User:Nhuffman/sandbox

Article: Multimodality

 * Is the article neutral? Are there any claims, or frames, that appear heavily biased toward a particular position?
 * The article does come from a relatively neutral standpoint, providing many different citations from people of different opinions and backgrounds to cover all aspects of the topic fairly.
 * Is any information out of date? Is anything missing that should be added?
 * Some of the sections only had citations and information stemming from the early 2000s. In such a fast-growing media-centered society, sections like Education and Cultural Multimodality could have benefited from having more up to date information.
 * Check a few citations. Do the links work? Does the source support the claims in the article?
 * Most of the links worked, but some would only bring you to general ideas of where you could find or purchase the source, and not the actual source itself.
 * Check out the Talk page of the article. What kinds of conversations, if any, are going on behind the scenes about how to represent this topic?
 * Only two conversations have taken place, both claiming issues with the article but not seeming to do anything to fix or update it.

Article 1: Digital literacy

 * Update and clarify the actual definition of "digital literacy", and what it entails in the current times.
 * Add more up to date information to the sections of "values" (in the workplace, education, social media, etc).
 * Shorten the lead section, by removing info and placing it elsewhere under more specific subsections.
 * Citable sources:
 * "Computerized Writing Assessment Technology: Business Law Students Weigh in on its Use in the College Classroom for Developing Workplace-ready Writing", https://ac-els-cdn-com.proxy-um.researchport.umd.edu/S8755461515000742/1-s2.0-S8755461515000742-main.pdf?_tid=e911b084-0e78-11e8-8e82-00000aab0f6b&acdnat=1518277499_7ab9835cfc99e3e361f7f490af38d321
 * "Developing the Concept of Digital Literacy in the Context of Schools and Teacher Education", http://www-tandfonline-com.proxy-um.researchport.umd.edu/doi/full/10.11120/elss.2013.05010025?scroll=top&needAccess=true
 * "Should mobile learning be compulsory for preparing students for learning in the workplace?", http://onlinelibrary.wiley.com.proxy-um.researchport.umd.edu/doi/10.1111/bjet.12134/epdf

Article 2: Computer-mediated communication

 * Add a section on "drawbacks" after the benefits sections, to provide a more balanced look into how CMC plays into our communication in every day scenarios.
 * Possibly add a subsection under "scope" of the fields and areas of life that typically and frequently use CMC.
 * Citable sources:
 * "Person-Centered Emotional Support and Gender Attributions in Computer-Mediated Communication", http://onlinelibrary.wiley.com.proxy-um.researchport.umd.edu/doi/10.1111/hcre.12006/epdf
 * "Social anxiety and physiological arousal during computer mediated vs. face to face communication", https://ac-els-cdn-com.proxy-um.researchport.umd.edu/S0747563214006669/1-s2.0-S0747563214006669-main.pdf?_tid=97baa768-0e82-11e8-9efd-00000aab0f6b&acdnat=1518281649_5715ce36b5c9719386f795cf2bc67f8b

Nancy's Drafted Improvements:

 * Update and clarify the actual definition of "digital literacy", and what it entails in the current times.
 * Add more up to date information to the sections of "values" (in the workplace, education, social media, etc).
 * Shorten the lead section, by removing info and placing it elsewhere under more specific subsections.

