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CDL Modules

Page history last edited by Chris Werry 3 years, 8 months ago



Researching, Teaching & Integrating Critical Digital Literacy @ SDSU

In RWS we are working on a Digital Humanities project centered on researching SDSU students’ digital literacy practices, attitudes
and skills to help guide the integration of critical digital literacy into our general education classes. The work is ongoing and divided
into 4 main areas:

  1. Mapping Student Digital Literacies @ SDSU via surveys, student reflections, interviews, and analysis of student writing. 
  2. Creating & Sharing Modules for Teaching Core Digital Literacy Skills  
  3. Training Teachers to Integrate Critical Digital Literacy into their Courses
  4. Building Infrastructure for Teaching, Researching & Sharing Critical Digital Literacy Resources 


The modules in the sections below were developed after gathering data from SDSU students. We plan to continue collecting data,

expanding and refining the modules, and adding more modules and teaching resources in fall 2017.


These powerpoint slides describe the project, the survey data from 2015, and conclusions we have drawn from the data, and 
the modules we have created. There is also a multimedia overview of the project. We have a much larger collection of data from
fall 2016 (data from 450 students) that we will review in summer 2017 and use to build more modules. Based on the data collected
so far we are working on building modules that address a set of core digital literacy capacities


Modules for Teaching Critical Digital Literacy in First year GE Courses


Module: Using Hosted Wikis to Teach GE Classes and Digital Literacy

Since fall 2015, all new TAs who teach first year writing for RWS are given a pre-loaded, hosted wiki to teach writing and to  integrate critical 
digital literacy instruction into their classes. The wiki comes with spaces for assignments, texts, group work, student blogs, writing resources,

research tools, announcements and conference schedules. Teachers and students use the wikis to share material, display writing done in class, 
coordinate group work, and manage class presentations.  We have also assigned students to read texts on digital literacy, and so the
wikis have been used to illustrate concepts discussed in these texts, many of which mention wikis.  



Module: Using Wordpress Blogs for Homework, Class Discussion and Portfolios

We train TAs and students to use blogs for homework, reading responses, class work and portfolios. Teachers link to student blogs 
from the course wikis, encourage students to read and respond to each others' blog posts and they also discuss blog writing in class.  
In many of their writing classes students read about blogging as a form of "public thinking" and as a component of digital literacy.
In fall 2017 we are going to combine the hypothesis annotation tool with student blogs so that peer review can be done on the 
blogs, and so teachers can give feedback on drafts and on student portfolios.


Module: Using Hypothesis for Annotation, Social Reading, Peer Review & Feeedback

Annotation tools such as Hypothes.is are used for annotation, bookmarking, peer review and feedback. We have piloted using Hypothes.is for 
A) Individual and group annotation of texts, B) Collaborative reading and analysis of texts, C) Embedding texts in discussion, D) Modeling teacher 
analysis and note-taking, E) Commenting on student writing & peer review F) Examining how scholars annotate texts.


Module: Fake News

In spring 2017 TAs taught two units on fake news in their GE writing classes. This module includes a set of readings and resources, 
case studies, criteria for identifying and evaluating fake news, as well as two writing assignments that examine fake news issues.  



Module: Search Literacy


Module: Web Site Analysis


Module: Social Bookmarking, Annotation and Personal Learning Networks


Digital Literacy Teaching Resources 



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