Thomas Boldon's List: Digital Literacy Researching Credible Connections

• What is online collaboration?
  Answer: Simply put, online collaboration lets a group of people work together in real-time over the Internet. Those engaged in online collaboration can work together on word processor documents, Power Point presentations and even for brainstorming, all without needing to be in the same room at the same time. There are many great online collaboration tools available, which can help your team accomplish its goals.

  • online collaboration lets a group of people work together in real-time over the Internet
• Is online collaboration for everyone, or is it only effective in larger organizations?
  Answer: Virtual collaboration is good for organizations of any size, as long as there is interest in working together over the Internet. Not only is online collaboration great for working with your colleagues, but it's also good when working on documents with clients. Because it helps create a sense of teamwork and transparency, it can even help improve client relationships.

• Educators, supervisors and mentors strive for the 'eureka moment', the moment when someone, "gets it". As we move more of our lives into online interaction and collaboration, there has never been a more important time to 'get it' than now. Teamwork between humans has provided an advantage to groups and societies which profoundly affect their levels of achievement. Online collaboration opens avenues for people to leverage themselves. Those who fall behind will be disadvantaged.
• The dynamic nature of virtual collaborative projects is also considered; in particular the impact on group leaders. The paper concludes that in order to unlock the power of online collaboration it is necessary to change focus from current solutions aimed at symptoms such as 'rules and guidelines' towards solutions addressing the underlying conceptual causes which result from the Internet's virtual nature. Addressing these issues has the potential to profoundly change our thinking and will be beneficial to organizations and communities.

• Ethnography as method remains orthodox in its application. It is largely replicated through the lone field ethnographer model. In challenging this fieldwork model, the authors describe distance collaboration via the Internet linking two researchers across space and time in the fieldwork process: one in the field, the other home based. Using a reflexive, retrospective analysis of e-mail correspondence generated during the fieldwork experience, they explicate key factors in their successful collaborative effort. In addition, interchanges conducive to "thickening" the ethnographic inquiry are highlighted. The collaborative process, facilitated through the Internet, lent psychological strength to the field researcher and added to research quality, timeliness, and trustworthiness in this focused ethnography. Cybertecnology invites exploration of new approaches and resultant challenges in conducting ethnographic fieldwork.[ABSTRACT FROM AUTHOR]

  • he authors describe distance collaboration via the Internet linking two researchers across space and time in the fieldwork process: one in the field, the other home based. Using a reflexive, retrospective analysis of e-mail correspondence generated during the fieldwork experience, they explicate key factors in their successful collaborative effort.

  • The collaborative process, facilitated through the Internet, lent psychological strength to the field researcher and added to research quality, timeliness, and trustworthiness in this focused ethnography

• The 21^st century has marked an unprecedented advancement of new media. New media has become so pervasive that it has penetrated into every aspect of our society. New media literacy plays an essential role for any citizen to participate fully in the 21^st century society. Researchers have documented that literacy has evolved historically from classic literacy (reading-writingunderstanding) to audiovisual literacy to digital literacy or information literacy and recently to new media literacy. A review of literature on media literacy reveals that there is a lack of thorough analysis of unique characteristics of new media and its impacts upon the notion of new media literacy. The purpose of the study is to unpack new media literacy and propose a framework for a systematic investigation of new media literacy

  • New media literacy plays an essential role for any citizen to participate fully in the 21st century society. Researchers have documented that literacy has evolved historically from classic literacy (reading-writingunderstanding) to audiovisual literacy to digital literacy or information literacy and recently to new media literacy.A review of literature on media literacy reveals that there is a lack of thorough analysis of unique characteristics of new media and its impacts upon the notion of new media literacy

• new

  media literacy is

  a convergence of all literacy

  developed over

  the past centuries

  including

  classic literacy, audiovisual literacy

  ,

  digital literacy

  , and

  information

  literacy

  .
• media literacy

  refers to

  one‟s

  ability to

  produce

  media content

  ,

  in addition to

  consuming skills

  .

  “
• a review of the

  literat

  ure on new media literacy

  reveals

  that many

  researcher

  s

  could not escape from

  tradition

  al

  views of media literacy and

  missed the

  core elements

  in the

  notion

  of new media literacy
• n

  ew media

  literacy is

  primarily

  conceived

  as a combination of

  information

  skills

  , conventional

  computer

  literacy skills

  ,

  and

  communication

  skills

  (or multiple literacies)

  .