Nancy's Sources:
Landon's Drafted Improvements:
 * "Computerized Writing Assessment Technology: Business Law Students Weigh in on its Use in the College Classroom for Developing Workplace-ready Writing", https://ac-els-cdn-com.proxy-um.researchport.umd.edu/S8755461515000742/1-s2.0-S8755461515000742-main.pdf?_tid=e911b084-0e78-11e8-8e82-00000aab0f6b&acdnat=1518277499_7ab9835cfc99e3e361f7f490af38d321
 * "Developing the Concept of Digital Literacy in the Context of Schools and Teacher Education", http://www-tandfonline-com.proxy-um.researchport.umd.edu/doi/full/10.11120/elss.2013.05010025?scroll=top&needAccess=true
 * "Should mobile learning be compulsory for preparing students for learning in the workplace?", http://onlinelibrary.wiley.com.proxy-um.researchport.umd.edu/doi/10.1111/bjet.12134/epdf
 * "Digital Literacy as a Boost Factor in Employability of Students" https://books.google.com/books?id=rMcDDgAAQBAJ&printsec=frontcover&source=gbs_ViewAPI#v=onepage&q&f=false
 * "The Demand for STEM Skills" https://books.google.com/books?id=rB4hDgAAQBAJ&printsec=frontcover&source=gbs_ViewAPI#v=onepage&q=digital%20literacy&f=false
 * "Information Literacy in the Digital Age: Myths and Principles of Digital Literacy" http://scholarworks.sjsu.edu/cgi/viewcontent.cgi?article=1316&context=slissrj

One of the main areas of improvement for the Digital Literacy article is narrowing down our ("our" being a societal "our) understanding of what the term actually means. Currently, the Wiki page extends the definition into multiple paragraphs and is convoluted; while I recognize that the term and field is nuanced, I feel as if there are better ways to communicate this complexity.

I would also like to see the "Values of Digital Literacy" section expand and become more clear to the reader. The values, of course, are ever expanding, but the current subheadings and paragraphs within the subcategory seem dated and do not begin to fully encompass the 21st century importance of digital literacy.

The article touches on Academic and Pedagogical concepts within digital literacy, but I am curious whether or not the addition of controversies surrounding digital literacy would be a worthwhile addition to the article. Because of the importance emphasized throughout, it seems imperative that people also understand what digital illiteracy entails and what damages are possible if one is not able to fully navigate our new digital world. Related to that, the section on the "participation gap" seems oddly out of place; I would like to see this concept infused throughout the article rather than lumped into a category by itself.

Sources (there is overlap in my sources with Nancy's above sources): Tom's Drafted Improvements:
 * "Developing the Concept of Digital Literacy in the Context of Schools and Teacher Education", http://www-tandfonline-com.proxy-um.researchport.umd.edu/doi/full/10.11120/elss.2013.05010025?scroll=top&needAccess=true
 * "Should mobile learning be compulsory for preparing students for learning in the workplace?", http://onlinelibrary.wiley.com.proxy-um.researchport.umd.edu/doi/10.1111/bjet.12134/epdf
 * "Digital Literacy as a Boost Factor in Employability of Students" https://books.google.com/books?id=rMcDDgAAQBAJ&printsec=frontcover&source=gbs_ViewAPI#v=onepage&q&f=false
 * James, Carrie. Disconnected: Youth, New Media, and the Ethics Gap. MIT Press, 2014. Jacobs
 * Jacobs, Walter R. Speaking the Lower Frequencies: Students and Media Literacy. University of New York Press, 2005.

There are a few areas of in-body external links which totally go against Wikipedia standard formatting issues. I'd like to familiarize myself with Wikipedia style and clean through the article to make sure it is completely up to code.

I'd also like to look into beefing up some of the "Concept" sections of the page, with both "Remix" and "Crowdsourcing" needing a lot of extra information.

