"Going Digital by Knowing Digital", posted by Mark Lieberman on March 13, 2019.
Here are 3 paragraphs from the post to get you interested:
"Digital literacy is spreading throughout the Winston-Salem curriculum as well. Students in a general chemistry course assemble current events blogs that help them learn the intricacies of the Spark tool while beefing up their science knowledge. A writing instructor has transformed her course into a project-based format that examines the digital-print divide and its effect on how information is transmitted and perceived."
"Cohn likes to use the term “digital fluencies” to describe the difference between the ability to use technology and the ability to critique it. Turning on a computer and opening an internet browser is using technology. Understanding the domain of the website and assessing the design require a deeper understanding."
"Cohn envisions writing instructors asking students to construct essays about how and from where they consume information, and science instructors urging students to interrogate the difference between looking at a virtual-reality model of a human body and a hand-drawn sketch. At her own institution, Cohn has been teaming up with faculty members to offer in-class workshops on these topics.
“A question we can help them think through is ‘Why?’” Cohn said."