2 more annotations...

• With the advent of digital technologies, awareness of media is acquiring crucial importance. Media literacy,
• nformation literacy and digital literacy are the three most prevailing concepts that focus on a critical approach towards media messages.This article gives an overview of the nature of these literacies, which show both similarities to and differences from each other. The various contexts of their functioning are outlined and additional literacies are mentioned. Especial attention is given to the question of the blurring line between media consumers and producers

• A media literate person – and everyone should have the opportunity to become

  one – can decode, evaluate, analyze and produce both print and electronic

  media. The fundamental objective of media literacy is critical autonomy

  relationship to all media. Emphases in media literacy training range widely,

  including informed citizenship, aesthetic appreciation and expression, social

  advocacy, self-esteem, and consumer competence.
• A media literate person – and everyone should have the opportunity to become

  one – can decode, evaluate, analyze and produce both print and electronic

  media. The fundamental objective of media literacy is critical autonomy

  relationship to all media. Emphases in media literacy training range widely,

  including informed citizenship, aesthetic appreciation and expression, social

  advocacy, self-esteem, and consumer competence.
• Media literacy is concerned with developing an informed and critical

  understanding of the nature of the mass media, the techniques used by them,

  and the impact of these techniques. It is education that aims to increase

  students’ understanding and enjoyment of how the media work, how they

  produce meaning, how they are organized, and how they construct reality. Media

  literacy also aims to provide students with the ability to create media products.
• The definition, adopted by the European Commission also stresses critical, putting it

  in a more straightforward way. Besides of that it acknowledges both reception and

  production of media
• The media and the literacies: media literacy, information literacy, digital literacy
• Media literacy is concerned with developing an informed and critical

  understanding of the nature of the mass media, the techniques used by them,

  and the impact of these techniques. It is education that aims to increase

  students’ understanding and enjoyment of how the media work, how they

  produce meaning, how they are organized, and how they construct reality. Media

  literacy also aims to provide students with the ability to create media products
• Importance and definitions

  The importance of media literacy is justified not only by the quantity of media

  exposure. The vital role of information in the development of democracy, cultural

  participation and active citizenship also justifies it. We have to acknowledge that

  children and youth, where entertainment and popular culture messages serve as an

  agent of socialization, are exposed to large quantities of media messages.
• With the advent of digital technologies, awareness of media is acquiring crucial

  importance. Media literacy, information literacy and digital literacy are the three most

  prevailing concepts that focus on a critical approach towards media messages. This

  article gives an overview of the nature of these literacies, which show both similarities

  and differences with each other. The various contexts of their functioning are outlined

  and additional literacies are mentioned. Especial attention is given to the question of

  the blurring line between media consumers and producers
• So, what is media literacy? One of its perhaps best known definitions, conceived by

  Aufderheide, (1992) identifies it as a movement, which is designed to help to

  understand, to produce and negotiate meanings in a culture of images, words and

  sounds
• Media literacy is generally defined as the ability to access the media, to

  understand and to critically evaluate different aspects of the media and media

  contents and to create communications in a variety of contexts
• Media literacy is concerned with developing an informed and critical

  understanding of the nature of the mass media, the techniques used by them,

  and the impact of these techniques. It is education that aims to increase

  students’ understanding and enjoyment of how the media work, how they

  produce meaning, how they are organized, and how they construct reality. Media

  literacy also aims to provide students with the ability to create media products.

  • Media literacy is concerned with developing an informed and critical
    understanding of the nature of the mass media, the techniques used by them,
    and the impact of these techniques. It is education that aims to increase
    students’ understanding and enjoyment of how the media work, how they
    produce meaning, how they are organized, and how they construct reality. Media
    literacy also aims to provide students with the ability to create media products.
• A media literate person – and everyone should have the opportunity to become

  one – can decode, evaluate, analyze and produce both print and electronic

  media. The fundamental objective of media literacy is critical autonomy

  relationship to all media. Emphases in media literacy training range widely,

  including informed citizenship, aesthetic appreciation and expression, social

  advocacy, self-esteem, and consumer competence.
• Adolescents spend more and more time, consuming entertainment media, including

  television, the Internet, popular music, movies, and videogames. Using, manipulating

  and creating information is acquiring growing importance especially for knowledge

  workers, who increasingly rely on the Internet and computing tools

11 more annotations...

