The 4 C's of digital literacy, and how _you_ think about it
Submitted by David J. Rosen on April 24, 2019 - 7:18am
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Hello Integrating Technology, Program Management, and Professional Development Colleagues,
I recently mentioned in a presentation at the COABE 2019 conference a way that I think about digital literacy that many thought was useful, so I'll share it and update it here. I would also like to know how you think about digital literacy, and how you describe it to other teachers, program administrators, and adult learners.
The Four C's of digital literacy.
The first two C's were introduced many years ago by a Massachusetts adult education and technology integration colleague, Kenny Tamarkin. In the context of developing an Adult Basic Education state technology plan he casually said that what he thought we ultimately were trying to accomplish was to help adult learners become comfortable with and competent in using technology. These 2 C's were simple to understand, easy to remember, and made a lot of sense. They became part of our state's adult basic education technology plan. Since then, I have added a third C, courageous. It is now especially important because technology is so pervasive in our lives and continues to accelerate in both utopian and distopian complexity; the Internet and a proliferation of new portable digital devices have provided fabulous opportunities for accessing information, accessing a world of points of view, for learning, and for problem solving, but it also has risks to privacy, misinformation, it may be accelerating rapidly shifting politics, economics and cultural change across the world, and the technology itself creates new problems for both teachers and learners to solve. Aldous Huxley may have seen this coming when he wrote Brave New World; It's not just that our world is bravely new, but that we must also be brave in this new world. Alvin Toffler certainly saw it coming in his book Future Shock.
In yesterday's LINCS community interview here with Jen Vanek about distance education and blended learning she suggested that a key to teachers' success in using and integrating technology is curiosity, and I agree, for teachers, program administrators, and adult learners.
For me, it's now the 4 C's of digital literacy -- for teachers, program managers and adult learners: Curiosity, Comfort, Competence and Courage.
You probably didn't miss that only one of the 4 C's was mine, that, this way of thinking about digital literacy -- for teachers, program administrators, and adult learners grew out of discussions and dialogues with adult basic skills colleagues who were actively thinking about and working on the same issues and challenges. That collaboration is at the heart of the LINCS Community groups, an opportunity for us, across the country and the world, to think together, learn from each other, meet new challenges and solve new problems.
How are you thinking about digital literacy?
David J. Rosen, Moderator
LINCS CoP Integrating Technology and Program Management groups