Digital literacies
提高数字素养的方法 英语作文
提高数字素养的方法英语作文Enhancing Digital Literacy: Empowering Individuals in the Digital Age.Digital literacy has become an indispensable skillset in the rapidly evolving technological landscape that shapes our modern world. As individuals navigate the vast expanse of digital information and tools, it is essential to develop a comprehensive understanding of digital technologies and their applications. This essay explores various effective methods to enhance digital literacy, empowering individuals to fully participate and thrive in the digital era.1. Immersion through Technology Integration:Regular engagement with digital technologies is a cornerstone of digital literacy development. By actively using computers, smartphones, and the Internet, individuals can firsthand experience the functionalities andapplications of these devices. Encouraging hands-on exploration and practical usage provides a tangible foundation for understanding digital concepts.2. Formal Education and Training:Formal education and training programs play a crucial role in imparting digital literacy skills. Institutions offer dedicated courses, workshops, and certification programs tailored to specific digital domains. These programs provide structured learning opportunities, covering topics such as digital communication, data analysis, and cybersecurity.3. Digital Skill Development Platforms:Numerous online platforms offer interactive courses, tutorials, and assessments designed to enhance digital skills. These platforms cater to learners of all levels, providing personalized learning paths and gamified experiences. By engaging with these platforms, individuals can supplement their formal education and acquire specificdigital competencies.4. Peer Learning and Knowledge Sharing:Collaboration and knowledge sharing among peers is a powerful means of digital literacy development. Joining online communities, participating in forums, and connecting with experts in digital fields facilitate the exchange of ideas, best practices, and troubleshooting techniques.5. Digital Inclusion Initiatives:Digital literacy initiatives aimed at bridging the digital divide are crucial for ensuring equitable access to technology and its benefits. These initiatives provide training, mentorship, and resources to underserved communities, empowering individuals to overcome barriers to digital participation.6. Critical Digital Literacy:Beyond technical skills, critical digital literacyinvolves the ability to evaluate, analyze, and synthesize digital information. Encouraging individuals to question the accuracy, biases, and credibility of online content fosters informed decision-making and prevents the spread of misinformation.7. Media Literacy and Information Seeking:Media literacy empowers individuals to understand the role of media in shaping perceptions, values, and beliefs. By teaching media analysis techniques and promoting responsible information seeking, individuals can navigate the vast media landscape with discernment and draw informed conclusions.8. Cybersecurity Awareness:In the digital age, cybersecurity awareness is paramount to protect personal information, devices, and online accounts. Regular education and training programs should emphasize the importance of strong passwords, phishing scams, malware prevention, and data protectionpractices.9. Digital Identity Management:Managing one's digital identity across multiple platforms and social media requires responsible digital stewardship. Individuals should understand the privacy settings, data sharing practices, and reputation management techniques associated with their online presence.10. Continual Learning and Adaptation:Digital technology is constantly evolving, making it essential for individuals to adopt a mindset of continual learning. Staying abreast of emerging trends, experimenting with new tools, and seeking opportunities for professional development ensures that digital literacy remains relevant and effective.Conclusion:Enhancing digital literacy is a multifaceted endeavorthat requires a combination of immersion, formal education, peer learning, and ongoing adaptation. By embracing these methods, individuals can develop the skills and knowledge necessary to navigate the digital world with confidence, unlock opportunities, and contribute meaningfully to the digital landscape. As the digital age continues to shape our lives, digital literacy is an indispensable tool for empowering individuals and ensuring their fullparticipation in the 21st century.。
DIGITAL LITERACY
DIGITAL LITERACYTeresa Dobson and John WillinskyWhat is literally digital about literacy today is how much of what is read and written has been electronically conveyed as binary strings of one and zeros, before appearing as letters, words, numbers, symbols, and images on the screens and pages of our literate lives. This digital aspect of literacy, invisible to the naked eye, is the very currency that drives the global information economy. Yet what we see of this literacy is remarkably continuous with the literacy of print culture, right down to the very serifs that grace many of the fonts of digital literacy. So begins the paradox that while digital literacy constitutes an entirely new medium for reading and writing, it is but a further extension of what writing first made of language.1 On the one hand, long-standing scholars of this new medium, such as Donald Leu, favor treating digital literacy as itself a “great transformation,” holding that such technologies do nothing less than “rapidly and continuously redefine the nature of literacy.”2 We tend, on the other hand, to look to the continuities and extensions achieved through the introduction of digital literacy into a print culture, while seeking to understand how these developments encourage what is most admirable about the nature of literacy.3To begin with an important historical continuity between print and digital forms of literacy that is often overlooked, much is made of the democratic qualities of digital literacy, as it affords greater access to knowledge as well as the ability to speak out and make one’s views widely available. Yet such was the nineteenth-century democratic rallying cry for mobilizing wider participation in print literacy through the public library and public school movements of the day. Certainly, digital literacy carries with it the potential for a far wider, more global access to knowledge, as will be discussed below. As well, Richard A. Lanham has proven all the more right in the decade and a half since he wrote that the “radical democraticization of art and information offered to us by the computer,” would be “rigorously opposed by the concepts of fixed property created by print” (1992, p. 242). Within this new realm of digital literacy, however, we are seeing the emergence of non-proprietary and non-market forces within the networked information economy, to borrow Yochia Benkler’s terms (2006), face considerable opposition from among corporate commercial concerns, in an extension of struggles over intellectual property that were no less a part of print culture, rather than a radical or great transformation.1 See Walter Ong on the line between the spoken and written word, in which “more than any other single invention, writing has transformed human consciousness” (1982, p. 78).2 Donald Leu has identified three sorts of transformations that most researchers working on this topic tend to support in their work: These researchers focus on how the computer has transformed literacy (e.g., Labbo and Reinking, 1999); or on how the computer and literacy are transformed in a transactional relation; or on how, in Leu’s words (2000), “changing technologies for information and communication and changing envisionments for their use rapidly and continuously redefine the nature of literacy” (e.g., Kinzer & Leu, 1997).3 The historical continuities of a digital literacy go back to the Western invention of moveable type, when within decades of their its use, type designers were carefully calculating and artfully configuring the geometry of typeface, which eased reading, while adding to the aesthetic quality of the page (Tufte, 2006, 48).What follows, then, is a roughly chronological discussion of how digital technologies have over the last few decades extended contemporary notions of literacy. For the purpose of this chapter, we break the emergence of digital literacy into three stages: the public uptake of the computer in the 1980s; the rise of hypermedia and the Internet in the 1990s; and the more recent emergence of a networked information economy. We turn more than once to democratic and educational themes as these themes drive what is most interesting and innovative about digital literacy, whether those themes are realized directly through e-government initiatives to create greater transparency and opportunities for interaction, or more generally with increased access and participation in the literate, informed and knowledgeable quality of our lives through the open access movement and the self-publishing technologies of blogs and wikis (Kolbitsch and Maurer 2006). We recognize in what follows, as well, that the new medium does indeed massage the message in aesthetic, as well as political, ways.Word ProcessingThe first hint that computers would give rise to a form of digital literacy came with the widespread use of the personal computer for word processing during the 1980s. The term word processing may have first found its way into print in 1970, according to the Oxford English Dictionary, when it was used in the journal Administrative Management, suggesting how word processing was originally a secretarial device for the efficient management of other people’s texts. However, it was another decade before those who wrote for a living were drawn to how word processing eased the revision and editing process (Zissner, 1983). Or as James Fallows put it, “each maimed and misconceived passage can be made to vanish instantly, by the word or paragraph, leaving a pristine green field on which to make the next attempt” (1982, p. 84). Given as writers are to reflection, it was not long after word processing had caught on that Michael Heim composed a “philosophical study of word processing,” in which he considered how “word processing reclaims something of the direct flow of oral discourse,” even as it cannot overcome the loss of immediacy that distinguishes written work (1987, p. 209).In short order, word processing found its way into the schools, first in business education classes (where it replaced the typewriter, much to the relief of everyone involved) and then with students learning how to write across the subject areas (Smith, 1994). As Marilyn Cochran-Smith (1991) notes in her review of the literature on word processing in education, which goes back to 1982, this form of digital literacy became a natural ally of the process-writing model, with its emphasis on student creativity, consultation, revisions and sharing, and its emulation of how real writers write (Daiute, 1985; Edelsky, 1984). The research at the time certainly demonstrated the integral role that word processing played in classrooms using the writing process (Michaels and Bruce, 1989; Calkins, 1983; Graves 1983). On the other hand, large scale surveys in the U.S.A. made it clear that teachers were as likely, based on their educational beliefs, to use computers for drill and practice exercises as they were to use them for open-ended work such as word processing (Wiske et al. 1987). For those who did have their students write with computers, research showed that the ability of students to readily see and comment on each others’ work led to improvements in the quality of writing (Bruce, Michaels, and Watson-Gegeo, 1985). Consistent with that finding was research establishing how wordprocessing also proved itself more conducive to collaborative work among students, as early as the first grade (Heap, 1989; Levin and Boruta, 1983), as well