems in YouTube's perilous terrain, provides educators with suggestions for how to teach students to critically analyze and evaluate information found on YouTube. In addition to providing strategies for incorporating these topics into classroom activities, many of the resources provided helpful, ready to use guides, tools and models such as the ISTE Media Literacy infographic and the BAT Inquiry model I shared in my last post Reading Review: Part B: Exploring Digital Literacy and Media Literacy.

    As I conducted my research, I found that many of the articles began their discussion by providing a definition of digital literacy (or media literacy) and what it entails, along with a list or description of general outcomes for each literacy. Some of the resources went more in-depth to provide additional information on why digital and media literacy are relevant topics in todays classrooms and why we as educators must ensure our students develop these literacies. For example, in her blog post entitled 7 Reasons Why Digital Literacy is Important for Teachers, Leah Anne Levy discusses how the definition of digital literacy has shifted over recent years and suggests seven reasons why it is crucial that teachers develop and employ digital literacy skills themselves and foster the development of these skills amongst their students. Although not all of the resources I found discussed why these topics are relevant for educators, the majority offered practical suggestions for how educators can incorporate these literacies into classroom learning. For example, BC's Digital Literacy Framework offers suggestions for relevant classroom activities by grade level, with specific ties to the BC core competencies. ISTE offers resources such as infographics, models and strategies for students (ex. SEARCH), links to sites for student practice (Top 10 sites to help students check their facts), as well as blogs and articles for educators which highlight current trends and issues in digital and media literacy. The book Best Practices in Teaching Digital Literacies acknowledges current challenges in teaching digital literacy in elementary and introduces the BAT model to support educators in learning how to effectively model the information seeking process. It also addresses a gap in how most other models depict the search process, especially in regards to student preparation to begin research, and explains how educators can bridge the gap with the BAT model. Other resources discuss how digital citizenship and media literacy are relevant both in and out of school, while others encourage readers to consider and reflect on how these topics affect our students learning, their personal lives and their readiness for the future. 

    Although I was quickly able to find a wealth of information on digital and media literacy as they relate to education, I found that most of the resources pertained to secondary education, especially when I researched it in relation to online or remote learning. I had to refine my search and dig deeper to find applicable resources specific to elementary education. Another challenge I encountered was in relation to the number of print resources I found when conducting a search through the UBC library database. Due to Covid-19 many of these print resources are currently inaccessible as some of the libraries are currently closed. Also, since I am out of province, it is more challenging to acquire access to these print resources. This was quite unfortunate, as based on the abstracts I read there were several books that appeared to be quite relevant to my topics of interest, such as the book Personal learning networks: using the power of connections to transform education by Will Richardson.

    Prior to conducting my research for this assignment, the topics of digital literacy and media literacy and how to foster student development of these literacies during this unique season of time seemed overwhelming, especially with the wide array of subtopics involved with each literacy. Initially I had difficulty wrapping my mind around what each of these literacies entails, how they interconnect, and the many ways they are relevant to elementary students both in and out of the classroom environment. I struggled to identify clear ways in which I might provide support to my colleagues and their students in the development of these literacies. I also lacked an understanding of how these literacies relate to curricular objectives and competencies and how I might integrate them into daily class activities and projects. Through this research initiative, I have gained the following understandings:

• I have a clear understanding of the definition of digital literacy, the six components of digital literacy and why digital literacy is necessary for student success in the 21st-century.
• I have developed an understanding of the BC Digital Literacy Framework, how to implement it and how it aligns with the competencies of the BC curriculum and the competencies outlined by Alberta Education.
• I have developed an understanding of media literacy, how it relates to digital literacy and why it is relevant and imperative to student success, especially in the digital age.
• I have developed an understanding of the ways in which technology and media affect student learning in and out of the classroom, and the implications they have on students personal lives.

    In addition to these understandings, I have become familiar with a variety of strategies, tools, models, guides and resources to support student development of digital and media literacy skills. I learned methods for introducing students to social media in ways that are relevant to curriculum as well as to students personal lives, while also focusing on key skills involved in digital citizenship and media literacy. I learned about online resources such as CyberCivics and Privacy Playground, which can help students further practice and develop media literacy skills. I also learned about other online resources such as Storybird and Schoology through which my students can practice digital citizenship skills while engaging in other areas of the curriculum, such as story writing for language arts. A tool I am looking forward to teaching my students to use is the SEARCH acronym as I described in my previous post, as it teaches students how to locate, analyze and evaluate information online. Additionally, I am looking forward to using the BAT model, which I also discussed in my previous post, to facilitate the development of digital literacy for elementary aged students. As I began my research I was keen to find a way to incorporate inquiry based activities for elementary students into my strategies for fostering digital and media literacy and through my exploration I discovered the BAT model, which does exactly that! I also became familiar on ways to stay up-to-date as an educator, through subscribing to education blogs, by following other educators and librarians on social media and by participating in a personal learning network. 

    Ultimately, through engaging in this research process, I have developed a clear understanding of digital literacy and media literacy and how I as an educator and teacher-librarian can support my colleagues and students in developing these literacies to ensure our students are safe, efficient and ethical users of technology both in the physical and virtual classroom, as well as in their personal lives.

Bibliography:

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