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| Students utilizing computers. (Pxhere, 2017) |
In today's world of technology, the amount of
information at people's fingertips is constantly expanding, and challenging them to
distinguish fact from opinion and even deliberate misinformation because of the sheer volume of choices available. Adults are occasionally swayed by irrelevant or inaccurate information that influences personal views. While adult consumers of information know that much of the content discovered through search engines and social media holds no real, relevant
meaning, the simplicity and accessibility with which the information is presented entices users to accept the easy offering and occasionally permit their own judgment to be altered. However, for children, this "ease of information" trap is easier to fall into. Children's
minds are constantly absorbing and processing information, some of which is
found through their own browsing of the digital web on platforms that they interact with daily. Students' ability to learn to process volumes of easy information mindfully- and better yet- how to conscientiously create this information, may very well make a critical difference in the choices they make in life.
Educators play an enormous role in guiding students to first identify what sources can be found reliable and then transfer that
into creating a reliable source themselves. Students must understand that their
digital footprint is just as important as the choices they make in everyday
life. According to Kristen Turner and Troy Hicks, "Crafting arguments in a
digital world could be one of our greatest opportunities to improve dialogue
across cultures and continents, or it could contribute to creating or
continuing bitter divides" (2017, p.7). This argument holds true in that,
just like actual words, digital arguments can leave a lasting impact on those
that read them. When done correctly, people can exchange thoughts and
knowledge with others around the world, thus making connections that might, otherwise, never have been made. By the same token, a person's careless use of digital formats to create arguments, offer misinformation, or broadcast detrimental or hostile opinions precludes the opportunity to contribute in a positive way.
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Never has it been more important for educators to guide children in how to listen, interact, and contribute to any argument, through written expression (whether digital or traditional composition) and through speaking (including using discussion forums and any number of presentation formats). By doing this, we not only help
guide students in becoming positive contributors to an ever-growing wealth of
information, but help to guide them in organizing their thoughts in more meaningful
ways. Kristen Turner and Troy Hicks state that “we need to engage them in
critical and creative opportunities for composing digital writing” (2017, p15).
It is crucial for students to participate in the composition of writing for them
to fully understand how the content within can impact those that
read it. Thus, comes the burden of finding activities that engage the
students, but also offer a chance for students to interact appropriately and fully understand what a digital footprint is and how important it can be.
The digital realm is growing every day, pushing the
importance of digital literacy to the forefront of education. “Instructing
students on how to use technology is just the first step” (Turnitin, 2018). The steps after technology instruction make the difference on whether their digital footprint
will be positive or another contributor to an ever-growing divide caused by
misinformation and poor arguments.
References
Hobbs,
R. (2019, July 13) What is digital literacy? [Video]. Youtube.
Retrieved from https://www.youtube.com/watch?v=O3tLZCXE2a0
Pxhere. (2017, March 14) [Photograph of students utilizing computers in a classroom]. Retrieved
Turner,
K., & Hicks, T. (2017) Argument in the real world: Teaching adolescents
to
read and write digital texts Portsmouth, NH: Heinemann.
Turnitin.
(2018, December 20). The growing need for digital literacy [blog
post]. Retrieved from https://www.turnitin.com/blog/the-growing-need-for-digital-literacy
Webwise.ie. (2019). Developing digital literacy skills [Clip art]. Retrieved
from https://www.webwise.ie/teachers/digital_literacy/
Elizabeth,
ReplyDeleteI enjoyed reading your post very much. I completely agree that we we must start educating on children on how to identify a credible source and then how to create one. Kristen Turner and Troy Hicks reminded us "we want students to be productive citizens and to use the opportunities available with digital writing for the greater good.Posting a selfie or retweeting someone else’s post is one thing. Creating one’s own valuable piece of writing that offers an argument of substance is quite another. We want students to create content, not just redistribute it."(2017, p14). I teach fourth grade. My students are starting to explore social media, share memes, and read the news. If we don't start educating them on how to find an create credible sources they will be misinformed and lacking as digital citizens.
As I was researching this for this project, I came across a study that was published in 2019. This study researched how student's scientific argumentation skills improved or decreased with explicit instruction. The study concluded with finding that "most students in the sample were able to develop or improve scientific argumentation skills in most elements of argumentation after receiving instruction based on the rADI model" (2019, p17). We, as educators, must become more intentional in helping our students build and strengthen these argumentation skills as well as using those skills to create solid arguments as well as spot solid arguments.
References
Songsil, W., Pongsophon, P., Boonsoong, B. et al. Developing
scientific argumentation strategies using revised
argument-driven inquiry (rADI) in science classrooms in
Thailand. Asia Pac. Sci. Educ. 5, 7 (2019).
https://doi.org/10.1186/s41029-019-0035-x
Turner, K., & Hicks, T. (2017). Argument in the real world:
Teaching adolescents to read and write digital texts.
Portsmouth, NH: Heinemann.
I really like that you mentioned teaching students about their digital footprints. I believe it is important that students realize how important it is to be mindful of what they do/say on the Internet. As Turner and Hicks (2017) states, "If we consider that our students are now communicating to a global audience, the need for crafting successful arguments is more important than ever, and making implicit (or explicit) connections between evidence and claims is a key skill in this craft" (p. 9). It is our job as educators to make sure that students are able to determine credible resources in media. This is not just to help them become better readers and writers, but to also help them become better learners as a hole. They can take the skills taught in crafting digital arguments and apply them to all different subjects and situations they may experience in their lifetime. While my kindergarteners do not have Facebook or Snapchat, I often hear conversations between peers discussing topics they have heard about on such sites from their parents or older siblings. Therefore, it is important to teach them how to notice credible sources in order for them to grow into knowledgeable digital citizens.
ReplyDeleteReferences
Turner, K., & Hicks, T. (2017). Argument in the real world:
Teaching adolescents to read and write digital texts.
Portsmouth, NH: Heinemann.
I enjoyed reading the point you made in saying that digital arguments can leave a lasting positive or negative impact on others. I so agree with this because many times we as a people don't take the time to think about the consequences of our actions whether as young children or adults, so it's so important to keep that in mind. According to Hicks and Turner, teaching our students digital argumentation skills will make them more proficient as critical thinkers (2017, pg. 14). As a 5th grade ELA teacher, I am always so concerned with my students' critical thinking skills....which is why its necessary to incorporate digital literacy skills into our instruction.
ReplyDeleteReferences
ReplyDeleteTurner, K., & Hicks, T. (2017). Argument in the real world:
Teaching adolescents to read and write digital texts.
Portsmouth, NH: Heinemann.