Tom' Sources:
 * Wikipedia's style guide on external links. External links
 * Adler, Ben. “News Literacy Declines with Socioeconomic Status.” Columbia Journalism Review, 6 Mar. 2014, archives.cjr.org/news_literacy/teen_digital_literacy_divide.php.
 * Bodrick, Jabari. “Socioeconomic and Class Issues in Higher Education.” The Digital Divide, 12 Aug. 2016, www.naspa.org/constituent-groups/posts/the-digital-divide.
 * Edwards, Dustin "Framing Remix Rhetorically: Toward A Typology of Transformative Work" Elsevier.
 * Roberts, E. “Defining the Digital Divide.” The Digital Divide, cs.stanford.edu/people/eroberts/cs181/projects/digital-divide/start.html.
 * "Digital Rhetoric" https://en.wikibooks.org/wiki/Digital_Rhetoric/Remediation_and_Remix
 * Bashayr, A. (Et al.). "Legal and Ethical Issues of Crowdsourcing" International Journal of Computer Applications http://www.ijcaonline.org/archives/volume167/number10/alqahtani-2017-ijca-914324.pdf
 * Dànielle Nicole DeVoss, James E. Porter, "Why Napster matters to writing: Filesharing as a new ethic of digital delivery," Computers and Composition, 2006, https://doi.org/10.1016/j.compcom.2006.02.001.(http://www.sciencedirect.com/science/article/pii/S8755461506000120)
 * Kuhn, V., "The Rhetoric of Remix", Transformative Works, http://journal.transformativeworks.org/index.php/twc/article/view/358/279
 * Kuhn, V., "The Rhetoric of Remix", Transformative Works, http://journal.transformativeworks.org/index.php/twc/article/view/358/279

Article Draft (02/21/2018)
Digital literacy is the ability a person has to access both information and communication through a tool of technology, including (but not limited to) smartphones, tablets, laptops, and traditional desktop PCs. A digitally literate person should also be able to analyze, search for, and critically evaluate information presented on the web. Paul Gilster, in his book entitled Digital Literacy, simplifies the term as the usage and comprehension of information in the age of digital technologies, emphasizing its importance in modern times.

Digital literacy is often confused with computer literacy and digital skills. However, it is important to note that computer literacy refers to knowledge and skills limited to traditional computers (such as desktop PCs and laptops) and the ways people interact with the software within those traditional tools.

If a person is considered to be digitally literate, that person will possess a range of digital skills, application abilities, and knowledge of the basic principles of the device they are using. The individual will have the ability to engage in various online communities and networks, adhere to the behavior protocols of that community, and will be able to find, capture, and evaluate any information. To be ‘fluent’ in digital literacy, that person would also have to understand the implications of technology on society, understanding the ways that digital communication is distinctly different from that of traditional face-to-face communication.

Peer Review: Jordan Brown
Hi! I read over the Digital Literacy article and then your "plans of improvement" post. I agree about wanting to fine tune the Leads section of the article. Since all I can see in your sandbox is your draft for the Leads section I will just leave comments about that. Paragraph 1: I really like how your revised the first and second sentence. When I first read it, it was hard to understand what exactly the definition was because the sentence was quite lengthy. Also it appears like you took out the phrases that seemed subjective. That was going to be my second suggestion so kudos! Paragraph 2: I like that you cited the first sentence since that is not a neutral statements. Can you perhaps explain why "computer literacy refers to knowledge and skills limited to traditional computers (such as desktop PCs and laptops) and the ways people interact with the software within those traditional tools" considering the term computer can encompass so much? Paragraph 3: For this paragraph it is very good! I would just focus on adding references because some sentences are not common knowledge and/or a subjective. Is there a particular pedagogy or scholar you can refer to that is making these claims about the digitally literate? Cdsj0497 (talk) 23:46, 24 February 2018 (UTC)cdsj0497

Peer Review: David Rosenstein
Hi team! I'm super impressed with the work everyone's doing on this mess of an article. Since Jordan already tackled your suggested new lead, I don't want to be repetitive and will dive deeper into the article itself to give a few suggestions. Quickly, I had an idea to eliminate the entire 8th paragraph in the lead section (starting with, "Other terms..."). In your intro, it might be helpful to quickly start a sentence with, "Digital literacy, also referred to as information and data literacy, ..." (Vuorikari et al., 2016). Moving on... Crenshaw, E. M. and Robison, K. K. (2006), Globalization and the Digital Divide: The Roles of Structural Conduciveness and Global Connection in Internet Diffusion*. Social Science Quarterly, 87: 190–207. doi:10.1111/j.0038-4941.2006.00376.x Umdtourguide (talk) 02:45, 25 February 2018 (UTC)
 * I agree with Landon's suggestions for improvements under the "Values" section. Perhaps a simple reorganization of these concepts would work as the majority of the content is bareable. I was thinking to eliminate the sub-sections or categorization completely? The entire idea of "values in" makes no sense but I do think the content as some validity in application. I would condense sections 3.1 and sections 3.1.1 to just be a single paragraph (apply to all sections).
 * Something that wasn't addressed above but I think can get some attention is the "Global Impact" section. The citations are messy and inconsistent and the sentences fail to flow or have any structure. It talks about individual countries but with no real sense of coherence. The sources are biased and definitely worth looking into. Check out this source that I found -- might be helpful and align with your theme of wanting to "modernize" the content (citation below).