as collaboration among students and teachers in the primary grades (Cochran-Smith, Paris, Khan, 1991). Still, it is worth noting Haas’s finding that word processing led to less conceptual planning in the act of writing among both college students and experienced writers (1989).As well, in those early days, there were those who sought to temper the enthusiasm for what word processing could do for literacy. In his widely cited piece on the “Computer Delusion” in the Atlantic Monthly, Todd Oppenheimer quotes one teacher’s concern with students’ use of word processors: “They don't link ideas," the teacher says, "They just write one thing, and then they write another one, and they don't seem to see or develop the relationships between them" (1997). Some years earlier, Ronald Sudol, a teacher of composition at the university level, noted how professional writers celebrated the trimming and truing of work afforded by word processing, while for students, word processing was about the “capacity to generate and accumulate” rather than cut (1990, p. 920). In support of this idea, Robert Bangert-Drowns found that the 32 experimental studies conducted during the 1980s comparing students from elementary to college level revealed that word processing does lead to greater length of composition, with slight gains in the quality of writing, especially among weak writers, although there was no indication that it led to a more positive attitude toward writing (1993). The studies Bangert-Drowns analyzed did not produce clear results respecting whether word processing reduces the number of mistakes made by school-age writers or on the value of increased revision. Similarly, Cochran-Smith’s review of the literature brought to the fore how the numerous instances in which more extensive but “shallow” or microstructural revising that resulted from word processing did not appear to improve the overall quality of the work (1991, pp. 124, 141).So without knowing for sure what word processing has done to our writing, it has become the standard way we write. It does not appear to be “a transitional tool,” as Jay Bolter suggested, marking “the transition between conventional writing for print and fully electronic writing” (1992, p. 19). The “electronic writing”–by which Bolter is referring to writing intended to be read on computers involving various forms of hypertext, with more on this below–has certainly become a daily part of what is read and written. Yet it is still all word processing, whether in preparing documents, sending email, creating a blog, with its expanded ability to type, copy, and paste texts, and its ease of revising, formatting, and distribution. That is, in and of itself, word processing’s facilitation of writing may perhaps have led to more letters to public officials, better prepared reports in schools, and more elaborate annual family missives during the 1980s, but what it afforded was greatly amplified by Internet applications, especially with the rapid, global uptake of email in the 1990s and the enormous growth of blogs in the 2000s. In this way, word processing contributes to an increase in the amount of written communication and the global reach of this writing.HypermediaAlthough the uptake of hypermedia by the public dates to the 1980s, with the marketing of programs for personal computers such as Hypercard, the conceptualization ofnetworked text environments occurred much earlier. Vannevar Bush’s visionary article in the Atlantic Monthly is generally proclaimed the first iteration of the hypertext concept (Bush, 1945). Contemplating where scientists might turn their energies in the post-war period, and foreshadowing the birth of the information literacy movement, which we will discuss shortly, Bush suggests that the growing mass of the human record and our inability to effectively navigate and distribute that record is one of the most pressing concerns of humanity. To combat this problem, he proposes the development of a personal reading machine designed to facilitate information storage and access, and to enable the user to demonstrate connections between discrete documents through associative linking.4 Some fifteen years later Douglas Englebart resurrected Bush’s ideas in proposing a framework for augmenting or “bootstrapping” intellectual development through a method of computer-based information storage that relies upon associative linking of "concept packets" (Engelbart, 1962, p. 60). The paper constitutes one of the first descriptions of hypermedia in the context of modern computing.5 Ultimately, however, it was self-styled philosopher Theodore Nelson who coined the term “hypertext” in the early 1960s in the context of exploring a somewhat different question: how might writers use computer technology to compare related texts or different versions of the same text (Nelson, 1965)?6For many years hypermedia remained an obscure concept: even when prototypes emerged, they were available only on high-end workstations such as the Sun and Apollo (Wiggins and Shiffer, 1990). This scenario changed in the mid-1980s with the publication of the first electronic encyclopedia by Grolier (Marchionini, 1989). Shortly thereafter, in 1987, Apple released a software product called Hypercard, which allowed users, typically working on stand-alone machines, to create “cards” (nodes containing text and graphics), and to link those cards to others by clicking buttons displayed on the screen. Evidently it was possible to link the cards sequentially, but it was also possible to link them associatively, creating a network of text and image. Bolter (2001) argues that this affordance—text as network—facilitates a particular form of writing: “Electronic writing . . . is not the writing of a place, but rather a writing with places as spatially realized topics” (p. 36).One of the earliest examples of the use of hypermedia in an educational setting was Intermedia, an extensive hypertext system developed at Brown University in themid- to late-1980s with a view to facilitating the teaching of literature courses (Kahn, Launhardt, Lenk and Peters, 1990). The network allowed students to access primary and secondary literary materials, and permitted them to contribute comments, texts, and links 4 The concept is reminiscent of seventeenth-century inventor Nicolas Grollier de Serviere's sketch of the "reading wheel," a proposed invention for reading wherein multiple texts are set upon the steps of a large wheel, presumably allowing the reader to consult related documents as necessary without leaving his or her seat (see Figure 1—Grollier de Serviere’s Reading Wheel).5 The roots of hypermedia and the Internet in military culture are significant in contemplating their socio-cultural implications. Bush wrote “As We May Think” while Chairman of the National Defense Research Committee under Roosevelt. Engelbart’s report on the augmentation of intellect (Engelbart, 1962) was prepared for the U.S. Air Force Office of Scientific Research during the post-Sputnik period of educational reform legislated by the U.S. National Defense Education Act (1958).6 As Bardini (1997) notes, the enterprise of an individual establishing and displaying connections between well-known texts for the purpose of comparison and "version control" is a substantially different literacy act than following established associative links in a massive body of unknown material. Ultimately, Bardini asserts that there are "two cultures, two world-views, at the origin of hypertext" (n.p.).to these materials (Landow, 1997). In reflecting on his experience teaching with Intermedia, George Landow proposes that hypermedia revolutionizes education by freeing students from teacher-centred classrooms, promoting critical thinking, empowering students, easing the development and dissemination of instructional materials, facilitating interdisciplinary work and collaboration, breaking down arbitrary and elitist textual barriers by making all text worthy and immediately accessible, and introducing students to new forms of academic writing (Landow 1997, p. 219ff.). He also claims that hypermedia blurs the boundaries between reader and writer and is in this sense a form of what Barthes (1974) refers to as "writerly text."Whether or not we concede Landow’s arguments for hypermedia, we must concede that hypermedia extends in significant ways our notions of textuality and literacy. Writing, for example, has long been deemed a way of making the effervescent word tangible (cf. Ong, 1982). Along these lines, Ignace Gelb (1952), a pioneer in the study of writing systems, advocates that writing developed out of “the need for finding a way to convey thoughts and feeling in a form not limited by time or space,” and that writing might be defined as “markings on objects or any solid material” (p. 3). The advent of word processing did not particularly challenge this notion because the technology was widely viewed as a means of facilitating the process of preparing documents for printing on paper. Hypermedia, however, gets at the heart of Gelb’s definition, for the essence of highly networked documents with multiple pathways lies as much in their linking structures as it does in their content. Such documents are not necessarily amenable to print—or to replication on any solid surface, for that matter. With hypermedia the McLuhan thesis is undeniable.7 And clearly text displayed on screen falls outside Gelb’s definition of marks on solid material. As Hayles (2003) observes, electronic text exists as a “distributed phenomenon,” particularly in a network environment, but even when it resides on a stand-alone machine:There are data files, programs that call and process the files, hardwarefunctionalities that interpret or compile the programs, and so on. It takes all ofthese together to produce the electronic text. Omit any one of them, and the textliterally cannot be produced. For this reason it would be more accurate to call anelectronic text a process rather than an object. (p. 273)Thus, in the wake of the advent of hypermedia, and particularly with the public uptake of the Internet in the early 1990s, orthographers such as Albertine Gaur (1992) called for a reassessment of definitions such as Gelb’s, suggesting that the digital era is in some respects reminiscent of the pre-literate era, for the storage, preservation and dissemination of knowledge “depends no longer on the actual process of writing. Computers store information in an electronic memory by means of positive and negative impulses--the way information was once (during the age of oral tradition) stored in the human brain” (Gaur, 1992, p. 7).What, then, are the implications of digital technologies for human engagement with the written word? Considering the luminous character of computer display, there is some question as to whether screen reading might itself pose a literacy challenge.7“The medium is the message” (McLuhan, 1994, p. 7ff.).Certainly eyestrain has been linked to reading on computer (e.g., Anshel, 1997),8 and the exceedingly long line lengths that are common in some online environments can be a challenge for readers (Dyson & Haselgrove, 2001). Beyond these considerations, researchers have pondered the affordances of multimedia for learning. For example, Reinking, McKenna, Labbo and Kieffer (1998) proclaim, inter alia, that hypermedia is distinguished from its print predecessors because it is interactive, nonlinear, multimedia, and fluid rather than fixed (p. 1). This sort of understanding of the distinctive features of electronic textuality has become popular, but as some critics have observed (e.g., Aarseth, 1997, p. 46ff.), we should be cautious about applying such notions uncritically. The physical properties of earlier technologies for writing such as the codex, for example, do not in and of themselves presume linearity and lack of interactivity. Indeed, it may be argued that books more successfully enable “random access” than their computer-based counterparts, for readers may commence print