I wanted to respond to failingbetter’s comment on my post last fall on digital literacies, but this response (rant?) seemed to expand beyond comment size. So, a new post was born.
1. I would like to hear a little more about what fluency means and what it entails that is different from skills. Is it just the combination of one’s writing skills with one’s technical knowledge of how to construct/write a blog? Or does it also entail knowledge of the norms of blogging? Is there another category of things that differentiate skills from fluency?
I would crudely define “digital fluency” as the ability to deploy basic technical skills (changing margins or using track changes in Word, participating in online forums, and for some, more complex skills such as website building) in the consumption and production of online materials in a variety of formats. Blogs are just one online format (though perhaps the easiest to engage in–after all, passive consumption is also participation). There are a number of ways that students could demonstrate digital fluency, including appropriate creation of documents, presentations, wikis, websites, forum postings. These things require a wide variety of technical skills, but more than just knowing how to change margins, use email or set up a blog, doing them well requires adaptability, critical thinking, and making clear arguments. [Sound familiar? It should, because digital fluency should be seen as an extension of the core concepts of the liberal arts.]
2. I don’t know that incorporating DL into classes–if they are to be tech across the curriculum–would work. Most faculty only know the skills that they need to survive (no members of my dept. write a blog or know how). I suspect that faculty ignorance would be a significant barrier to making this work (as I understand it).
First, digital fluencies don’t have to be integrated into every class. Still, they do need to be discussed by every department. The advantage of a plan that argues for departmental definitions of digital literacy is that it allows faculty to meet the requirement where they are in terms of their abilities and desires. But here’s the thing: even though no one in failingbetter’s department writes a blog, I’m willing to bet every department member has some goals for students with regard to digital literacy. For example, I suspect his/her department members would agree that students need to be able to differentiate between reliable and unreliable websites. So would it be overly onerous to add to his/her department’s set of goals an ability to consume online information in a skeptical and critical manner? That might be the limit of what a department decides it wants to do on this issue.
One final point of honesty from me on this: I hope that such conversations in each department about what digital literacy means for their students would push some faculty to look more closely at the skills (and fluencies) they themselves have (or might decide they need). [Let’s be clear about something else: “faculty ignorance” should never, ever, be a reason not to do something.]
But I would also hope that such an examination would occur within the context of significant institutional support. One of the things that I’ve made clear in every conversation I’ve had with the various committees involved in these conversations is the absolute need for substantive investment in a variety of support resources and personnel to make this change. These resources would need to be in the form of software/hardware technology support (personal computers and projectors and software licenses must work nearly all the time, or a reasonable substitute made available within 24 hours at most), instructional technology support (people who can take ideas about teaching and show faculty how to implement them), training workshops and summer sessions that people want to go to (even are paid to attend), summer and school-year financial support (or course releases) for those working on such projects, and recognition from the merit and tenure process for efforts made to advance digital fluencies in course and department arenas.
[I want a lot, don’t I? What about what I’ve put forward here is unrealistic? Which of the various portions could be implemented most easily? Are they mutually dependent? Critique away….]