Check&Design. Digital Information Literacy and collaborative learning at school
Introduzione al CorsoThe topic of the course is Information Literacy: the MOOC is an Open Educational Resource tailor-made to enhance students’ capacity to spot fake news, to trace back to the source of information, to understand the info spreading processes.
The course is developed within the Eramsus+ Project “Check and Design” Digital Information Literacy and collaborative learning at school 2020–1–IT02– KA201-079985.
This path, addressed to secondary school students (14-19 yo), represents a pilot initiative for the co-construction of educational resources on the topic of Digital Information Literacy. With the co-ordination of CREMIT and the collaboration of all the partners involved in the project, resources and online activities will be produced, revised and adopted in the classes involved. After the pilot phase and the definition of the final materials, the course will be implemented and made available to a wider audience.The impact on teachers and students will be the improvement of Information and data Literacy as recommended by the “Digital Competence Framework 2.0”.
The course, will also enhance the knowledge related to the following issues:
- Media and News
- Online Participation
- Reflecting on information and how digital change this concept
- Browsing, searching and filtering data, information and digital content
- Evaluating data, information and digital content
- Participating and contributing as producers in the digital environments
Scienze SocialiOre di Formazione
OnlineStato del Corso
Agenda del Corso
The aim of the MOOC relays on the enhancement of teachers’ and students’ ability to spot fake news, trace back the sources of information, understand the information spreading processes and promote a responsible use of the internet.
Throughout the course, the students enrolled will work on how:
- to articulate information needs;
- to search for data, information and content in digital environments;
- to access them and to navigate between them;
- to create and update personal search strategies;
- to analyse, compare and critically evaluate the credibility and reliability of sources of data, information and digital content.
In particular, the impact on teachers foresees their improvement in:
- enabling learners to plan, monitor and reflect on their own learning, provide evidence of progress, share insights and come up with creative solutions;
- using digital technologies for formative and summative assessment and enhancing the diversity and suitability of assessment formats and approaches;
- generating, selecting, critically analysing and interpreting digital evidence on learner activity, performance and progress, in order to inform teaching and learning;
- using digital technologies to provide targeted and timely feedback to learners;
- adapting teaching strategies and providing targeted support, based on the evidence generated by the digital technologies used;
- enabling learners and parents to understand the evidence provided by digital technologies.
Pre-requisitiInterest and basic knowledge on Digital Literacy.
Libri di testo e letture consigliateCarretero Gomez, S., Vuorikari, R. and Punie, Y., DigComp 2.1 (2017). The Digital Competence Framework for Citizens with eight proficiency levels and examples of use, EUR 28558 EN, Publications Office of the European Union, Luxembourg.
McDougall, J. (2019). Fake News vs Media Studies: Travels in a False Binary. Basingstoke: Palgrave MacMillan.