Understanding structured compared to ill-structured domains helps define the differences between novice vs expert learning and 21st Century learning vs traditional instructional practices. Shapiro and Niederhauser (2004) explain that structured domains are effective for inexperienced learners, while ill-structured domains are more effective for experts. Spiro et al. (1992) elaborates, suggesting that all subjects eventually progress to a difficulty/complexity that necessitates ill-structured domains (p. 60-1). Research is needed to refine our understanding of what amount/type of ill-structured domain is most appropriate for various students (Shapiro & Niederhauser, 2004). Much like already established scaffolding/differentiation techniques, clarifying this will inform individualization and the metacognitive strategies educators share with students as they progress.
Ill-structured domains and CFT speak to what I think is the larger implication for teaching and learning: despite strategy overlap (Coiro & Dubler, 2007), digital literacy is distinctively separate from traditional literacy. Digital literacy requires more mastery of ill-structured domains to facilitated deep learning than traditional literacy (Coiro & Dubler, 2007). We therefore cannot neglect digital literacy in the classroom; it is integral in students’ lives (Rich, 2008). Teachers need to integrate both traditional and digital literacies into the curriculum as separate and synthesized skills. Similarly, students’ differing skills need to be acknowledged. Nadia’s mother in Rich’s (2008) article questioned the relevancy/quality of her daughter’s online reading/writing, but students’ digital literacies should not be belittled just because they differ from traditional literacy. To me, this is reminiscent of the movement to teach code-switching in schools so that students’ cultures and dialects are respected, but other core language skills are also taught.
Hi Sarah,
I love what you said about not belittling digital literacies because they differ from traditional literacies. I think it’s very important to also note the impact of digital literacies in the lives of young people these days. Although we may say that traditional literacies are important (and they are indeed!) the landscape of the world, workplaces, and global economies are shifting. Digital literacies are important in today’s settings. Most companies have a social media PR person, for instance! We can’t entirely predict what the future will look like and how much digital literacies we’ll need. In this context how easy or difficult do you think would it be for schools to incorporate digital literacies in their core curriculum?
Sarah,
Whenever a large shift in practice occurs in any field, including education, there always seems to be impatience with adoption of the new practice, and I wonder if perhaps the new practice will only be completed implemented as a generational shift. Large change seems to be difficult for many people, and many of today’s current teachers did not grow up with the internet and digital literacies as such an integral aspect of society; however, in the next couple of decades this will not be the case, and I wonder how educational practices will change because of this demographic shift. While I think Rich (2008) is right to assert that digital literacies should not be belittled, I wonder how quickly change can occur.
Hi Matthew and Sukanya,
I think you both raise good points about the importance and challenges of fully incorporating digital literacies into the curriculum. As Sukanya expresses, digital literacy prevalence is something that is happening now (and/or has already happened!). Matthew, I agree that large shifts take time (often generations), but this is particularly concerning given the speed with which technology has changes and spreads. By the time our current generation of students becomes teachers, they will be in the same position as their current teachers: having not grown up with the most recent advancements. The question I am stuck trying to answer is: how do suddenly make large-scale changes move more quickly? This is a necessity unless we are going to resign ourselves to always having education that is “behind the times.”
Hi, Sarah. Hi, Sarah. You make an excellent point about the similarities between code-switching in a ethnic context and in a digital context. Digital communities have their own cultures, as ethnic communities do. Could you elaborate on the connection between digital literacy and ill-structured domains and ill-structured systems?
moudgal1 said
Hi Sarah,I love what you said about not belittling digital literacies because they differ from traditional literacies. I think it’s very important to also note the impact of digital literacies in the lives of young people these days. Although we may say that traditional literacies are important (and they are indeed!) the landscape of the world, workplaces, and global economies are shifting. Digital literacies are important in today’s settings. Most companies have a social media PR person, for instance! We can’t entirely predict what the future will look like and how much digital literacies we’ll need. In this context how easy or difficult do you think would it be for schools to incorporate digital literacies in their core curriculum?
Hi, Sukanya. This comment would be stronger if it connected digital literacies back to CFT, which is the subject of the prompt. Please also provide citations for the source(s) from which you are drawing your response.
schellma said
Sarah,
Whenever a large shift in practice occurs in any field, including education, there always seems to be impatience with adoption of the new practice, and I wonder if perhaps the new practice will only be completed implemented as a generational shift. Large change seems to be difficult for many people, and many of today’s current teachers did not grow up with the internet and digital literacies as such an integral aspect of society; however, in the next couple of decades this will not be the case, and I wonder how educational practices will change because of this demographic shift. While I think Rich (2008) is right to assert that digital literacies should not be belittled, I wonder how quickly change can occur.
Hi, Matthew. Can you relate this point to CFT?
Administrators:
Christine Greenhow
Diana
Rand
cainwil1
Ming
Top Posters:
galvins1: 51
richkat3: 50
albertsk: 43
moudgal1: 43
schellma: 41
liraamal: 39
Emilia: 35
zhumengd: 34
Forum Stats:
Groups: 6
Forums: 19
Topics: 97
Posts: 339
Member Stats:
Guest Posters: 0
Members: 77
Moderators: 0
Admins: 5
Most Users Ever Online: 58
Currently Online:
1 Guest(s)
Currently Browsing this Page:
1 Guest(s)