23 Digital Literacy: Necessary but Not Sufficient for Learning
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Darryl Toerien
Toerien, Darryl Head of Inquiry-Based Learning, Blanchelande College in Guernsey, Channel Islands, UK. Darryl is the Founding Director of the Institute for the Advancement of Inquiry (IAI), and the originator of FOSIL and the FOSIL Group. He also serves on the Editorial Board of Learning Hub at San José State University, and is a member of the Standing Committee of the School Libraries Section of IFLA, the International Association of School Librarianship (IASL) and the UK School Library Association. Darryl taught religious studies and philosophy before becoming a professionally qualified librarian in 2003.
Email:
darryltoerien@outlook.com
Abstract
This chapter argues that digital literacy skills, while necessary for effective learning in an increasingly digital environment, are not in and of themselves sufficient for doing so. Digital literacy skills must be located within a learning process which concludes with knowledge of reality. This learning process is an inquiry process animated by a desire to know. Engaging students in the inquiry process of acquiring knowledge is the primary goal; the systematic and progressive development of inquiry skills, many of them digital by definition or use, is the secondary goal. The chapter begins with a philosophical discussion followed by an examination of the film The Matrix to highlight the tension between a desire to know what is real and the process of acquiring knowledge of reality, especially in a digital environment. The chapter concludes with a description of the author’s Framework Of Skills for Inquiry Learning (FOSIL), and outlines how school libraries use it to foster digital inquiry and fluency. FOSIL creates a robust inquiry environment in which to engage students in the process of acquiring knowledge and developing skills in navigating digital materials.
Abstract
This chapter argues that digital literacy skills, while necessary for effective learning in an increasingly digital environment, are not in and of themselves sufficient for doing so. Digital literacy skills must be located within a learning process which concludes with knowledge of reality. This learning process is an inquiry process animated by a desire to know. Engaging students in the inquiry process of acquiring knowledge is the primary goal; the systematic and progressive development of inquiry skills, many of them digital by definition or use, is the secondary goal. The chapter begins with a philosophical discussion followed by an examination of the film The Matrix to highlight the tension between a desire to know what is real and the process of acquiring knowledge of reality, especially in a digital environment. The chapter concludes with a description of the author’s Framework Of Skills for Inquiry Learning (FOSIL), and outlines how school libraries use it to foster digital inquiry and fluency. FOSIL creates a robust inquiry environment in which to engage students in the process of acquiring knowledge and developing skills in navigating digital materials.
Chapters in this book
- Frontmatter I
- Contents V
- About IFLA IX
- Preface 1
- 1 Digital Literacy: An Overview and Introduction 7
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Part I Public and School Libraries Promote Digital Literacy through Digital Access and Skills Building
- 2 Bridging the Digital Divide: Empowering Marginalised Citizens in Developing Nations 29
- 3 Information Literacy in the Digital Age: Building Competencies Across the Learning Continuum 55
- 4 Fostering Digital Literacy in India: Government Initiatives and Digital Inclusion 69
- 5 Engaging Young People as Readers: Use of Social Media and Digital Literacy 93
- 6 The Library as Lifeline: Digital Inclusion in Post-Pandemic Philadelphia 113
- 7 Empowering Librarians and Learners: Building a Supportive Network for Teaching and Learning 128
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Part II Academic Libraries Take Novel Approaches to Advance Digital Skills
- 8 Transforming the Student Experience in Singapore Polytechnic Libraries Through a Collaborative Digital Literacy Framework 143
- 9 Supporting Digital Dexterity in Academic Library Communities Across Australia and Aotearoa/New Zealand 162
- 10 Developing Student Digital Literacies Through Insights from Educators and Employers 180
- 11 Digital Literacy in Latin America: Pre- and Post-COVID-19 197
- 12 The Venn of Project Research: A Framework for Librarians and Students Tackling Real-World Challenges 215
- 13 Enhancing Student Transliteracy Through Archives: Designing an OER for Primary Source Mastery 230
- 14 Misinformation Literacy: Promoting Lifelong Ethical Digital Citizenship 246
- 15 Teaching Information Literacy to Would-Be Teachers 259
- 16 The Future is Now: Artificial Intelligence and Digital Literacy at the University of Queensland 275
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Part III The Influence of Digital Information
- 17 Be Not Afraid of a Meme: Developing Visual and Media Literacy Skills 291
- 18 Digital Health Literacy: An Evolving Picture 308
- 19 Combating Fake News: School Librarians and Digital and Visual Literacy 330
- 20 A News Literacy Curriculum Toolkit 349
- 21 Digital Learning and Digital Dilemmas 364
- 22 Digital Health Literacy: Improving Health Outcomes 383
- 23 Digital Literacy: Necessary but Not Sufficient for Learning 401
- Contributors 417
Chapters in this book
- Frontmatter I
- Contents V
- About IFLA IX
- Preface 1
- 1 Digital Literacy: An Overview and Introduction 7
-
Part I Public and School Libraries Promote Digital Literacy through Digital Access and Skills Building
- 2 Bridging the Digital Divide: Empowering Marginalised Citizens in Developing Nations 29
- 3 Information Literacy in the Digital Age: Building Competencies Across the Learning Continuum 55
- 4 Fostering Digital Literacy in India: Government Initiatives and Digital Inclusion 69
- 5 Engaging Young People as Readers: Use of Social Media and Digital Literacy 93
- 6 The Library as Lifeline: Digital Inclusion in Post-Pandemic Philadelphia 113
- 7 Empowering Librarians and Learners: Building a Supportive Network for Teaching and Learning 128
-
Part II Academic Libraries Take Novel Approaches to Advance Digital Skills
- 8 Transforming the Student Experience in Singapore Polytechnic Libraries Through a Collaborative Digital Literacy Framework 143
- 9 Supporting Digital Dexterity in Academic Library Communities Across Australia and Aotearoa/New Zealand 162
- 10 Developing Student Digital Literacies Through Insights from Educators and Employers 180
- 11 Digital Literacy in Latin America: Pre- and Post-COVID-19 197
- 12 The Venn of Project Research: A Framework for Librarians and Students Tackling Real-World Challenges 215
- 13 Enhancing Student Transliteracy Through Archives: Designing an OER for Primary Source Mastery 230
- 14 Misinformation Literacy: Promoting Lifelong Ethical Digital Citizenship 246
- 15 Teaching Information Literacy to Would-Be Teachers 259
- 16 The Future is Now: Artificial Intelligence and Digital Literacy at the University of Queensland 275
-
Part III The Influence of Digital Information
- 17 Be Not Afraid of a Meme: Developing Visual and Media Literacy Skills 291
- 18 Digital Health Literacy: An Evolving Picture 308
- 19 Combating Fake News: School Librarians and Digital and Visual Literacy 330
- 20 A News Literacy Curriculum Toolkit 349
- 21 Digital Learning and Digital Dilemmas 364
- 22 Digital Health Literacy: Improving Health Outcomes 383
- 23 Digital Literacy: Necessary but Not Sufficient for Learning 401
- Contributors 417
