Another perspective on (my own) digital literacy

Perspective truly matters!

Such was my initial overall thought when I started diving into the first module of our course on Collaborative Learning in Digital Learning Environments. I now understand, that before starting this introductory module, I had a very narrow perspective on what the digital learning environment actually is and what my role in it comes down to. I have read about Prensky’s idea of digital natives and digital immigrants (Prensky, 2001) before. However, I was skeptical about the from the start due to: 1) my specialization in human rights, which has long ago disproven the ideas about the domination of “nativism” over “outsidism”. Thus, making similar comparisons in terms of the division between generations in the digital age, doubtful to say the least; and 2) the anecdotal evidence that I have encountered when interacting with my younger students. It was obvious that their skills and practices in the interaction with the digital sphere were on average less impressive than I assumed or had as a stereotype (younger generation = digital generation). 

The explanation started to materialize for me suddenly when I listened to the video lecture of David White. He explains that basic familiarity with digital devices even at a “native” level does not automatically lead to the development of digital literacy (White, at 01.39). So that’s what is why I was perplexed by the apparent disconnect between my students using social media on a daily basis and their apparent inability to use the digital world for quick and effective research tasks! My perspective shifted and I started to comprehend the fault in my previous assumptions that I actually shared with Prensky, while still doubting his ideas.  From this perspective, the continuum Visitors – Residents proposed by White (White and Le Cornu, 2011) and the subsequent addition of a vertical contextual alignment (White, at 05.28)  makes a lot of sense. 

With this change of perspective, I now cannot stop checking my position in terms of my engagement with the digital world. Am I visiting now or am I residing? Is it personal or institutional engagement? I find that for now, borders in the continuum and contextual alignment are far from solid and here I agree with White as well – the position on the scale is very relative.

Moreover, I have experienced another shift of perspective once I’ve engaged with the concept of digital literacy. It is clear to me know how narrow was my perspective on my own digital literacy. I have understood it only in terms of my engagement and mastery of the tools provided to me by the digital world. However, when I started viewing digital literacy as a developmental process as suggested by JISC guide on Developing Digital Literacies (2014), I was humbled by the revelation of how “beginner”-level is my position in this process. This widening of my perspective led to the reevaluation of my expectation from the course. Before, I was under impression that I will sharpen my knowledge of tools and understanding of learning in collaboration in the digital world. However, now I expect that the course will allow me to go beyond that and help me to establish myself as a digital resident in the institutional context, develop appropriate practices and thinking beyond digital tools and will advance me in my process of developing digital literacies, especially in such elements as media literacy, digital scholarship, career and identity management and communications and collaboration (JISC, 2014).

I’ve started to shift my perspective on digital teaching and learning in many other, smaller ways. I am looking forward to a lot more! What do you think?

Kamal.