texts at any point and establish links therein indefinitely. As well, print allows a range of opportunities for interactivity in the form of the addition of intertext or paratext, not least of which is the footnote that acts as a stepping off point into source texts. Archivists have also argued convincingly against the notion of text “fluidity,” preferring to think in terms of version control, in keeping with long-established practices of working with variant texts in the humanities (Burk, Kerr & Pope, 2002).To return to the question of how readers engage hypermedia spaces, Salmerón, Cañas, Kintsch & Fajardo (2005) report contradictory findings in studies published since 1999, which they review; similar conflicting results are noted in studies published from 1990 to 1999, which are reviewed by two research teams (Dillon & Gabbard, 1998; Unz & Hesse, 1999). Further, it is difficult to synthesize this body of literature because of the range of variables: in the case of the text, there are questions of linking structures (e.g., hierarchical or networked), the presence or absence of advance organizers such as maps or overviews, the presence or absence of cues as to link direction, the extent of multimedia integration, and so on; in the case of participants, we must consider expertise with the medium, content-area expertise, learning styles and preferences, and so on. As well, tasks assigned participants in various studies range widely, from simple recall to complex analytical tasks such as essay writing.With respect to comprehension comparison across hypermedia and paper, Dillon and Gabbard (1998) report that the majority of experimental findings of controlled, quantitative studies demonstrate no significant difference. Exceptions worth noting are studies by Lehto, Zhu, and Carpenter (1995) and Marchionini and Crane (1994), which reported an advantage for hypermedia in terms of the number of references cited in the context of both search and essay tasks, findings that likely reflect the speed and power of electronic searching. As well, Psotka, Kerst, and Westerman (1993) reported an advantage for hypermedia in a study requiring participants to compare visual objects. The hypermedia tool appeared to facilitate the activity because it enabled a number of modes of visual comparison not supported in the print context. Dillon and Gabbard (1998) conclude that hypermedia appears to be best suited to tasks involving “substantial8 The problem is primarily with older CRT (cathode ray tube) screens, which have a high degree of flicker; LCD (liquid crystal display) screens, which are backlit and have no flicker, do not pose the same challenge for readers.amounts of large document manipulation, searching through large texts for specific details, and comparison of visual details among objects” (p. 331).A second consideration in relation to literacy and hypermedia concerns the effects of networked (or multidirectional) text environments on readers’ abilities to navigate information. In the first wave of literature about how hypertext may modify and extend literacy practices, proponents of the medium invoked the associationist argument, suggesting that hypermedia was destined to improve comprehension and motivation because it mimics the associative processes of the mind (e.g., Delany and Gilbert, 1991). Such claims echo the theories put by Bush (1945) and Engelbart (1962) in conceptualizing the medium. Dillon (1996), however, has pointed out that these notions are seriously flawed: first, there is no definitive evidence supporting the hypothesis that facilitating associative thinking might improve comprehension; second, even if we were to concede this premise, it does not follow that a given hypertext mimics or facilitates associative thinking for anyone save the author of that hypertext. As Dobrin (1994, p. 310) explains, "The author's conception of the connection's relevance is not the reader's, and the reader gets lost."Along these lines, early empirical studies with hypertexts demonstrated that user disorientation may increase in highly associative networks, particularly for novices in the content area. Mohageg (1992), for example, found that highly networked non-hierarchical environments challenged participants and produced a negative effect on task performance. Hierarchical linking, on the other hand, proved most helpful in enabling readers to complete their tasks, while combined networked-hierarchical linking systems fell somewhere in the middle. Mohageg thus advocates against the use of network linking in isolation from hierarchical linking, a position that is supported by several other researchers (e.g., Dee-Lucas & Larkin, 1992; Simpson & McKnight, 1990; Rouet & Levonen, 1996).In addition, provision for macro-structures such as maps or “fisheye” overviews has been recommended (e.g., Landow, 1991; Kim & Hirtle, 1995; Gray & Sasha, 1989; Foss, 1989; Rouet & Levonen, 1996; Nilsson and Mayer, 2002; Potelle, & Rouet, 2003). Such advance organizers or literacy supports are advocated because they enable readers to discern, variously, the organization of content, the extent of the text and their own location in the text. However, as Salmerón, Cañas, Kintsch & Fajardo (2005) observe on the basis of their extensive review of recent studies, research does not converge respecting whether hierarchical structures and overviews are beneficial for all readers. They point to findings with readers of print texts demonstrating that while readers with low knowledge of the content area benefit from reading texts with a high coherence order, those with high knowledge may learn a great deal more from a text with low coherence order (McNamara & Kintsch, 1996; McNamara, Kintsch, Songer, & Kintsch, 1996). The work of Rand Spiro and his team with hypermedia readers supports this claim. They have shown that domain experts may find immediate utility in relational linking because they are better able to follow connections in a semantic sense, and that the thematic “crisscrossing” afforded by hypermedia documents may encourage readers to apply their knowledge in a more flexible manner (Spiro, Coulson, Feltovich, & Anderson, 1994; Jacobson and Spiro, 1995).To get at the question of which literacy processes are facilitated or challenged in hypermedia, Salmerón et al (2005) suggest that it is worth framing the literature onhypertext literacy from the point of view of the construction-integration model of text comprehension (Kintsch, 1988, 1998; Van Dijk & Kintsch, 1983). This model distinguishes between “two of the mental representations that a reader forms from the text: (a) the textbase, a hierarchical propositional representation of the information within the text, and (b) the situation model, a representation of what the text is about that integrates the information with the readers’ prior knowledge” (Salmerón et al., 2005, p. 172). Their experimental work with readers demonstrates that knowledge of the textbase is affected by how many nodes are read in a hypermedia environment, but that the situation model is affected by the order in which those nodes are read. This finding supports studies suggesting that domain experts fair better in highly networked environments because they are able to fill in gaps in the situation model with their prior knowledge. While research on the implications of hypermedia for literacy and learning is inconclusive, recent studies such as this point to the need for a more complex analysis that takes into consideration the affordances of various network structures for readers with a variety of learning needs and styles.Literary HypermediaNotably, most studies with hypermedia—all of those alluded to above, and all studies in the literature reviews discussed—examine the way in which readers engage expository or informational texts. While such texts comprise much of what is available in hypermedia environments, it is arguable that some of the most innovative text experiments in online publishing—ones that truly push the boundaries of established conventions of writing, and that work to explore the particular affordances of digital media—have occurred in creative contexts where the literary and design communities converge with a view to generating alternate, innovative, multimedia forms.One such form is electronic literature, which is defined as a class of “works with important literary aspects that take advantage of the capabilities and contexts provided by the stand-alone or networked computer” (ELO, 2006, n.p.). E-literature includes genres such as hypertext fiction, reactive poetry, blog novels, and collaborative creative writing projects.9 Older forms, such as hypertext fiction (e.g., Joyce, 1987; Jackson, 1995), are said to derive from text-based adventure games (Bolter, 2001), while emerging genres such as reactive poetry merge literary arts and multimedia design (e.g., Ankerson and Sapnar, 2001). Often presented through Flash, works in this latter class employ animated image and text accompanied by sound in an effort to produce visually dynamic pieces.Ryan (2005) observes that when it comes to digital texts generated for the purpose of arts and entertainment, particularly those with a narrative component, digital textuality exists in a sort of “split condition.” On the one hand are avant-garde forms, such as hypertext fiction and its increasingly multimedia successors; on the other hand are narrative game worlds such as “first-person shooters” (combat games in which players are provided with a first-person view of the action) and Massively Multiplayer Online Role-Playing Games (MMORPGs), which make use of the network capabilities of computer technology to enable multiple players to interact in a virtual world. The first category—the avant-garde—challenge conventional literary structures and often place a 9 For examples see The Electronic Literature Collection, Volume One (Hayles, Montfort, Rettberg & Strickland, 2006).。
digital literacy作文
digital literacy作文Digital literacy is an essential skill in today's technology-driven world. It refers to the ability to find, evaluate, and utilize digital information effectively and efficiently. In the era of information explosion, digital literacy is crucial for individuals to navigate through the vast amount of online content and make informed decisions.数码素养在当今这个科技驱动的世界中是一项必不可少的技能。
它指的是有效和高效地找到、评估和利用数码信息的能力。
在信息爆炸的时代，数码素养对于个人来说是至关重要的，因为它让人们能够在海量的在线内容中导航，并做出明智的决策。
First and foremost, digital literacy enables individuals to access and utilize digital information for various purposes, such as research, communication, and entertainment. With the ability to effectively navigate through online resources, individuals can expand their knowledge, connect with others, and stay updated with the latest developments in their fields of interest.首先，数码素养能让个人为了各种目的访问和利用数码信息，比如研究、交流和娱乐。
Literacy是什么？DigitalLiteracies的四个方面
Literacy是什么？DigitalLiteracies的四个方面Pegrum (2011)曾经提及Digital Literacies的四个方面, 即Language-based Literacies(基于语言的素养), Information-based Literacies(基于信息的素养)，Connections-based Literacies (基于连接的素养)，以及(re-)design【基于（重新）设计的素养】。
Language-based Literacies就是能够读懂不同网络文体的文章，比如微博、博客、百科或论坛等。
其中一种重要的素养就是”Texting Literacy”,即在发短信或实时聊天室读懂和创造缩写信息的能力，比如666,886等。
另一个素养是”hypertext Literacy”,即包含超链接的文章，比如当我们读百度百科中会看到很多名词是可以链接到新的文章的。
其他的素养还包括“Visual and Multimedia Literacy”, “Gaming Literacy”, “Mobile Literacy”(使用手机和等移动设备的能力)。
当然也包括近几年比较火爆的“technological literacy”以及“code literacy”（编程教育）等。
Information-Based Literacies这个素养是指我们检索信息的能力，比如“search literacy”（有效的互联网信息检索的能力），“tagging literacy”（为了方便查找而标记已经寻找到的信息的能力），“information literacy”（能够审辨地评价信息和其来源的能力），“filtering literacy”（筛选大量信息的能力），“attention literacy”(能够知道何时看起和关闭手机等设备的能力)。
Connection-based Literacies这是管理自己数字身份或虚拟身份的能力，比如“personal literacy”和“network literacy”就是帮助你检索到你收到的信息并转发出去的能力，比如看到爆炸性新闻就转发，后来发现出现反转，然后再反转等情节，就是在大家缺失这种能力的情况下随意转发的结果。
数字素养为主题的作文
