I am glad to participate in the second course of Open Networked Learning ( ) in 2021 (#ONL212). The community includes all the participants from all over the world. I have chances to discuss with colleagues and friends from Sweden, Ukraine, Finland, Germany, Switzerland, South Africa, etc. We apply the FISH (i.e., Focus, Investigate, SHare) model for the study in four topics.

We have spent two weeks on the first topic of digital literacies. A scenario has been provided for discussion. There is a dichotomy of private, personal, public, and institutional spaces. David White has offered a seminar on digital literacies ( ) and proposed mapping the digital literacies on two dimensions (i.e., Visitor and Resident, Institutional and Personal).  Different people may have different maps for digital literacies. For online teaching and learning, various communication channels may be required for connecting lecturers and learners. Digital literacies also cover those areas of visitors who collect information from the internet, such as Google search. I am participating in Group 6 of the ONL212.  Our group has produced a video to overlap the maps of our members.

My map for Digital literacies. I am still developing it.

Though I have a Twitter account, I am not familiar with using it. The Tweetchat was an interesting experience. We shared our thoughts and responses of some questions simultaneously. However, it may still be messy for me to identify previous and all other discussions. In addition, Twitter may not be common in our countries.  Perhaps, alternatives are Slack and Telegram.

During the sharing section, we have discussed a wide range of topics, from definitions to the application of digital literacies.. I express my concern of some students and graduates, who may go with surface learning and seek a shortcut to identify the solutions of a problem rather than learning the fundamentals. How do we prepare/equip students to choose appropriate tools for the tasks they need to complete is important. Students seem to favor using YouTube and don’t want to put in the time and effort to engage with a range of tasks. This impacts their growth from fundamental to advanced knowledge and skills because they access YouTube to solve one small problem at a time but don’t engage with the complexity of the whole. I like a video shared by one of our members, which may answer a part of my concern. The information on the internet may not be validated. Learners should be trained to evaluate the information collected on the internet.

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#ONL212 Digital Literacies