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Literacy is a concept which is often used to describe a set of skills, containing the ability to read
and write [1]. This autonomous model of literacy is a result of conducted academic research on
literacy, while it can also be approached and understood differently [2]. Literacy has partly
replaced orality when the printing press came to exist. From then on people had to be literate
to get educated according to Western and American teaching methods. Yet, literacy can be
divided into smaller parts referring to other skills, like technical, visual and media literacy.
Technical literacy can refer to the set of skills containing the ability to use (new) technologies
[1].
Science 2.0
We chose to develop a three day curriculum in which we will teach about ‘science 2.0’, which
is a part of technical literacy. As the internet allows us to find data, publish data and reproduce
data, it could be the new platform for academic learning, publishing and researching. It is
essential to know your way through the internet when collecting data.
Groups of learners
With this three day curriculum we want to educate researchers who are also lecturers at
universities. These researchers have to work in The Netherlands, in this case the Erasmus
University of Rotterdam and could be both females and males between the age of 40-65. We
would also like to educate international students at the Erasmus University of Rotterdam how
to use the internet for their studies and later on when they start their careers. These are also
males and females, between the age of 18-28.
Goals
The teaching methods as the goals for both groups are different. The goals of day one are to
teach the student where to search for information and where to find the most efficient
information in a small amount of time. The goals of this day for the researchers are to teach
them how to collaborate online, how to do brainstorming, how to find social relevance for the
study and how to efficiently search for information. The goals for day two are to make the
student aware of how to start doing a research with the help of relevant information, the
student also learns how to separate relevant from irrelevant information. By the end of day
two researchers know how to use online tools to collect data, they know what transactional
data is in combination with its potentials and problems and they know what Electronic
Meeting Systems are. Day three teaches the student to bring in practice what they have
learned in day one and two, further they know how to represent information and how to get
attention for their piece. Regarding to the researchers this is also their goal for day three.
Exercises
We have conducted some exercises to engage the groups; these can be found in the
appendices and are explained per day. We came up with interactive exercises, which differ per
day to avoid routine. Both groups will have different activities, with which we try to complete
our learning goals. Hopefully by the end of the three days both groups will be literate to use
the internet while doing research.
References
[1] Education for All Global Monitoring Report. (2006). Chapter 6, Understandings of literacy.
UNESCO Report. Retrieved from:
http://unesdoc.unesco.org/images/0014/001416/141639e.pdf
[2] Street, B. (1993). Cross-Cultural approaches to literacy (chapter 1: New Literacy Studies).
Cambridge University Press.