数字素养为主题的作文英文回答：Digital literacy has become an essential skill for individuals to navigate the modern world effectively. It encompasses a range of abilities, including the ability to find, evaluate, and use information from various digital sources, as well as the skills to create and communicate using digital tools.In this increasingly interconnected world, where information is abundant but often fragmented and unreliable, digital literacy empowers individuals to distinguish between credible and false information. By critically evaluating the source, content, and potential biases of digital information, individuals can make informeddecisions and form well-rounded perspectives.Furthermore, digital literacy enables individuals to actively participate in civic discourse and contribute tosociety. Social media and online platforms have become powerful tools for expressing opinions, engaging in discussions, and advocating for change. Digital literacy provides individuals with the skills to communicate effectively, share their perspectives, and advocate for their beliefs in the digital realm.In education, digital literacy plays a crucial role in enhancing learning opportunities. Access to vast amounts of educational resources online, as well as the ability to connect with experts and peers globally, empowers students to become active learners and lifelong knowledge seekers. Additionally, digital literacy enables educators to create engaging and interactive learning experiences, transforming traditional educational models into dynamic and personalized learning environments.In the workplace, digital literacy has become an indispensable asset for individuals at all levels. The ability to use digital tools for communication, collaboration, data analysis, and problem-solving is essential for success in contemporary work environments.Digital literacy empowers employees to contribute effectively to team projects, communicate with colleagues and clients, and adapt to the rapidly changing demands of the digital age.Despite its transformative benefits, it is important to acknowledge the potential challenges associated withdigital literacy. The proliferation of digital information can lead to information overload and the spread of misinformation, making it crucial for individuals to develop critical evaluation skills. Additionally, excessive screen time and digital distractions can pose risks towell-being and productivity. It is essential to promote responsible use of digital technologies and foster a healthy relationship with the digital world.中文回答：数字素养已成为每个人在现代社会高效生活必备的技能。
以数字素养为主题的英语作文高中
以数字素养为主题的英语作文高中Digital Literacy: Being Smart in the World of Screens and ClicksHey everyone! Raise your hand if you spend a good chunk of your day staring at screens - phones, laptops, TVs, you name it. Yeah, I thought so...pretty much all of us, right? We're the digital generation, born into a world of devices, apps, and endless bytes of data just a click away.But here's the thing - just because we're good at using technology doesn't mean we really understand how to navigate it in a smart and responsible way. That's what digital literacy is all about. It's being able to think critically about the digital world, make good choices online, and use technology as a tool rather than letting it control us.Now, I know what you might be thinking - "Ugh, another lecture about being careful online and not cyberbullying people." Yeah, yeah, we've heard it all before. But digital literacy goes way beyond just basic internet safety tips. It's about developing a whole set of skills to thrive in our increasingly tech-driven world.For starters, there's the ability to find, evaluate, and effectively use digital information. With so much content out there, we need to be able to separate fact from fiction, identify reliable sources, and synthesize information from multiple places. It's like being a digital detective, sifting through the evidence to get to the truth.Then there's creating and sharing digital content responsibly. We're all creators these days, whether it's posting on social media, making videos, or coding our own apps and websites. But with that power comes responsibility - we need to think about things like copyright, privacy, and how our digital footprint can impact ourselves and others.And let's not forget about online safety and security. Phishing scams, identity theft, cyberbullying...the digital world can be a scary place if you don't know how to protect yourself. Digital literacy means understanding the risks and taking steps to stay safe, like using strong passwords, being cautious about what you share online, and recognizing sketchy situations before you get caught up in them.But digital literacy isn't just about avoiding the bad stuff - it's also about using technology to its full potential for learning, working, and just having fun in productive ways. Things likecoding, digital design, and computer science are giving us a whole new set of skills to express ourselves creatively and solve real-world problems.Honestly, when you really think about it, digital literacy is kind of like having a superpower in today's world. We're constantly bombarded with information and distractions, but those with strong digital skills can cut through the noise, think critically, and make the most of the incredible tools at our fingertips.Now, I'm not saying it's easy - in fact, developing true digital literacy is an ongoing process that requires effort, practice, and constantly learning new things. Technology is evolving at lightning speed, and we have to keep up if we want to stay ahead of the game.But hey, we're young, we're adaptable, and we've grown up immersed in this stuff from day one. With the right guidance and mindset, I really believe our generation can become true digital masters.So what does that guidance look like? Well, for starters, digital literacy should be woven into our education from an early age. Sure, we might learn some basic computer skills in elementary school, but we need to go way beyond that – thingslike evaluating online sources, protecting our privacy, understanding data and algorithms, and all the other essential skills for thriving in the digital age.And it's not just about memorizing facts and rules – digital literacy is about developing critical thinking habits that stick with us for life. We need hands-on projects, real-world examples, and opportunities to get creative with technology in ways that are meaningful and engaging.Our teachers have a huge role to play here, of course. They need to be digitally literate themselves and model best practices for us. But it's also on all of us – parents, mentors, community leaders – to create an environment that values and prioritizes these crucial 21st century skills.At the end of the day, digital literacy is about more than just knowing how to use the latest apps and gadgets. It's about being an ethical, responsible, and empowered digital citizen who can harness the power of technology to learn, create, and make a positive impact on the world.So let's get digitally literate, folks! Dive into those coding classes, fact-check those online sources, and think twice before hitting "share" on that juicy viral video. The future belongs tothose who can skillfully navigate the digital landscape, and that future is ours for the taking.。
2023年英语数字素养使什么类型的作文
2023年英语数字素养使什么类型的作文In the year 2023, digital literacy has become an essential skill in our increasingly technology-driven world. As technology continues to evolve and permeate every aspect of our lives, the ability to effectively navigate and utilize digital tools and resources has become a crucial asset for individuals across all age groups and professions.One of the primary reasons why digital literacy is so important in 2023 is the sheer ubiquity of digital technologies in our daily lives. From smartphones and laptops to social media platforms and online banking, we rely on digital tools to communicate, access information, and carry out a wide range of tasks. Without a strong foundation in digital literacy, individuals may struggle to fully harness the power of these technologies, limiting their ability to stay connected, informed, and productive.Moreover, the rapid pace of technological change has made it necessary for individuals to continuously adapt and learn new skills. In 2023, the job market is increasingly demanding digital skills, with many employers seeking candidates who can effectively utilize a variety of software programs, online platforms, and data analysistools. By developing a strong digital literacy, individuals can enhance their employability and remain competitive in an ever-evolving job market.Beyond the professional realm, digital literacy also plays a crucial role in our personal lives. In the age of social media and online entertainment, the ability to critically evaluate the information we encounter online, manage our digital footprint, and navigate the complexities of online privacy and security has become essential. A digitally literate individual is better equipped to make informed decisions, protect their personal data, and engage with digital content in a responsible and meaningful way.Furthermore, digital literacy extends beyond the individual level and has significant implications for society as a whole. As more and more essential services and resources move online, the digital divide between those who have access to and can effectively use digital technologies and those who do not can lead to social and economic disparities. By promoting digital literacy, we can help bridge this divide and ensure that everyone has the opportunity to participate fully in the digital world.In conclusion, the importance of digital literacy in 2023 cannot be overstated. As technology continues to shape our personal, professional, and social lives, the ability to effectively navigate andutilize digital tools and resources has become a critical skill for individuals of all ages and backgrounds. By investing in the development of digital literacy, we can empower individuals, strengthen communities, and create a more inclusive and equitable digital landscape.。
数字素养英文作文高中
数字素养英文作文高中I think digital literacy is really important because we use technology every day. We need to know how to use it properly and understand the risks involved. It's not just about knowing how to use a computer or a smartphone, it's about being able to critically evaluate the information we find online and being aware of our digital footprint.Being digitally literate means being able to navigate the internet safely and responsibly. We need to know how to protect our personal information and avoid falling for scams or fake news. It's also important to be able to use technology for learning and communication, whether it's for school or work.I believe that being digitally literate also means being able to adapt to new technologies and platforms. The digital world is constantly changing, and we need to be able to keep up with the latest trends and developments. This means being open to learning new skills and beingwilling to experiment with new tools and apps.In today's world, being digitally literate is a basic skill that everyone should have. It's not just about being able to use technology, it's about being able to use it in a way that is safe, ethical, and effective. Whether it's for work, school, or just everyday life, digital literacy is essential for navigating the modern world.。
关于digital literacy的英文书
关于digital literacy的英文书以下是一些关于数字素养（digital literacy）的英文书推荐：1. "Digital Literacy For Dummies" by Faithe Wempen - 该书提供了关于数字技术和在线媒体的基础知识，帮助读者提高数字素养。
2. "The New Digital Age: Reshaping the Future of People, Nations and Business" by Eric Schmidt and Jared Cohen - 由Google前执行长Eric Schmidt和Jared Cohen共同撰写的书，探讨了数字素养在塑造未来社会、国家和商业方面的影响。
3. "Digital Citizenship: The Internet, Society, and Participation" by Karen Mossberger, Caroline J. Tolbert, and William Franko - 该书讨论了数字素养与互联网、社会和参与度之间的关系，引导读者更好地理解数字世界的权益和责任。
4. "Digital Literacy in the Classroom: How Technology Can Transform Education" by Adam Marcinkowski - 该书探讨了数字素养在教育领域中的应用，介绍了如何通过技术改变教学和学习方式。
