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Source Evaluation - UNESCO The Communication & Information Programme. UNESCO. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000232157

- Who is publication directed to?

People that care about equal and open access to information, freedom of speech, freedom of the press, democratic society, equal rights; People that care about the safety of journalists that are reporting human rights violations. People that care about preserving cultural heritages and community knowledge.

- What main topics or themes does the publication cover?

UNESCO is leading the fight worldwide for every country to have Freedom of information; Freedom of the press; Free speech; Freedom of expression; Democracy; Human rights; Media and Information Literacy; preserved documentary heritage; open access to information Primary issues with why I shouldn't use this publication. 1. It does not include licensing information. If no licensing information is labeled, I can't use it for the Wikipedia article. 2. Although it does mention Media and Information Literacy, there is very little that can be added to the Information Literacy Wikipedia article. I reviewed all of the UNESCO publications to find more content that will enhance the Information Literacy article. If there is not enough to add to the article, then I need to release the article and request/assign myself to work on another one.

A publication that would be better than The Communication & Information Programme is the UNESCO ICT Competency Framework for Teachers, retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000213475. License type is CC BY-SA 3.0 IGO, appropriate for use in Wikipedia. This article focuses on Information and Communications Technology, and includes an entire module on Technology Literacy. There is a stub article in Wikipedia called Technological Literacy, but no article on Technology Literacy. Perhaps this could be changed to Technology Literacy?

From the Executive Summary on pg. 7 of the publication:

''Modern societies are increasingly based on information and knowledge. So they need to:''

- build workforces  which  have  ICT  skills  to  handle  information  and  are  reflective,  creative  and  adept  at  problem-solving in order to generate knowledge

- enable citizens to be knowledgeable and resourceful so they are able to manage their own lives effectively, and are able to lead full and satisfying lives

- encourage all citizens to participate fully in society and influence the decisions which affect their lives

- foster cross-cultural understanding and the peaceful resolution of conflict.

(cut rest and inserted in article draft below) UPDATE - The UNESCO ICT excerpts included immediately above and below cannot be copy/pasted into the Tech Lit Wikipedia article because the license labeled on the record does not match the license labeled in the publication. The publication states that it can only be used for non-commercial purposes.

Checking the vast library of UNESCO publications for the appropriate license and content to match my chosen article is key. Because UNESCO wants their information to be added to Wikipedia verbatim, it must mean they're trying to reach a broader audience than those that access their website to/or view their publications.

Limiting a search of all the UNESCO publications in their Digital Library (349,587 items) to the search term "technology literacy" and appropriate license "CC BY SA" retrieves only 21 results. !!!

- This publication has the right license listed in the record and also in the publication itself: Diverse Approaches to Developing and Implementing Competency-Based ICT Training for Teachers: A Case Study - retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000246003?posInSet=3&queryId=c9be14dd-5815-4eac-abe8-52f7aa69ad34

EVEN BETTER - there is a newer version of the publication I used above and below, from 2018, that has the right license in the record and in the article: UNESCO ICT Compentency Framework for Teachers - retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000213475

Also, I think it would be appropriate for the article to state how Technology Literacy relates to Digital Literacy.

Technology literacy is the ability to use various forms of technology (computers, laptops, smart phones, smart boards, computer and phone apps, etc.) while digital literacy is the ability to use digital devices with internet connections to discover, review, evaluate, create, and use information via various digital platforms (web browsers, databases, online journal articles, magazines, newspapers, blogs, social media sites, etc).

Sentence to transfer to Wikipedia article:

Technological literacy is related to digital literacy in that when an individual is proficient in using computers and other digital devices to access the Internet, digital literacy gives them the ability to use the internet to discover, review, evaluate, create, and use information via various digital platforms, such as web browsers, databases, online journals,magazines, newspapers, blogs, and social media sites.

2nd draft:

An entire module in their 2011 publication ICT Competency Framework for Teachers focuses on Technology Literacy in the classroom. ...

