Digital connectivity is a transformative phenomenon of the 21st century. While many have debated its impact on society, educators have been quick to mandate technology in school development - often without analysing the digital fluency of those involved, and the actual impact on learning. Is being digitally tethered creating a new learning nexus for those involved?

1. FACULTY OF EDUCATION CHARLES STURT UNIVERSITY
Rethinking Learning
in the age of digital fluency
ICT Integration Conference 2015 | Will IT blend?
Judy O’Connell
14 October, 2015

2. Rethinking Learning
in the age of digital fluency

3. Challenge

4. Challenge

5. "Gutenberg Parenthesis”
or ……Living the dream!

6. Eisenstadt (a Gutenberg scholar): the book did not take
on its own form until 50 years after it was invented by
Gutenberg. Printing was originally called "automatic
handwriting." [horseless carriage]

7. The Web at 25+
Overall verdict:
“The internet has been a plus for society and
an especially good thing for individual users”
http://www.pewinternet.org/2014/02/27/the-web-at-25-in-the-u-s/

8. http://pennystocks.la/internet-in-real-time/
http://pennystocks.la/internet-in-real-time/

9. Trends in knowledge
construction and
participatory culture
nature and scope of knowledge

10. Technology context
flickr photo by giulia.forsythe http://flickr.com/photos/gforsythe/10310176123 shared under a Creative Commons (BY-NC-SA) license
more than a ‘flipped classroom’ to
ensure a pedagogical approach for
co-construction of knowledge in a
digital information ecology

11. not just a
discussion
about selfies
Robert Cornelius in 1839, believed to be the world's first selfie. Photograph: Library of Congress
digital footprint

12. chirp! a plant watering alarm
drone pilot locates missing 82-year-old man after three day search
not just a
about the
latest
technology
man accused of murder asked Siri where to hide the body
living replica of Vincent Van Goh’s ear

13. flickr photo by furiousgeorge81 http://flickr.com/photos/furiousgeorge81/177926979 shared under a Creative Commons (BY-NC-ND) license
Igniting a new culture of learning

14. The great challenge of a digital education is meeting the
connected creative needs of students who have grown up in the
digital era, and at the same time meeting the expectations of
teachers and parents who haven’t!

15. a new learning nexus
digital

16. Doomsday Reloaded
http://www.bbc.co.uk/history/domesday/story

17. Lost collection of Andy Warhol
art recovered from floppy disks
http://mashable.com/2014/04/24/warhol-art-recovered-amiga-disks/

19. Information
architecture AND
digital fluency

20. Web 3.0
Web 1.0
Web x.0
Web 2.0
Semantic Web
The Web
Meta Web
Social Web
Degree of Social Connectivity
DegreeofInformationConnectivity
cc""Steve"Wheeler,"University"of"Plymouth,"2010"
Semantic Web
of knowledge
Semantic Web
of intelligence
Web of
information
Web of people &
social information
DegreeofInformationConnectivity

21. The semantic web, or web 3.0,
is all about data integration.
it is an infrastructure
technology
and an organised approach
to metadata
cc licensed ( BY NC SD ) flickr photo by Jason A. Samfield: http://flickr.com/photos/jason-samfield/4736792714/

22. you won’t see a “Web 3.0 inside’ label
Much more than just BIG DATA and
cloud storage!

23. This socially powered web is exploding, and is
the new baseline for all our internet and technology
empowered interactions.