5. "Information Literacy and Information Skills Instruction: Applying Research to Practice in the 21st Century School Library" by Nancy Everhart and Henrietta M. Smith - 该书从图书馆的角度讨论了信息素养和数字素养的关系，并提供了实践指南和教学方法。
以数字素养为主题的英语作文高中
以数字素养为主题的英语作文高中全文共3篇示例，供读者参考篇1Digital Literacy: The Essential Skill for the 21st CenturyIn today's rapidly evolving digital age, the concept of literacy has taken on a whole new dimension. While traditional literacy skills like reading, writing, and arithmetic remain crucial, the ability to navigate and effectively utilize digital technologies has become an indispensable asset. This new form of literacy, known as digital literacy, encompasses a broad range of competencies that enable individuals to thrive in an increasingly tech-driven world. As a high school student, I firmly believe that cultivating digital literacy is not just a valuable asset, but a necessity for success in the 21st century.At its core, digital literacy is the ability to locate, evaluate, utilize, and communicate information through various digital platforms and tools. It involves understanding how to use computers, smartphones, and other digital devices effectively, as well as navigating the vast expanse of the internet and its myriad resources. In an era where information is readily available at ourfingertips, the challenge lies in discerning credible and reliable sources from the overwhelming amount of data that bombards us daily.One of the crucial aspects of digital literacy is the ability to think critically about the information we encounter online. With the prevalence of misinformation, fake news, and online scams, it is imperative to develop a discerning eye and the skill to evaluate the accuracy and reliability of digital content. This skill extends beyond merely fact-checking; it involves understanding the motivations and potential biases behind the information we consume.Furthermore, digital literacy encompasses the ability to communicate and collaborate effectively using digital tools. As students, we are increasingly expected to work on group projects, share ideas, and present our findings using digital platforms. Mastering skills such as video conferencing, online collaboration tools, and digital presentation software is essential for effective communication and collaboration in both academic and professional settings.In addition to these core competencies, digital literacy also involves an understanding of digital ethics and online safety. With the rise of cyberbullying, online harassment, and databreaches, it is crucial to be aware of the potential risks and learn how to protect ourselves and our personal information in the digital realm. Moreover, it is essential to understand the importance of respecting intellectual property rights, practicing digital citizenship, and adhering to ethical standards when engaging with digital content and platforms.As a high school student, I have witnessed firsthand the transformative impact of digital literacy on the learning process. Digital tools and resources have revolutionized the way we access information, conduct research, and collaborate with peers and educators. Online learning platforms, educational apps, and digital libraries have opened up a world of knowledge that was previously inaccessible or limited. However, to fully harness the potential of these resources, we must possess the necessary digital literacy skills.Beyond the classroom, digital literacy holds immense significance in preparing us for the future job market. In an increasingly digitized world, employers are seeking candidates who possess not only technical skills but also the ability to navigate digital landscapes, adapt to new technologies, and leverage digital tools to enhance productivity and innovation. By cultivating digital literacy, we equip ourselves with a competitiveedge that can open doors to a wide range of career opportunities.Moreover, digital literacy plays a crucial role in fostering active and informed digital citizenship. As the lines between our physical and digital lives continue to blur, it is essential to understand the implications of our online actions and behaviors. Digital literacy empowers us to engage responsibly with digital platforms, participate in online communities, and make informed decisions about our digital footprint.In conclusion, digital literacy is not merely a desirable skill but a fundamental necessity in the 21st century. It encompasses the ability to navigate, evaluate, and effectively utilize digital technologies, think critically about digital information, communicate and collaborate using digital tools, understand digital ethics and online safety, and ultimately, thrive in an increasingly tech-driven world. As high school students, embracing digital literacy is not only essential for academic success but also for our future careers and roles as responsible digital citizens. By cultivating these skills, we equip ourselves with the tools to navigate the digital landscape with confidence, adapt to emerging technologies, and unlock a world of opportunities that transcend traditional boundaries.篇2Digital Literacy in the Modern AgeIn today's world, digital technology is woven into nearly every aspect of our lives. From the smartphones that are constant companions to the computer applications used for schoolwork, coding that runs household appliances, and social media that connects people across the globe, we are surrounded by an intricately networked digital landscape. With this ubiquity of technology comes a great responsibility – the need for robust digital literacy skills that allow us to effectively navigate and thoughtfully engage with the digital world around us.At its core, digital literacy refers to the ability to access, manage, understand, integrate, communicate, evaluate and create information safely and appropriately through digital devices and networked technologies for participation in economic and social life. In other words, it's about gaining the competence to use digital technology critically, analytically, and with empowered agency.As a high school student, developing strong digital literacy is crucial for academic success, future career readiness, and engaged citizenship. In the classroom, effectively leveragingtechnology for research, multimedia projects, online collaboration, and academic honesty requires digital know-how. Many classes now use digital platforms for assignment submissions, engaging with digital curricula, and facilitating classroom interactions. Simply being able to operate the hardware and software isn't enough – we need skills in digital information literacy to find, evaluate, and ethically use online sources and data. Coding and computational thinking abilities are also valuable digital literacy components for analyzing data, automating solutions, and understanding the technologies we use.Looking ahead, digital literacy proficiency will only become more essential as technology permeates further into future workplaces and impacts industry after industry through automation, artificial intelligence, and digital transformation. Careers dealing directly with computing, data science, cybersecurity, and other digital fields will require specialties in coding, systems analysis, and digital management. But even careers not directly in the tech sphere will need digitally literate professionals comfortable interfacing with technologies and able to think critically and creatively about digital resources, tools, and data streams.Beyond the academic and vocational implications, developing digital literacy is vital for responsible citizenship and civic engagement. The internet, social media, and digital platforms play an increasingly prominent role in how information is created, distributed and consumed in modern society. This opens up amazing opportunities for social connectivity, information accessibility, and grassroots empowerment. However, it also creates vulnerabilities to misinformation, privacy violations, echo chambers, and cyber threats when digital literacy skills are lacking. Those who can think critically about digital media, identify reliable information sources, manage their technology footprints, and participate constructively in digital discourse will be better positioned as engaged digital citizens.Of course, true digital literacy involves more than just technical skills - it also encompasses the cognitive, social, ethical and emotional aspects of integrating technology into our lives. Questions of online identity, digital wellness, ethical technology use, and finding balance between virtual and physical realities are key considerations. Responsible digital citizens need to contemplate the societal impacts of technological change and wrestle with challenges like algorithmic bias, surveillance capitalism, and the digital divide. As technology reshapesmodern life, having the skills to thoughtfully navigate this evolution is paramount.Developing robust digital literacy is a process that takes dedicated practice across multiple domains. Some specific areas to focus on include:Information and Data Literacy• Locating, accessing and evaluating digital information sources• Understanding data privacy, ethical data use, and data rights• Analyzing big data, data visualization, and data-driven decision makingCommunication and Multimedia Literacy• Expressing ideas through digital content creation tools• Collaborating and connecting through digital channels• Participating safely and responsibly on social mediaTechnology Operations and Computational Thinking• Utilizing digital devices, applications and cloud-based platforms effectively• Coding, programming and processing logic• Identifying opportunities for technological solutionsDigital Citizenship and Responsibility• Managing digital identities and digital wellness• Understanding technology's societal impacts• Upholding digital ethics, rights and responsibilitiesWhile digital literacy education has become a growing priority, there is certainly room for more focused curricula and instructional approaches to build cross-cutting competencies. Some potential ways to boost digital literacy in high schools include:•Integrating project-based digital literacy lessons across all subject areas•Offering dedicated computin g, coding, and technology literacy classes•Emphasizing digital citizenship, wellness and ethics discussions•Incorporating data literacy and computational thinking into math/science•Facilitating classroom technology immersion and creation activities•Focusing English classes on multimedia expression and digital rhetoric•Empowering students as digital leaders, coaches and creatorsNo matter the tactics, prioritizing digital literacy development is critical for cultivating a generation able to thrive amid the challenges and opportunities of our rapidly evolving digital era. Graduates proficient in digital literacy will be empowered as lifelong learners, prepared for careers still being invented, and poised to be informed digital citizens shaping society's technological future.At this pivotal moment of technological progress, complacency around digital literacy is too risky. We must equip learners with the robust skills to navigate the digital renaissance responsibly, ethically, and with problem-solving prowess. For today's high school students like myself, achieving advanced digital literacy is both an imperative undertaking and an incredible opportunity to shape our digital destiny.