This publication was updated in 2018 to reflect evolving ICT competencies (Information and Communications Technology). The framework has been used worldwide to develop ICT in education policy, teacher standards, assessment criteria, curriculum design and course-ware development. A highlight in the updated publication shows how the Technology Literacy module was put into action in an ICT in Education curriculum for a bachelor's degree by a university in the Latin America and the Caribbean Region, and an associate's degree offered by local teacher training colleges. Technology Literacy is the focus of the Associate's Degree and first two years of the Bachelor's Degree in Education. Some of the skills and knowledge taught in the program are how to operate computer hardware, learn the terminology and function of hardware components and peripherals (e.g. laptops, printers, storage), and how to troubleshoot if a computer is not working. These all lead to overcoming apprehension or fear of using technology. Another focus topic is word processing, which includes how a word processor operates, how it differs from a typewriter, how to use word processor software on computers, how to format documents, and how to check grammar and spelling.

In 2016, UNESCO detailed how teachers can show Technology Literacy in their classrooms when providing ICT education. Teachers will


 * describe and demonstrate the basic tasks and uses of word processors, such as text entry, editing text, formatting text and printing, describe and demonstrate the purpose and basic features of presentation software and other digital resources.
 * describe the purpose and basic function of graphic software and use a graphic software package to create a simple graphic display.
 * describe the Internet and the World Wide Web, elaborate on their uses, and describe how a browser works and use URL to access a website, use a search engine.
 * create an email account and use it for a sustained series of email correspondence, use common communication and collaboration technologies, such as (email), text messaging, video conferencing, and web-based collaboration and social environments.
 * use networked record keeping software to take attendance, submit grades, and maintain student records.
 * locate off-the-shelf packages, tutorial, drill and practice software and Web resources for their accuracy and alignment with Curriculum Standards and match them to the needs of specific students.

Page 132 of Diverse Approaches to Developing and Implementing Competency-Based ICT Training for Teachers: A Case Study - retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000246003?posInSet=3&queryId=c9be14dd-5815-4eac-abe8-52f7aa69ad34

UNESCO and Technology Literacy
UNESCO (United Nations Education, Scientific and Cultural Organization) strives to bring technology literacy to students throughout the world by ensuring educators are using technology in every aspect of their teaching. The more students are familiar not only with learning about technology but learning with technology, the more they will be prepared to use technology to improve their lives.

An entire module in their 2011 publication ICT Competency Framework for Teachers focuses on Technology Literacy in the classroom:

From page 11: Increasing the extent to which new technology is used by students, citizens and the workforce by incorporating technology skills in the the school curriculum - which might be termed the Technology Literacy approach.

From pages 13-14: The policy goal of the technology literacy approach is to enable learners, citizens and the workforce to use ICT to support social development and improve economic productivity. ... This will involve setting aside time within the traditional curricula of other subjects for the incorporation of a range of relevant productivity tools and technology resources. Changes in pedagogical practice involved the use of various ICT tools and digital content as part of whole class, group and individual student activities. Changes in teacher practice involve knowing where and when (as well as when not) to use technology for classroom activities and presentations for management tasks, and for acquisition of additional subject matter and pedagogical knowledge in support of the teachers’ own professional learning. Little change in social structure of the class occurs in this approach, other than perhaps the placement and integration of technology resources in the classroom or in labs to ensure equitable access. The technologies involved may include computers along with productivity software; drill and practice software, tutorials, and web content; and the use of networks for management purposes.

In the early stages of development, teacher competences related to the technology literacy approach include basic digital literacy skills and digital citizenship, along with the ability to select and use appropriate off-the-shelf educational tutorials, games, drill-and-practice software, and web content in computer laboratories or with limited classroom facilities  to  complement standard curriculum objectives, assessment approaches, unit  plans, and didactic teaching methods. Teachers must also be able to use ICT to manage classroom data and support their own professional learning.

From Appendix 2: Example Syllabi and Exam Specifications, Module 4: ICT - Integrating Technology Literacy into the classroom involves teachers using the below basic technology tools in their teaching:


 * Given a specific learning activity, identify the required hardware and devices
 * Use the internet and browsers to support learning activities
 * Use a search engine to perform a keyword search
 * Create and use a web-based e-mail account
 * Demonstrate the use of the selected software application to meet an educational need
 * Use software to manage student and classroom data
 * Use common communication and collaboration technologies

On May 9th, 2019, the UNESCO Cairo Office started a technology literacy project that will teach 150-200 illiterate women between the ages of 15 and 35 basic literacy skills, life skills.