24. Making it possible to federate,
query, browse, gather and
recommend information from
disparate sources.

25. Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the
imagination for a world of constant change (Vol. 219). Lexington, KY: CreateSpace.
“Information absorption is a
cultural and social process of
engaging with the constantly
changing world around us”. p47

26. changing their
reading
and
information
encounters

27. changing their
creative
encounters

28. changing their
real world
opportunities
The Fab Lab Network covers more
than 40 countries in more than 200
labs in the world. Every Fab Lab is a
potential classroom for the Fab
Academy.
http://www.fabacademy.org/

29. The Robots and Dinosaurs Hackerspace meets right
here in Sydney and offers a communal space where
geeks and artists brainstorm ideas, play games, work
on collaborative projects, and share the cost of some
great tools.
http://robodino.org/

30. Lifelong
engagement
with digital
content!
A definitive guide to
verifying digital content
for emergency
coverage

31. It seems that a range of new forms of
learning are still relatively unrecognised or
even unacceptable within formal settings,
and even possibly informal ones.
Mixed messages around technology
flickr photo by FotoGrazio http://flickr.com/photos/fotograzio/16454497009 shared under a Creative Commons (BY-NC-ND) license

32. Mixed approaches
to participatory pedagogies
Many important questions are raised when “established”
learning theories are seen through technology.
X

33. Participatory pedagogy
Participatory pedagogies recognise the
popular and cultural meanings of apps,
social media and tools and the ways in which
young people adapt such media in both
reflexive and non-reflexive ways for their own
aims and purposes.

34. Participatory pedagogy
They include such activities as learning
through social networking, searching and
retrieving information, researching
information, using information, games,
collaboration and shared interests.

35. Participatory pedagogy
Encouraging young people to become
reflexive, or more reflexive, about their
practices, behaviours and ethics is vital both
in the development of their stance as media
managers and producers and in the
development of voice, agency, personalisation
and an ethical stance to their own practices.

36. In talking about the essential paradigm shift that is
taking place, Stanley (2011) highlights three areas
of influence:
Information fluency — using search engines
effectively; evaluating online information;
collaborating in virtual environments, and
delivering material resources online.
Digital citizenship — understanding responsible
and ethical use of information, and maintaining
safe online practices.
Digital storytelling — reading, writing and
listening to books in many formats; creating,
collaborating and sharing in a range of mediums.
Digital influences
Stanley. D.B. (2011). Change has arrived for school libraries, School Library Monthly, 27 (4)4, 45–47.

37. • “Knowledge assembly,” building a “reliable information hoard” from
diverse sources.
• Retrieval skills, plus “critical thinking” for making informed judgements
about retrieved information, with wariness about the validity and
completeness of internet sources.
• Reading and understanding non-sequential and dynamic material.
• Awareness of the value of traditional tools in conjunction with networked
media.
• Awareness of “people networks” as sources of advice and help.
• Using filters and agents to manage incoming information.
• Being comfortable with publishing and communicating information as
well as accessing it.
Bawden, D. (2008). Chapter One: Origins and concepts of digital literacy. In Digital literacies: concepts, policies & practices (pp. 17–32). Peter Lang Publishing, Inc.
Digital literacy

38. Heuristics for
instructional design?
flickr photo by olgaberrios http://flickr.com/photos/ofernandezberrios/2719757761 shared under a Creative Commons (BY) license

39. Media literacy
nature and role of subliminal media effects
“The entire process is fundamentally rhetorical:
it concerns the transformation of an audience”
McLuhan, E., & McLuhan, M. (2011). Theories of communication. Peter Lang.
flickr photo by Striking Photography by Bo Insogna http://flickr.com/photos/thelightningman/4888770222 shared under a Creative Commons (BY-NC-ND) license

40. Digital literacy
“reading and writing in a digital environment, in order
to position where the literacy action is taking place
and that it can be authentic, multimodal, far
reaching, multi-tool, and code interdependent”
Chase, Z., & Laufenberg, D. (2011). Digital literacies: Embracing the squishiness of digital
literacy. Journal of Adolescent & Adult Literacy, 54(7), 535–537

41. transliteracy is not about learning
text literacy and visual literacy
and digital literacy in isolation
from one another but about the
interaction of these literacies
Transliteracy
Thomas, S., Joseph, C., Laccetti, J., Mason, B., Mills, S., Perril, S., & Pullinger, K. (2007).
Transliteracy: crossing divides. First Monday, 12(12).

