As I reflect on this digital citizenship indicator, I think about how essential it is for students and educators to have support from coaches in critically examining online media. With our students continuing to grow in their use of technology and presence online, comes even more importance for educators to explicitly teach informational literacy skills. One of my blog posts that highlights the need for students to critically examine online media, is the blog post, Using Curation to Promote Digital Literacy & Higher-Order Thinking. In my blog post, I share resources on how educators can use curation with students to build digital literacy skills and practice higher-order thinking. I also share strategies on the importance of shifting students from practicing collection to practicing curation, and how this practice leads to high-level thinking and critical examination of online resources and media. In order for students to grow in their ability to critically examine sources of online media, educators must scaffold this process and provide continuous opportunity for students to practice these skills. As a coach, I can support educators in designing curation tasks, which require students to design, analyze, evaluate, and synthesize as part of the curation process. With intentionality at the forefront of this digital literacy practice, curation is an incredible avenue for promoting higher-order thinking and supporting students in critical examination.
“Curation stimulates higher-order thinking, by making students dig deeper into the collection of data, finding ways to not just apply it in current scenarios, but also retain and remember it for further application in real life, any time in the future. Collection ends with gathering information, whereas curation begins with it.”
– Kiran Jupudi, Higher-Order Thinking Through Curation
Another example of evidence of supporting students in critically examining online media is my blog post, Culminating Passion Project: A Global Collaboration with Field Experts. During this culminating passion project, students were tasked with exploring a topic of interest and interviewing a field expert connected to that topic. To prepare for expert interviews, and to gain a deeper understanding of their selected topic, students needed to engage in online research. My 4/5 teammates and I supported students in learning and practicing how to examine information online, by designing lessons on How to Evaluate the Credibility of Online Resources. These lessons proved to be incredibly beneficial as students gathered information to become knowledgeable about their topics and write interview questions for their experts. Through the thoughtful, critical discussions students engaged in about evaluating the credibility of online media, I was reminded of the importance of this practice. Educators need to provide students with opportunities for practice and dialogue about information online, and coaches must support educators in this lesson design. Our students are constantly engaging in online media, and we need to provide them with the tools to effectively, critically examine this information.
ISTE Standards for Coaches (2019). Retrieved from: https://www.iste.org/standards/for-coaches