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Thinking Critically About Digital Literacy: A Learning Sequence on Pens, Pages, and Pixels

Thinking Critically About Digital Literacy: A Learning Sequence on Pens, Pages, and Pixels Thinking Critically about Digital Literacy: A Learning Sequence on Pens, Pages, and Pixels Donald C. Jones Many students come to college with great technological familiarity; they chat about burning CDs, downloading MP3s, and writing in HTML. They have been dubbed the “NetGen,” for they are the generation of the Internet who often struggle to recall a time in their lives without computers. I, in contrast, can remember using a manual typewriter at college and later learning to use some of the first personal computers, ones with glowing green screens and five-inch o fl ppy disks. I, however, am not a modern-day Luddite; I use e-mail daily, surf the Web regularly, and include Blackboard™ in my teaching. Yet I still prefer to draft dic ffi ult texts on paper, and I glance twice at students chat - ting on cellphones as they make their way to class or wait for one to begin. It’s easy, too easy, to draw some great divide between myself and my students who view cellphones, instant messaging (IMing), and the Internet not so much as electronic conveniences but as “extensions of themselves” (Oblinger 2003: A28). I have learned to appreciate the power of computer technologies http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Pedagogy Duke University Press

Thinking Critically About Digital Literacy: A Learning Sequence on Pens, Pages, and Pixels

Jones, Donald C.
Pedagogy , Volume 7 (2) – Apr 1, 2007
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Copyright
Duke University Press
ISSN
1531-4200
eISSN
1533-6255
DOI
10.1215/15314200-2006-031
Publisher site
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Abstract

Thinking Critically about Digital Literacy: A Learning Sequence on Pens, Pages, and Pixels Donald C. Jones Many students come to college with great technological familiarity; they chat about burning CDs, downloading MP3s, and writing in HTML. They have been dubbed the “NetGen,” for they are the generation of the Internet who often struggle to recall a time in their lives without computers. I, in contrast, can remember using a manual typewriter at college and later learning to use some of the first personal computers, ones with glowing green screens and five-inch o fl ppy disks. I, however, am not a modern-day Luddite; I use e-mail daily, surf the Web regularly, and include Blackboard™ in my teaching. Yet I still prefer to draft dic ffi ult texts on paper, and I glance twice at students chat - ting on cellphones as they make their way to class or wait for one to begin. It’s easy, too easy, to draw some great divide between myself and my students who view cellphones, instant messaging (IMing), and the Internet not so much as electronic conveniences but as “extensions of themselves” (Oblinger 2003: A28). I have learned to appreciate the power of computer technologies

Journal

Pedagogy – Duke University Press

Published: Apr 1, 2007

References