42. Information literacy
“the evolution of Web 2.0 and the revolution of social
media and social networking requires a fundamental
shift in how we think about information literacy”
Mackey, T. P., & Jacobson, T. E. (2014). Metaliteracy: reinventing information
literacy to empower learners. American Library Association.

43. comprehensive examination
approach to metacognition,
multiple intelligence theory, multi-
literacies, multiple literacies,
transliteracy, convergence and
multimodal literacy.
Metaliteracy

44. ….not intended to invoke yet
another meta- or grand narrative
but rather to acknowledge the
fragmented and centred nature of
information in the post-modern
age
Metaliteracy

45. …..or any other bunch
of new literacies -
they ALL really matter!

46. Heuristics for
instructional design!
Each of these has a common purpose to break overall
cognitive development process into parts that can more easily
structure educational processes and goals, and scaffold
learning and individual knowledge development.

47. What is really at stake?

48. Davies, A., Fidler, D., & Gorbis, M. (2011). Future work skills 2020.
http://www.iftf.org/our-work/global-landscape/work/future-work-skills-2020/

49. Evolving Learning Landscape
Current thinking about 21st century skills, and the learning
experiences that support their development, are essential
starting points for capacity building. A list of the workforce
skills presented by Davies, et al (2011, pp. 8-12) include:
• Sense-making
• Social intelligence
• Novel and adaptive thinking
• Cross-cultural competency
• Computational thinking
• New-media literacy
• Transdisciplinarity
• Design mindset
• Cognitive load management
• Virtual collaboration
http://www.iftf.org/our-work/global-landscape/work/future-work-skills-2020/

50. The Future of Work 2015
“In addition to affecting the type of work we do,
digital and mobile technologies are changing how
we do it, where we do it (at home or remotely) and
who our competition is”.
http://www.technologyreview.com/news/541566/a-closer-look-at-the-future-of-work/
MIT Technology Review -

51. This is more than technology!
All professions of the future
require digital and information
fluency

52. Foundation for young
Australians
2015
http://www.fya.org.au/wp-content/uploads/2015/08/fya-future-of-work-report-final-lr.pdf

53. Trends, challenges and
development in technologies
that will influence the future of
schools and libraries
NMC Horizon Reports
Using a modified Delphi process, a panel of 50+ education and technology
experts identify topics very likely to impact technology planning and decision-
making: six key trends, six significant challenges and six important
developments in technology.

56. https://www.futurelearn.com/learning-guide
Think critically, question fearlessly, reflect personally

57. Sustainable learning involves
a pedagogic fusion between
environments, tools, formats
and meta-literacy capabilities.
(Mackey & Jacobson 2011)
Mackey, T P and Jacobson, T E 2011, ‘Reframing information literacy as a
metaliteracy’, College & Research Libraries, vol. 72, no. 1, pp. 62–78.

58. Learning futures
https://youtu.be/_dv4KxkNCKI

59. The question is.....?

60. How should we foster and prepare
for this digital fluency?
cc licensed ( BY NC SA ) flickr photo by fatboyke (Luc): http://flickr.com/photos/fatboyke/2984569992/

61. More content, streams of data,
topic structures, (theoretically)
better quality - all of these in
online environments
require an equivalent shift in our
online capabilities.

62. In an age of information
abundance learning to
effectively search is one of the
most important skills most
teachers are often NOT
teaching

63. 63
cc
licensed
(
BY
NC
)
flickr
photo
by
Cayusa:
h=p://flickr.com/photos/cayusa/1444806159/
“the first search result is clicked on twice as
much as the second, and the second twice
as much as the third”. Dan Russell, Google’s usability chief

64. Rather than simply identifying a useful page, these
systems try to pull the information from those pages
that might be what a user is looking for, and to make
this immediately apparent.
More informative results?