篇3Digital Literacy in the Modern AgeIn today's world, technology has become an integral part of our daily lives. From the moment we wake up and check our smartphones to the time we go to bed after streaming a movie, we are constantly interacting with digital devices and platforms. As a high school student, I have grown up in an era where digital literacy is not just a luxury, but a necessity. The ability to navigate, understand, and effectively utilize digital tools is crucial for academic success, personal growth, and future career prospects.One of the most significant aspects of digital literacy is the ability to critically evaluate online information. With the vast expanse of the internet, it is essential to develop skills that enable us to distinguish between reliable and unreliable sources. We live in an age of information overload, where misinformation and fake news can spread like wildfire. As students, we must learn to verify the credibility of sources, cross-reference information, and identify potential biases or hidden agendas.Furthermore, digital literacy encompasses the ability to communicate and collaborate effectively using digital tools. In our interconnected world, we often find ourselves working on group projects or participating in online discussions. Mastering digital communication platforms, such as video conferencingsoftware, collaborative document editing tools, and online forums, is crucial for effective teamwork and knowledge sharing.Another important aspect of digital literacy is understanding the ethical considerations surrounding technology use. As we engage with digital platforms, we must be aware of issues such as privacy, cyberbullying, and intellectual property rights. It is our responsibility to use technology in a respectful and responsible manner, protecting our own digital footprint while respecting the rights and privacy of others.In the realm of academia, digital literacy plays a pivotal role in enhancing our learning experiences. Many educational institutions now provide access to online libraries, digital textbooks, and interactive learning platforms. Being proficient in navigating these resources enables us to access a wealth of knowledge and engage with educational content in innovative ways.Moreover, digital literacy extends beyond the classroom and into our future careers. In an increasingly digital world, employers seek candidates who are comfortable with various software applications, data analysis tools, and digital marketing strategies. Developing strong digital literacy skills not onlyenhances our employability but also prepares us for theever-evolving demands of the workforce.As a high school student, I am fortunate to have access to numerous educational resources that foster digital literacy. Our school offers computer science courses, coding clubs, and workshops on topics such as cybersecurity and digital citizenship. However, it is crucial to recognize that digital literacy is not a one-time lesson but an ongoing process of learning and adaptation.To truly become digitally literate, we must embrace a growth mindset and continuously seek opportunities to expand our knowledge and skills. This could involve exploring new software applications, staying updated on the latest technological advancements, or participating in online communities to exchange ideas and learn from others.Additionally, it is essential to acknowledge the potential challenges and limitations associated with digital literacy. Not everyone has equal access to digital resources or the necessary skills to navigate them effectively. This digital divide can exacerbate existing inequalities and create barriers to education and employment opportunities. As a society, we must strive tobridge this gap by promoting digital inclusion and providing access to digital literacy education for all.In conclusion, digital literacy is a fundamental skill in the modern age. As high school students, we have a unique opportunity to develop and refine these abilities, preparing ourselves for academic success, personal growth, and future career prospects. By cultivating critical thinking, effective communication, ethical awareness, and a lifelong commitment to learning, we can navigate the digital landscape with confidence and make meaningful contributions to our communities and the world around us.。
数字素养的英语作文
数字素养的英语作文（中英文版）Digital Literacy: A Key to Navigating the Modern World数字素养：畅游现代世界的关键In an era where technology reigns supreme, digital literacy has become an indispensable life skill.It encompasses the ability to navigate, communicate, and create within the digital landscape.From toddlers swiping screens to grandparents video calling their loved ones, digital literacy touches every aspect of our lives.在科技称霸的时代，数字素养已成为一种不可或缺的生活技能。
它包括在数字世界中导航、沟通和创造的能力。
从幼儿滑动屏幕到祖父母通过视频通话与亲人交流，数字素养影响着我们生活的方方面面。
As students, digital literacy is crucial for academic success.Researching online, analyzing data, and collaborating on projects are all part of the modern educational experience.Moreover, it equips us with the skills needed for future employment opportunities, where digital tools and platforms are integral to the workplace.作为学生，数字素养对学术成功至关重要。
数字素养为题的作文
数字素养为题的作文英文回答：Digital literacy, an essential skill in the 21st century, encompasses the ability to access, understand, and use digital technologies to effectively communicate, solve problems, and create. It empowers individuals to navigatethe digital world, make informed decisions, and participate fully in society.Digital literacy involves various components, including:Information literacy: The ability to find, evaluate, and use information from digital sources.Media literacy: The ability to analyze and understand different forms of digital media.Technology literacy: The ability to use and troubleshoot digital devices and software.Communication literacy: The ability to communicate effectively using digital technologies.Production literacy: The ability to create and share digital content.Developing digital literacy requires ongoing effort and a commitment to lifelong learning. It involves exposure to a variety of digital technologies, hands-on experience, and critical reflection. Educators, parents, and the community play a crucial role in fostering digital literacy by providing resources, guidance, and support.Digital literacy offers numerous benefits, including:Improved communication: Digital technologies enable individuals to connect with others, share information, and collaborate effectively.Enhanced learning: Digital tools and resources provide access to a vast repository of knowledge, enablingindividuals to learn about any topic imaginable.Increased productivity: Digital technologies streamline tasks, automate processes, and improveefficiency in various aspects of life.Greater civic engagement: Digital platforms provide opportunities for individuals to participate in online discussions, access government information, and engage with their communities.In conclusion, digital literacy empowers individuals to thrive in the digital age. It enables them to access information, communicate effectively, solve problems, and participate fully in society. By embracing and developing digital literacy, we can harness the transformative potential of technology to create a more informed, connected, and productive world.中文回答：数字素养。
数字素养对于英语的重要性作文
数字素养对于英语的重要性作文英文回答：Digital literacy has become an essential skill for effective communication in the 21st century. It encompasses the ability to access, evaluate, and create information using various digital technologies. In the context of English language learning, digital literacy plays a crucial role in enhancing students' language acquisition, literacy skills, and global communication abilities.One of the primary benefits of digital literacy is its ability to provide students with access to a wealth of authentic language resources. Through online databases, streaming platforms, and social media, learners can immerse themselves in native English content, such as movies, TV shows, news articles, and online forums. Exposure to real-world language usage helps students develop a more natural and fluent command of English.Moreover, digital literacy enables students to engage in interactive and collaborative learning activities. Online discussion boards, video conferencing tools, and collaborative writing platforms allow learners to connect with peers and native speakers around the world. By sharing ideas, discussing concepts, and providing feedback, students can enhance their critical thinking, problem-solving, and communication skills.Digital literacy also fosters global communication abilities. In today's interconnected world, it is essential for English learners to be able to communicate effectively with people from diverse cultural backgrounds. Through online platforms such as email, instant messaging, and social media, learners can connect with native speakers, exchange ideas, and develop a deeper understanding of different cultures.Furthermore, digital literacy supports the development of literacy skills. The ability to navigate digital texts, understand hyperlinks, and evaluate the credibility of online information are all essential skills for effectivelanguage use. By engaging with digital texts, learners improve their reading comprehension, analytical skills, and critical thinking abilities.In conclusion, digital literacy is an indispensable component of English language learning in the 21st century. By providing access to authentic language resources, enabling interactive and collaborative learning, fostering global communication abilities, and supporting the development of literacy skills, digital literacy empowers learners to become effective communicators in a rapidly evolving digital world.中文回答：数字素养对于英语的重要性。
以数字素养写一篇英语作文,120词
以数字素养写一篇英语作文,120词全文共6篇示例，供读者参考篇1My Digital Literacy EssayHi there! My name is Jamie and I'm 10 years old. My teacher Mrs. Roberts asked us to write an English composition all about being digitally literate. That means understanding how to use computers, phones, and the internet properly. I think it's a super important topic for kids my age to learn about. Here's my composition on digital literacy!First off, what even is digital literacy? Well, it's basically knowinghowtouseallthetechnologyaroundus theright way. Like our tablets and laptops at school, our phones and gaming consoles at home, and websites lik Facebook and YouTube. Grown-ups use things likem Microsoft Office for theirjobstoo. There's just so much digital stuff everywhere now!It's crucial formekidstolearnabouttechnologywhilewe'reyoung. Afterall,itwillonlygetmorehugeinourlives as we get older. In my opinion, one of the biggest parts of digital literacy is online safety. We have to be really careful aboutwhatinformationweshare onlineandwithwho. My parents taught me to never give out personal details like my home address or phone number to strangers on the internet. That's just asking for trouble!Speaking oftrouble, anotherbig part ofbeingdigitallyliterateis avoidingcyberbullying. That's when people are mean to eachother onlinethrough hurtful messages orposts. No one deserves tobeapick-on target likethat, virtuallyornotreally. If I ever see someone gettingbulliedonline, I'll tell a trusted adult right away. It's bettertobeupfront aboutitthanhideit.Digital literacy also means respecting intellectual properties. Basically, not stealing other people's digital creations like movies, songs, orebooks.That'spillaging andcopywriting laws exist - to stop that kind of theft. If I really likeafilmorvideo game, I alwaysmakesure tobuy or downloadeditproperly rather than pirate it. Content creators work hard anddeserve tobe paid fairly!Finally, digital literacy is about using technology productively rather than just frittering away time. Sure, it's fun to play gamesormessaroundontechstuff sometimes. But we shouldn't let ittake over and prevent us from other important activities like homework, chores, exercise and real humaninteraction. I try to put reasonable limits on my screen time to avoidthatpitfall and stay balanced.Well, that's my take on digital literacy and why it's crucial we kids learn it while we're young. Technology will only keep evolving so we gotta know howto rollwiththechanges properly! I hope I did a good job explaining it all in my composition. Thanks for reading and remembertobesmart andsafeouttherecyberspace! The end.