Standards related to digital writing
National Council of Teachers of English/International Reading Association: Standards for the English Language Arts
1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, and vocabulary) to communicate effectively with a variety of audiences and for different purposes.
5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, and people) to communicate their discoveries in ways that suit their purpose and audience.
8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, and video) to gather and synthesize information and to create and communicate knowledge.
11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
Partnership for 21st Century Skills: Information and Media Literacy Standards relevant to digital writing
Accessing information efficiently and effectively, evaluating information critically and competently and using information accurately and creatively for the issue or problem at hand.
Using digital technology, communication tools and/or networks appropriately to access, manage, integrate, evaluate, and create information in order to function in a knowledge economy.
Using technology as a tool to research, organize, evaluate and communicate information, and the possession of a fundamental understanding of the ethical/legal issues surrounding the access and use of information.
International Society for Technology in Education: National Education Technology Standards for Students relevant to digital writing
Students use technology tools to enhance learning, increase productivity, and promote creativity.
Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
Students use technology to locate, evaluate, and collect information from a variety of sources.
Students use technology tools to process data and report results.
Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
Henry Jenkins, Confronting the Challenges of Participatory Culture: Media Education for the 21st Century, The MacArthur Foundation Digital Media and Learning Initiative
Schools and afterschool programs must devote more attention to fostering what we call
the new media literacies: a set of cultural competencies and social skills that young people need
in the new media landscape. Participatory culture shifts the focus of literacy from one of individual
expression to community involvement. The new literacies almost all involve social skills
developed through collaboration and networking. These skills build on the foundation of traditional
literacy, research skills, technical skills, and critical analysis skills taught in the classroom.
The new skills include:
Play — the capacity to experiment with one’s surroundings as a form of problem-solving
Performance — the ability to adopt alternative identities for the purpose of improvisation
and discovery
Simulation — the ability to interpret and construct dynamic models of real-world
processes
Appropriation — the ability to meaningfully sample and remix media content
Multitasking — the ability to scan one’s environment and shift focus as needed to salient
details.
Distributed Cognition — the ability to interact meaningfully with tools that expand
mental capacities
Collective Intelligence — the ability to pool knowledge and compare notes with
others toward a common goal
Judgment — the ability to evaluate the reliability and credibility of different information
sources
Transmedia Navigation — the ability to follow the flow of stories and information
across multiple modalities
Networking — the ability to search for, synthesize, and disseminate information
Negotiation — the ability to travel across diverse communities, discerning and respecting
multiple perspectives, and grasping and following alternative norms.
International Society for Technology in Education: National Education Technology Standards for Teachers
MCREL: Technology Standards
Education World: National technology standards
Education World: States' technology standards
21st Century Literacies Curriculum standards
American Library Association: Information Literacy Standards
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