65. ✴ Those who know how to “think” about search,
versus those who don’t
✴ Those who know how to validate soft information,
versus those who don’t
✴ Those who know how to find information in new
‘hot’ channels versus those who don’t
✴ Those who know how to get information to travel
to them, versus those who still chase it.

66. What’s the
story with the
yellow blotch?
SearchReSearch blog
http://searchresearch1.blogspot.com.au/
A blog about search, search skills, teaching search, learning how to
search, learning how to use Google effectively, learning how to do
research. It also covers a good deal of sense making and
information foraging.

67. For several years people have
been fascinated by small, robot-
like figures popping up in city
streets and other innocuous
places. These figures, now
documented in flickr pools and
blog posts from cities arose the
world, can be attributed to
Stikman (sometimes searched for
and referred to as "stickman"), an
anonymous graffiti artist,
sometimes perhaps going by the
alias "Bob," who has been putting
these images up since at least
2006.
http://searchresearch1.blogspot.com.au/2013/01/wednesday-search-challenge-11613-whats.html
Search for 'painted
yellow man robot'
yielded 'stickman' for a
better explanation.
About 3 minutes
Reply

68. Wednesday, September 30, 2015
Search Challenge (9/30/15): Thinking outside the box
Some problems are hard.
But often, if you know where and how to search, the answers
can be found without an excess of work.
This week's Challenge is an example of exactly this idea.
If you spend more than 5 minutes on this Challenge, you
should stop and think to yourself: How else can I solve this
Challenge? Once you figure out the method, you'll see why
I've posted this particular Challenge, and you'll have yet
another arrow in your quiver of SearchResearch skills.

69. 1. Can you create a chart showing the difference in the populations
between North and South Korea since 1970? (Just a simple line graph
would be fine, thanks.)
2. Can you compute the market cap, total revenue, and number of
outstanding shares for each of the companies IBM, Apple, Google, and
Xerox?
3. Having recently dived in the Caribbean, I'm really interested in
whale sharks. Can you quickly compare blue whales, gray whales,
sperm whales, and whale sharks in terms of (a) lifespan, (b) maximum
length, (c) weight? (Just the facts, ma'am.)
As I said, this really is a 5 minute Challenge. Do you know a method to
make your searches that quick and effective for this kinds of data
collection / comparison?
Search on!

70. Learn about the latest
additions to search so as to
get the most out of Google.
http://www.google.com/insidesearch/howsearchworks/
thestory/index.html

71. Google Knowledge Graph
When you search, you’re not just
looking for a webpage.
You’re looking to get answers,
understand or explore.
Google alerts too!

74. knowledge
encounters
helping students
broaden the scope
of their information
seeking

75. http://www.kidrex.org/

76. http://www.instagrok.com/

77. What else is really at stake?

78. FutureLab (2010) propose that being “digitally literate is to
have access to a broad range of practices
and cultural resources that you are able to
apply to digital tools. It is the ability to make and share
meaning in different modes and formats; to create, collaborate
and communicate effectively and to understand how and when
digital technologies can best be used to support these
processes.’
http://www2.futurelab.org.uk/resources/documents/handbooks/digital_literacy.pdf

79. http://trove.nla.gov.au/

80. https://youtu.be/DDOY5gun1mY

82. Global Images
The key goal of The Commons is to share
hidden treasures from the world's public
photography archives.
https://www.flickr.com/commons

83. http://archive.org/
Explore it all!

84. Europeana enables people to explore the
digital resources of Europe's museums, libraries,
archives and audio-visual collections.
http://www.europeana.eu/portal/index.html
Linked Open Data on the Web. The site currently contains
metadata on 3.5 million texts, images, videos and sounds.