篇2My Digital Literacy EssayComputers and the internet are really cool! I use them a lot to learn new things and have fun. But it's important to be smart and safe when using digital stuff.My teacher says digital literacy means understanding how to use technology properly. It's like being able to read and write, but with computers and the web instead of books.I always ask my parents before going online or downloading anything new. Some websites can be mean or try to trick you. I also never share personal information like my name, address or photos online without permission.Using technology is great for learning, playing games, and keeping in touch with family. But we have to be careful and make good choices. That's what digital literacy is all about - being smart with computers and the internet. I'm working on leveling up my digital literacy skills every day!篇3Being Good with Numbers and ComputersKnowing numbers and how to use computers is really important these days. It's called having good digital literacy.In school, we learn math like addition, subtraction, multiplication, and division. Being good at math helps us solve problems and understand things better. We also learn how to use computers, tablets, and smartphones. Computers help us learn, play games, watch videos, and talk to people far away.At home, we might use numbers when cooking by measuring ingredients. We use computers for homework assignments and to entertain ourselves. My parents even use their phones and computers for work!Having strong digital skills with numbers and technology makes our lives easier and more fun. That's why developinggood digital literacy from a young age is so useful. I'm working hard to improve my number and computer abilities every day!篇4Here's an essay on "Writing an English Composition on Digital Literacy" in around 120 words, written in a style appropriate for elementary school students. The essay is approximately 2,000 words long and in English.Digital Literacy: The Key to Unlocking the FutureHey there, friends! Today, I want to talk to you about something super cool and important – digital literacy! You might be wondering, "What's that all about?" Well, let me tell you!Digital literacy is like having a special superpower that allows you to use technology in really awesome ways. It's not just about knowing how to play games or watch videos (although those are fun too!). It's about understanding how to use computers, smartphones, and other gadgets to learn, create, and communicate with people all around the world.Imagine being able to write a story on your tablet and share it with your best friend who lives on the other side of the city, or even in a different country! That's the kind of magic digitalliteracy can bring. You can also use the internet to research almost any topic you're curious about, from dinosaurs to outer space – the possibilities are endless!But digital literacy isn't just about using technology; it's also about being safe and responsible online. It means knowing how to protect your personal information, recognizing fake news or scams, and being kind and respectful to others in the digital world.Think of it like a secret code – once you learn it, you'll be able to navigate the digital world like a pro! You'll be able to create amazing projects, connect with people from different cultures, and even learn new skills that could help you in the future.So, what do you say? Are you ready to become a digital literacy superhero? It's never too early to start learning and exploring this incredible world of technology. With digital literacy as your superpower, the future is yours to shape and create!Remember, the more you practice and learn, the better you'll become. Don't be afraid to ask questions, try new things, and have fun along the way. Who knows, maybe one day you'll invent the next big thing that changes the world!Let's dive into the exciting world of digital literacy together and see what amazing adventures await us!篇5Digital Literacy is Super Cool!Hi friends! Today I want to talk about digital literacy. It's really important these days to know how to use computers, tablets, and smartphones properly.Being digitally literate means you can find good information online, create stuff with technology, and stay safe on the internet. It's like being able to read and write, but with devices instead of books!At school, we learn coding which is telling computers what to do. It's kinda like speaking computer language. We also learn how to make presentations, videos, and digital art. It's so much fun!The internet can be dangerous though if you don't know the rules. We have to protect our private information and be careful about what we share online. Digital literacy keeps us safe and lets us use tech in awesome ways!I hope you understand why digital literacy is so cool now. Let's all become digitally literate together!篇6Here's an essay about digital literacy written in a style for elementary school students, 120 words long:Digital Literacy is Being Awesome with Computers!Do you know what digital literacy is? It means being really good at using computers, phones, and other tech stuff! It's super important nowadays because we use technology for so many things like learning, playing games, and even talking to our friends and family.Being digitally literate means you can use different apps and programs without getting stuck or confused. You know how to stay safe online, like not sharing personal information with strangers. You can also tell if something you read on the internet is true or just made up.It's kind of like being able to read and write, but with computers instead of books. And just like reading and writing, the more you practice digital literacy, the better you'll get at it!So keep exploring and learning about all the cool things you can do with technology.。
中职英语学考作文模板
中职英语学考作文模板英文回答：Topic: The Importance of Digital Literacy in Today's World。
Digital literacy has become an essential skill intoday's world. It encompasses the ability to access, evaluate, and use digital information and communication technologies effectively and responsibly. In the digital age, where technology is ubiquitous and rapidly evolving, digital literacy is crucial for individuals to participate fully in society, pursue education and career opportunities, and navigate the complexities of the digital landscape.There are numerous reasons why digital literacy is important. Firstly, it empowers individuals to access avast amount of information and knowledge. With the internet at their fingertips, people can gain access to educational resources, news, research, and entertainment content.Digital literacy enables them to stay informed about current events, expand their knowledge base, and pursue lifelong learning.Secondly, digital literacy is essential for effective communication in the digital age. Social media platforms, email, and instant messaging applications have become primary means of communication, both personally and professionally. Individuals who are digitally literate can communicate effectively online, share ideas, collaborate on projects, and build relationships. They can also usedigital tools to connect with people from diverse backgrounds and cultures, fostering global understanding and cooperation.Thirdly, digital literacy is crucial for economic success in the 21st century. The majority of jobs now require employees to have basic to advanced levels of digital skills. From data entry to software development, digital literacy is a core requirement for a wide range of occupations. Individuals who lack digital skills may face barriers to employment and career advancement.Moreover, digital literacy is important for civic engagement and participation. In the digital age, citizens can access government information, participate in online forums, and engage in political discourse through digital platforms. Digital literacy empowers individuals to stay informed about civic issues, express their opinions, and hold their elected officials accountable.Finally, digital literacy is essential for personal growth and well-being. It enables individuals to explore their interests, connect with others, and access resources that support their physical, mental, and emotional health. Digital technologies can provide access to health information, fitness apps, and online communities that promote well-being.In conclusion, digital literacy is an indispensableskill in today's world. It empowers individuals to access information, communicate effectively, succeed economically, engage civically, and pursue personal growth. As technology continues to evolve, it is imperative for individuals todevelop and maintain their digital literacy skills to fully participate in society and thrive in the digital age.中文回答：数字素养在当今世界中的重要性。
大学生如何提升数字素养应用到英语英语作文
大学生如何提升数字素养应用到英语英语作文Title: How College Students Can Improve Digital Literacy and Apply it to English WritingIntroductionIn the digital era, it is essential for college students to have strong digital literacy skills in order to navigate the world of information and communication effectively. Digital literacy, which encompasses the ability to find, evaluate, use, and create digital content, plays a vital role in academic success and future career prospects. In this article, we will discuss how college students can enhance their digital literacy skills and apply them to improve their English writing.1. Understanding Digital LiteracyDigital literacy is not just about knowing how to use technology, but also about critically evaluating and effectively utilizing digital tools and resources. College students should be able to differentiate between reliable and unreliable sources of information, understand the ethical implications of digital content creation, and collaborate with others using digital platforms.2. Enhancing Digital Literacy SkillsThere are several ways for college students to improve their digital literacy skills:a. Take online courses or workshops on digital literacy topics such as information literacy, digital citizenship, and online research skills.b. Practice using digital tools and platforms for academic purposes, such as online databases, citation managers, and collaborative writing tools.c. Stay updated on the latest trends and developments in digital technology through blogs, podcasts, and social media.3. Applying Digital Literacy to English WritingOnce college students have developed strong digital literacy skills, they can apply them to enhance their English writing in the following ways:a. Conducting thorough research using online resources to gather relevant information and supporting evidence for their essays.b. Evaluating the credibility of sources and using them to write well-informed and persuasive arguments.c. Collaborating with peers or professors using digital platforms to receive feedback on their writing and improve their skills.d. Creating multimedia presentations or interactive content to enhance their written assignments and engage readers.ConclusionBy improving their digital literacy skills and applying them to their English writing, college students can become more effective communicators and critical thinkers. Digital literacy is a valuable asset in today's fast-paced and technology-driven world, and college students should strive to develop these skills to succeed academically and professionally.。
The Importance of Digital Literacy
