Let us make the point about participation again, first abstractly, then with a little story. Let us classify all possible literacies into *consumer literacies*, which the vast majority of participants enjoy without producing, and *two-way literacies*, in which the average literate person makes new things or at least modifies old ones.
One train of thought in the discussions about the purpose for school is that they should be places in which we skill children in things that don’t come naturally for humans, what is hard to learn. Those things that biology and natural selection hasn’t had the opportunity to build into our DNA. The dominance of the human race on this planet is built on the move from the oral transmission to knowledge to the written. Coding and decoding language, understanding scientific methods and mathematical principles are not passed down genetically as evolutionary pr
Guidance on working with fedwiki, and why it is how it is.
Dana Longley: Great video! The real issue I've found with trying to teach this kind of lateral reading and source evaluation is that more often than not the sources encountered are not as clearly off or easy to trace to their original source(s) as something like American Renaissance. Doing this right, especially when you are not a content or search expert who is experienced with a wide variety of online information sources, is that students, even highly motivated ones, don't have the time or patience to do it, even after they have been given some in
Research assistant as project manager for the "Information and Data Literacy" teaching and learning concept. page 