85. The Scout Report is the flagship publication
of the Internet Scout Research Group.
Published every Friday both on the Web and
by email subscription, it provides a fast,
convenient way to stay informed.
https://scout.wisc.edu/

86. What else can we do?

87. cc licensed flickr photo by assbach: http://flickr.com/photos/assbach/253218488/
Gather
Seek Follow
Explore
Cultivating inquisitive mindsets

88. I need to search, scan, and
select the best resources I can
find for my own personal
interests, and by making my
choices available to others, I
create a resource for many
besides myself.It’s about knowing, learning,
sharing, and teaching, all in one.
Turn personal interest into a
community of interest
The Solution: Infotention Training
http://www.rheingold.com/university/mini-courses/

89. http://delicious.com/hrheingold/crap_detection
‘crap’ detection
cc licensed flickr photo by selva: http://flickr.com/photos/selva/23816545/
Information labyrinth
Howard Rheingold
Nurture strategies for information fluency

90. Gapminder fact-based world view
http://www.gapminder.org/for-teachers/

92. http://www.google.com/publicdata
Google Public Data Explorer

93. http://www.livebinders.com/play/play/245623
Evernote for Educators
Digital practices

94. h=p://23mobilethings.net/wpress/
Modelling
exemplary use of
social media,
search engines,
and collaborative
research strategies.

95. The benefits of
content curation
is that you don’t
re-invent the
wheel - you
share!
Create | Collate | Contribute

96. Feedly is a great RSS feed reader to help you monitor lots of resources quickly.
Smore or Tackk works well to create newsletter types of pages where you can add new
resources and news.
Flipboard Magazines allow you to create collections of articles, links to resources,
images, news and more. Users can subscribe and get updates in a variety of ways,
depending on the source.
Tumblr blog – it’s easy to add notes, photos, links to articles to a tumblr. Your audience
can subscribe to update through their own tumblr account, visit it via it’s URL or via an
RSS feed
Diigo Groups – Bookmark items in Diigo and add items to a diigo group that your
audience can subscribe to updates via email or RSS.
RSS magic – Anything with an RSS feed gives you lots more options. Readers can
subscribe via their own feed reader or email. And you can display updates in a widget on
your web/wiki pages.
https://cooltoolsforschool.wordpress.com/thing-22-create-a-resource-guide/
Create | Collate | Contribute

97. Create | Collate | Contribute

98. http://www.periodicvideos.com/
Periodic Table of QR codes on Flickr
Create | Collate | Contribute

99. find fabulous
guides on
Flickr
ready for you
to use

100. Find free images online http://judyoconnell.com/find-free-images-online/
PhotoPin – My first stop for photo searching. Very easy to use
and searches a number of sources for CC licensed photos.
CC search – search for images, video and music from one
search page. Handy!
Flickr advanced search – Scroll to the botton of the screen
and select the Creative Commons setting & “Find content to
modify, adapt, or build upon”
Model the future!
Create | Collate | Contribute

101. https://www.tineye.com/
Model the future!
Create | Collate | Contribute

102. Spell with Flickr
http://metaatem.net/words/
http://bighugelabs.com/
Create | Collate | Contribute

103. Creative Commons
Creative Commons licensing allows for reuse of a image
(and other intellectual content) under certain conditions.
The licensing is easy to understand and having students
select how they want to license their own work is a great
way to get students thinking about copyright, reuse and
attribution.
Model the future!

104. Creative commons
licenses work as “some
rights reserved rule
instead of “all rights
reserved” rule.
Diverse set of license
conditions with a range
of freedoms and
limitations.
http://creativecommons.org/

105. Last one - Just for fun :-)
Model the future!

106. http://cogdogblog.com/flickr-cc-helper/

107. in Chrome

111. Rethinking Learning
in the age of digital fluency

112. • Communication
–sharing thoughts, questions, ideas and solutions
• Curation
–collecting and reflecting on what we encounter
• Collaboration
–working together to reach a goal
–putting talent, expertise and ‘smarts’ to work
• Critical thinking
–looking at problems in a new way
–linking learning across subjects and disciplines
• Creativity
–trying new approaches to get things done
–innovation and invention

114. heyjudeonline
Judy O’Connell
http://judyoconnell.com
Judy O’Connell
juoconnell@csu.edu.au