• Media literacy is the ability to access, enjoy, inte

  rpret, analyze, produce, and evaluate messages

  in all varieties and combinations of print, visual, and digital formats.

• As Internet settlers from cyber communities, the importance of etiquette grows
• ndeed, the lack of it is weakening sociability and even destroying online communities. Etiquette online is not just nice to have, it is necessary. Like the pioneers of the Wild West, early Internet adopters were a rough and tumble gang. an occasional sarcastic comment, expletive, or confrontational challenge was part of the fun. But times have changed. Today's settlers flock online in the millions. a single word aptly summarizes these settlers: " diverse." These Internet users come from many cultures and walks of life. They arrive with a mix of expectations using a variety of technologies, which they access in different ways. The new settlers include children and adults, healthy and infirm, eager and reluctant. English speakers dominate but other languages and cultures are gaining prominence.

  • Etiquette online is not just nice to have, it is necessary.
    a single word aptly summarizes these settlers: " diverse." These Internet users come from many cultures and walks of life

• Internet etiquette is the proper way users conduct themselves in an online environment. Good behavior online is proper etiquette. The rules of internet etiquette are implied by social norms, customs, and culture.
• Internet etiquette, which means netiquette, is the social code of the internet because etiquette is a social code.

  • Internet etiquette is the proper way users conduct themselves in an online environment. Good behavior online is proper etiquette. The rules of internet etiquette are implied by social norms, customs, and culture.
• Internet Etiquette is online communication that makes everyone comfortable. The internet is a group of computers that are connected, etiquette is a social code. That is the technical definition of the words. Combing the words into a term enables it to become a philosophy or part of one.
• Using proper internet etiquette makes anything possible for anyone and everyone because effective communication is what makes things happen.

2 more annotations...

• Connecting with new information landscapes: information literacy practices of refugees
• The purpose of the research reported in this article is to understand how refugees learn to engage with a complex, multimodal information landscape and how their information literacy practice may be constructed to enable them to connect and be included in their new information landscape.

• CHALLENGES IN SPREADING INFORMA

  TION

  LITERACY

  AMONG STUDENTS

• To achieve this, we developed an elicitation protocol and implemented it as a web-based tool to facilitate the elicitation of beliefs from multiple experts. Our protocol has two main rounds: elicitation of the marginal probability distribution and elicitation of the variogram.
• The web-based tool has three main components: a web interface for expert elicitation and feedback; a component for statistical computation and mathematical pooling of multiple experts’ knowledge; and a database management component. Results from a test case study show that the protocol is adequate and that the online elicitation tool functions satisfactorily. The web-based tool is free to use and supports scientists to conveniently elicit the variogram of spatial random variables from experts. The source code is available from the journal FTP site under the GNU General Public License.

  • The web-based tool has three main components: a web interface for expert elicitation and feedback; a component for statistical computation and mathematical pooling of multiple experts’ knowledge; and a database management component.The web-based tool is free to use and supports scientists to conveniently elicit the variogram of spatial random variables from experts.

• he purpose of this paper is to propose a web-based tool that enables the development and provision of learning designs and its reuse and re-contextualization as generative learning objects, aimed at developing educational materials.
• The use of learning objects can facilitate the process of production and delivering of educational material and their reuse and re-contextualization in different scenarios – such process is due to the current development stage of information and communication technologies (ICTs), which allow easy access to products and services related to them. ICTs combined with instructional design theories, lead to the emergence of new generations of distance learning, which add educational content to web-based services.

  • propose a web-based tool that enables the development and provision of learning designs and its reuse and re-contextualization as generative learning objects, aimed at developing educational materials. lead to the emergence of new generations of distance learning, which add educational content to web-based services.

• nformation literacy practice is defined as "a coconstruction brought about by those who are co-located and participating in the everyday life of a community".
• The researchers found that there were phases of settlement (during which time the refugees had to develop new information practices), that refugees need help to cope with the new information landscape, that compliance (e.g. knowing about relevant laws) and everyday focus are the information foci to start with, and that visual and social information are important (including using storytelling).