Week 5 (Blog Post 1) - Why should teachers care about digital literacy?

Why should teachers care about digital literacy?

Teachers should care about digital literacy because, as suggested throughout Palfrey and Gasser’s introduction in ‘Born Digital’, our digital lives and our use of technology can be positive or destructive for our development and self esteem.

One of the main themes in ‘Born Digital’ is the use of technology to form groups or subcultures within society; we tend to socialise online with others ‘connected to us by mutual interests and shared interaction’ (Palfrey and Gasser, 2008; p.5). Teachers need to acknowledge digital literacy and be aware that a large part of the digital natives’ life is broadcast across digital platforms, which can be an asset to children’s growing social confidence and inclusion in their interests. Social media can be used positively to allow children an identity that can be shared across a physical distance, and a representation of them that others can engage with.

The main implication for teachers regarding children’s digital lives is being aware of the ways in which children are harnessing digital platforms for communication. The main concerns held by adults are cyberbullying, online predators, and accessing explicit material (Palfrey and Gasser, 2008). These are problems that need to be addressed through education, particularly as longitudinal studies show a year on year increase in children being bullied using new technology (Noret and Rivers, 2006). Being digitally literate is a privilege children have in the modern world, but the role of educators needs to be making children aware of the responsibility involved in engaging with the digital world. As pointed out by Palfrey and Gasser, problems with children’s engagement with technology can only arise where children’s useage of digital media is unregulated by adults, when children are left to explore technology without guidance and misunderstand what is appropriate to being viewing or doing online.

Parents and teachers aren’t involved in the decisions that young people are making as they are ‘cut off from digital native children because language and cultural barriers are too great’ (Palfrey and Gasser, 2008; p.10). This is a highly controversial view, which can be challenged by the fact that many children engage digitally because they look up to adult role models who are using technology for different means.  Teachers should care about digital literacy because we need to encourage children to be able to criticise and reflect on digital technology. A large part of teaching should revolve around increasing children’s understanding that the internet represents user generated content and can be self-censored.

We need to ensure children are wise to the fact that what we engage with through digital media shouldn’t be taken at face value; someone’s online profile is a construct of them which reveals certain aspects about themselves which they choose to share. Increasing children’s awareness of digital media as a tool for representation will address issues such as privacy and being aware of the existence of online predators. Similarly, a study of 92 children found that when exposed with cyberbullying, children recommended blocking / avoiding messages and telling someone as the best coping strategies (Smith et al, 2008). Palfrey and Gasser suggest that education which draws on children’s natural common sense, and encourages them to be transparent in their digital use, will lead to safe and beneficial digital engagement. The key is adult engagement; if we as teachers address issues that arise, we can help children to be informed, safe, digitally literate citizens.

(559 words)

Bibliography

Noret, N., & Rivers, I. (2006). The prevalence of bullying by text message or email: Results of a four year study. British Psychological Society: Cardiff

Palfrey, J. and Gasser, U. (2008) Born Digital: Understanding the first generation of digital natives. New York: Basic Books, p. 1-15

Smith, P., Mahdavi, J., Carvalho, M. Fisher, S., Russell, S. And Tippett, N. (2008) Cyberbullying: it’s nature and impact on secondary school pupils,  Journal of Child Psychology and Child Psychiatry, 49:4, pp. 376-385