DEC Scan Journal : Volume 36 Issue 2
2017 Volume 36, Issue 2 6 Contents Editorial Learning & teaching Research Share this Resource reviews The following, from EasyBib, provides very sound advice to assist students in analysing online news and applying critical thinking skills to verify the content. EasyBib encourages readers to post, print and share it with students. Evaluating a news article infographic by EasyBib General capabilities, Australian Curriculum (AC) Infographics to share Some useful infographics have been shared online in recent times and these could be shared within your school community via email, newsletter or within your school intranets. Think about posting laminated versions of infographics like these in areas where students mill - the school canteen, common rooms, near commonly shared printers, homerooms, and more. One of the most effective poster campaigns we ran was to post key internet safety information on the back of toilet doors within the school. Nothing like seeing a message umpteen times to have it sink in! I’d posit that there are many adults with a lack of knowledge about the workings of the internet, and many existing teachers would fall into that category. Hopefully your school community has a Head of Teaching and Learning actively seeking ways and means for discerning digital citizenry to become embedded with the curriculum structure and a committed teacher librarian in your midst who is keeping abreast of change. Information professionals of this calibre are key to assisting teaching staff with the knowledge required. Many would leap at the opportunity to work in a co-teaching capacity with classroom teachers to impart the message, especially if it can be interwoven into existing curriculum offerings. The Australian Curriculum provides a passage with the General capabilities. Critical and creative thinking, personal and social capability, and ethical understanding all lend themselves as key tenets of what it takes to be a discerning digital citizen. Creative teachers, who are shaping their curriculum with thought being given to these capabilities, find ways to weave discussion into the threads of their curriculum content. When I taught English classes, I would make way for important discussion about topics affecting young people’s lives. I would often begin a class with what would be considered something ‘off topic’. What this did was frame the lesson - students would be encouraged to think and share, and this seeded the climate for the learning that would take place that was ‘on topic’. Our profession is a human one - finding time within content-heavy curriculum to build relationships and assist our young people to navigate new territory is never time wasted.
Volume 36 Issue 1
Volume 36 Issue 3