The Importance of Digital Literacy Digital literacy is an essential skill in today's technology-driven world. It encompasses the ability to find, evaluate, utilize, and create information using digital technology. With the increasing reliance on digital platforms for communication, education, and work, digital literacy has become crucial for individuals of all ages. In this essay, we will explore the importance of digital literacy from various perspectives, including its impact on education, employment, and personal development. From an educational standpoint, digital literacy is integral to students' success in the 21st century. As schools increasingly integrate technology into their curriculum, students need to be proficient in using digital tools to access information, conduct research, and collaborate with peers. Digital literacy also enables students to critically evaluate online sources, discern credible information from misinformation, and develop media literacy skills. In an era where fake news and misinformation proliferate online, the ability to navigate digital platforms with discernment is essential for students to become informed and responsible digital citizens. Moreover, digital literacy is closely tied to employment opportunities and career advancement. In today's job market, proficiency in digital skills is a prerequisite for many positions across various industries. From basic computer literacy to more advanced skills such as coding and data analysis, the demand for digitally literate workers continues to grow. Individuals who lack digital literacy skills may find themselves at a disadvantage when seeking employment or seeking to advance intheir careers. Therefore, fostering digital literacy is not only beneficial for individuals but also for the overall economic competitiveness of a country. Beyond education and employment, digital literacy also plays a significant role in personal development and empowerment. The ability to navigate digital platforms and utilize online resources effectively opens up a world of opportunities for individuals. From accessing online courses and educational materials to connecting with a global network of people with shared interests, digital literacy empowers individuals to pursue lifelong learning and personal growth. Furthermore, digital literacy can also facilitate civic engagement and advocacy, allowing individuals to raise awareness about social issues, participate in online discussions, andmobilize for collective action. While the importance of digital literacy is evident, it is essential to acknowledge the existing digital divide that hinders equitable access to digital resources and skills. Socioeconomic factors, geographical location, and infrastructure disparities contribute to unequal access to technology and digital education. As a result, marginalized communities, including low-income individuals, rural populations, and elderly individuals, may face barriers to developing digital literacy skills. Addressing the digital divide requires concerted efforts from governments, educational institutions, and community organizations to ensure that all individuals have the opportunity to acquire digital literacy skills and participate fully in the digital society. In conclusion, digital literacy is an indispensable skill that permeates various aspects of modern life. It is essential for education, employment, personal development, and civic engagement. As technology continues to advance and reshape the way we live and work, the ability to navigate digital platforms, critically evaluate online information, and utilize digital tools becomes increasingly crucial. Fostering digital literacy for all individuals, regardless of their background, is essential for creating a more inclusive and equitable digital society. It is imperative that we recognize the significance of digital literacy and work towards bridging the digital divide to ensure that everyone has the opportunity to thrive in the digital age.。
Promoting Digital Literacy in the Classroom
介绍数字素养是21世纪最重要的技能之一，帮助学生理解和运用数字技术。
在现代教育中，推动数字素养的发展不仅是一种必要的需求，也是教育的重要任务之一。
数字素养不仅包括基本的计算机操作技能，还包括信息检索、网络安全、信息评估、创造力和问题解决等方面的能力。
如何在课堂上促进数字素养的发展，是教育工作者需要深入探讨的问题。
提高数字素养的重要性数字技术在现代社会中无处不在，并广泛应用于各个领域。
数字素养的提高可以帮助学生更好地适应现代社会的需求，为他们日后的职业发展打下坚实的基础。
数字素养不仅是学生未来工作所需的技能，也是培养他们创新思维、解决问题能力和批判思考的重要途径。
数字素养的挑战然而，在现实中推动数字素养的发展仍然存在一些挑战。
首先，许多教育者在数字技术方面的能力有限，无法有效地教授数字素养。
其次，学生可能缺乏兴趣和动力来学习数字技术，导致他们在课堂上缺乏积极参与。
此外，资源不足和教学方法的缺乏也是需要解决的问题。
如何在课堂中促进数字素养的发展为了解决以上挑战，教育工作者可以采取一系列策略来促进数字素养的发展。
策略一：提供全面的培训与资源教育者应该接受专业的培训，提高自己的数字技术水平，并了解最新的教学方法和工具。
学校应该为教育者提供必要的培训资源和支持，以帮助他们提高数字素养。
此外，学校应该提供充足的数字设备和软件，以确保学生能够在实践中学习数字技术。
策略二：将数字技术融入到所有学科中数字技术不仅仅是计算机科学的一部分，它可以融入到所有学科中。
教育者应该将数字技术与不同学科的教学内容相结合，以提高学生对数字技术的理解和应用能力。
例如，在数学课上使用电子工具进行图表绘制和数据分析，在科学课上使用模拟软件进行实验模拟，等等。
通过将数字技术与学科内容相结合，可以使学生更好地理解概念，增加学习的乐趣。
策略三：提供实践和合作机会学生们需要通过实践来提高他们的数字素养。
教育者应该鼓励学生在课堂上进行实际操作，例如编程、网站设计、数字媒体制作等等。
人身数字英语作文
人身数字英语作文The Importance of Digital Literacy in the 21st Century。
In today’s digital age, the ability to understand and use digital technologies is becoming increasingly important. This is known as digital literacy, and it is a crucialskill for success in the 21st century. Digital literacy encompasses a wide range of skills, including the abilityto use computers and the internet, as well as the abilityto critically evaluate and analyze digital information. In this essay, we will explore the importance of digitalliteracy and discuss how it can be developed and improved.One of the key reasons why digital literacy is so important is that digital technologies are now an integral part of everyday life. From online shopping and banking to social media and entertainment, digital technologies are used for a wide range of purposes. In order to fully participate in modern society, individuals need to be ableto navigate and use these technologies effectively. Withoutdigital literacy, people may struggle to access important information, communicate with others, and take advantage of the many opportunities that digital technologies offer.Furthermore, digital literacy is essential for successin the workplace. Many jobs now require employees to have a good understanding of digital technologies, and this trendis only likely to continue in the future. Employers are looking for workers who can use digital tools to solve problems, communicate effectively, and work collaboratively. In addition, digital literacy is also important for entrepreneurship, as it allows individuals to create and promote their own businesses online.Another reason why digital literacy is important isthat it helps individuals to critically evaluate andanalyze digital information. With the rise of fake news and misinformation online, the ability to discern fact from fiction has never been more important. Digital literacy enables individuals to identify reliable sources of information, evaluate the credibility of online content,and make informed decisions about what to believe and share.This is a vital skill in today’s information-rich but often misleading digital environment.So, how can digital literacy be developed and improved? One way is through education. Schools and colleges can play a key role in teaching students how to use digital technologies effectively and responsibly. This can include practical skills such as using software programs and navigating the internet, as well as more advanced skills such as coding and data analysis. In addition, education can also help students to develop critical thinking skills that are essential for evaluating digital information.Furthermore, individuals can also improve their digital literacy through self-directed learning. There are many online resources available, such as tutorials, webinars, and online courses, that can help individuals to develop their digital skills. In addition, individuals can also practice their digital literacy skills in everyday life,for example by fact-checking information they come across online and being mindful of their digital footprint.In conclusion, digital literacy is a crucial skill for success in the 21st century. It is important for everyday life, for success in the workplace, and for making informed decisions in an increasingly digital world. By developing and improving digital literacy skills, individuals can better navigate the digital landscape, take advantage ofits opportunities, and contribute to a more informed and connected society.。
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Of course literacy has always been a primary goal of education, but the constantly evolving digital landscape means that new skills and literacies are required. The umbrella term ‘digital literacies’ can be applied to these.
ELT Journal Volume 66/1 January 2012; doi:10.1093/elt/ccr077 ª The Author 2011. Published by Oxford University Press; all rights reserved.
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These include knowing how to manage your digital identity or online persona (‘personal literacy’) and ‘network literacy’, which helps you filter information received from your online networks while you yourself become a node in these networks by passing on relevant information or news (see also Pegrum 2010). ‘Participatory literacy’ involves being able to create and produce digital content; this in turn includes ‘cultural/intercultural literacy’ when working with international virtual teams.
A number of ways of conceptualizing digital literacies have been put forward. Pegrum (2011; Dudeney, Hockly, and Pegrum 2012) suggests a set of four overlapping skill sets corresponding to four main areas:
Information-based literacies
Connection-based literacies
(Re-)design-based literacies
discussions. He also includes ‘texting literacy’: the ability to read and create the abbreviated forms used in text messaging or in taking part in real-time online text chat conversations. Another facet is ‘hypertext literacy’: the ability to navigate and read online texts which contain hyperlinks. Others are ‘visual and multimedia literacy’, ‘gaming literacy’ (a macro literacy involving ‘linguistic, multimedia, spatial and kinaesthetic skills’ (Dudeney et al. op.cit.), and ‘mobile literacy’: the skills needed to effectively use mobile or handheld devices. Finally, we have ‘technological literacy’ and ‘code literacy’, which include a basic understanding of coding so as to not be tied to the exclusive use of commercial templates in online tools and gives one the ability to route around restrictions where deemed appropriate.
These consist primarily of ‘remix literacy’, a macro literacy which includes the ability to recreate and re-purpose already-made digitys. ‘YouTube’ parodies based on news or film clips are examples of this and include knowledge about related issues of copyright and plagiarism.
What are digital literacies?
What do digital literacies look like?
Language-based literacies
108
In this series, we explore current technology-related themes and topics. The series aims to discuss and demystify what may be new areas for some readers and to consider their relevance to English language teachers. In future articles, we will be covering topics such as mobile learning, learning technologies in low-resource environments, and personal learning networks.
technology for the language teacher
Digital literacies
Nicky Hockly
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In this second article of the series, we explore the idea of the ‘digital literacies’: what they are, why they are important, and how language teachers can start to include them in their English language classes.
1 language 2 information 3 connections 4 (re-)design.
For Pegrum, these include not only traditional print literacy but also the skills to decode online text genres, such as blogs, wikis, or forum
New technologies have transformed the way we live and communicate, and most educators are in agreement that new technologies require new skills. ‘The Partnership for 21st Century Skills’ in the USA, for example, is an organization that advocates the inclusion in education of skills which prepare students for life in the twenty-first century; these skills include ‘information, media and technology skills’, also known as ‘digital literacies’. National curricula are increasingly taking digital literacies into account, although not everyone agrees on the terminology to use; thus, we find that ‘digital competency’ is part of the national curriculum in Norway, in Australia educators talk of ‘digital media literacy’, and in the UK of ‘media literacy’. A recent report by researchers at the University of Phoenix Research Institute (Davies, Fidler, and Gorbis 2011: 6–7) identifies a number of key skills for future workers, which include ‘new media literacy’ and ‘virtual collaboration’ skills, among others.