Digital Literacy: Information and Digital Literacy Explained
Understand, communicate, compute, create, and design in digital environments.
We view digital literacy as a subset of information literacy. In some cases, it is so intertwined, that it can be difficult to parse the two. One difference, in our interpretation, is that this dimension focuses heavily on the use of technological tools. Our interpretation of this rubric is just one viewpoint of digital literacy skills.
Rubric TranslationAccording to UNM’s Information and Digital Literacy rubric
No evidence of digital vocabulary use or familiarity with devices or the troubleshooting of them.
- The student does not or can not use technology or there is no product to assess.
Current and common digital vocabulary is used; an ability to use common digital devices is evident; the ability to troubleshoot basic problems associated with operating digital devices is evident.
- The student can successfully operate technology for basic functions, like using a computer/word processing program to write a paper.
Appropriate applications to create and effectively communicate are selected and used; common digital education and social communication platforms are used; current basic computational tools are used.
- This facet adds digital content to devices. The student uses a wider range of technology and tools and can choose the right digital tool (e.g. apps, programs, and platforms) for their purpose. For example, the student uses infographic specific software to make an infographic.
Fluency in using common digital education and social communication platforms is demonstrated; effective digital media is designed; fluency in using current computational tools, including identifying errors or misleading information, is apparent.
- This facet is focused on content within those apps, programs, and platforms. The student can troubleshoot many problems on their own -- including identifying good information. They can use digital technology to create.
Editing a Wikipedia article
A student who edits a Wikipedia article demonstrates proficiency in digital literacy. In order to edit Wikipedia, the student must be able to log in to this application and become familiar with facets specific to this platform, such as the edit tab and citation generator. Wikipedia has an abundance of help and troubleshooting pages the student may access to aid in their editing process.
Ask students to analyze a fake or misleading news story, and then have them create one themselves. Students can choose how they’d like to digitally present their fake news story: video, social media, article, etc.