Throughout every single secondary ELA course, there are many opportunities to explore and teach digital literacy skills. However, for this specific blog post, I am going to focus on the ELA A10 curriculum (my favourite course) and more specifically, two outcomes: CR A10.4 and CC A10.1 indicator C.
CC A10.1 C) Develop and present a project-based inquiry related to a theme or topic of the course.
This particular outcome provides the perfect opportunity to share “What’s news: Fake, false, misleading, clickbait, satire, or carefully reported?” If students are hitting the internet to collect information on an inquiry topic, it is vital that they are able to know which information is accurate. By sharing that particular article with them, it creates discussion around the importance of investigating pictures, URL’s, the headline, the author, and cross-referencing.
CR A10.4 Read, interpret, and draw conclusions about the ideas, information, concepts, and themes presented in a variety of literary and informational (including magazines, newspapers, and on-line information) texts.
This outcome is perfect for teaching digital literacy skills, especially when studying the informational texts. When teaching this, it would be the perfect opportunity to hand out articles that were both reliable and non-reliable to get students to decipher the differences between the two. Providing them with the Media Bias Chart would also be an awesome aid in this process.
By doing this with these two particular curriculum outcomes, you would also be hitting multiple goals of the NCTE Framework including:
- Create, critique, analyze, and evaluate multimedia texts; and
- Manage, analyze, and synthesize multiple streams of simultaneous information.
Through those two curriculum outcomes, students can analyze and evaluate multimedia texts and will learn how to cross-check information using multiple, reliable sources. The perfect start to digital literacy.