Article Draft cont. (03/03/18)
Work in progress on Digital Literacy article, tackling the "values" section and subsections. Reworded, removed, and edited section. Also would like to add additional sources/information and check on the already existing sources.

Values in education
Schools are continuously updating their curricula* for digital literacy to keep up with accelerating technological developments. This often includes computers in the classroom, the use of educational software to teach curricula*, and course materials being made available to students online. Some classrooms are designed to use smartboards and audience response systems. These techniques are most effective when the teacher is digitally literate as well.

Teachers often teach digital literacy skills to students who use computers for research. Such skills include verifying credible sources online, and how to cite web sites, Google and Wikipedia are used by students "for everyday life research."

Educators are often required to be certified in digital literacy to teach certain software and, more prevalently, and how to prevent plagiarism amongst students.

Digital composition writing
Digital writing is a new type of composition being taught increasingly within universities. Digital writing is a pedagogy focused on the impact technology has had on various technology's impact on writing environments; it is not simply *the process of* using a computer to write. Rather than the traditional print perspective, digital writing enables students to explore modern technologies and learn how different writing spaces affect the meaning, audience, and readability of text. Educators in favor of digital writing argue that it is necessary because "technology fundamentally changes how writing is produced, delivered, and received." The goal of teaching digital writing is that students will increase their ability to produce a relevant, high-quality product, instead of just a standard academic paper.

One aspect of digital writing is the use of hypertext. As opposed to printed text, hypertext invites readers to explore information in a non-linear fashion. Hypertext consists of traditional text and hyperlinks that send readers to other texts. These links may refer to related terms or concepts (such is the case on Wikipedia), or they may enable readers to choose the order in which they read. The process of digital writing requires the composer to make unique "decisions regarding linking and omission." These decisions "give rise to questions about the author's responsibilities to the [text] and to objectivity."

{University of Southern Mississippi professor, Dr. Suzanne Mckee-Waddell conceptualized the idea of digital composition. It is the ability to integrate multiple forms of communication technologies and research to create a better understanding of a topic. In order to reach this result, an individual must use intellectual and practical skills.} **move/reword**

{Digital technology has also impacted the way educators teach in the classroom. With the use of technology rising over the past decade, educators are enhancing traditional forms of learning with digital literacy through different platforms. . **As such, several websites are assisting in these efforts such as Google Docs, which has allowed students to collaborate, Prezi, which allows individuals to use pre-made, creative presentation templates, and Easybib which allows individuals to generate citations in any given format. Additionally, educators have also turned to social media platforms such as Twitter, Facebook, Edmodo, Schoology and even Instagram to communicate and share ideas with one another. New standards have been put into place as digital technology has augmented classrooms. Digital composition keeps educators and students connected through modern teaching techniques.}**Move entire paragraph to before digital writing**

Values in society
Digital literacy helps people communicate and keep up with societal trends. Literacy in social network services and Web 2.0 sites helps people stay in contact with others, pass timely information and even buy* and sell goods and services. This is mostly popular among younger generations, though sites like LinkedIn have made it valuable to older professionals. **Make one paragraph** Digital literacy can also prevent people from *being taken advantage of online as* believing hoaxes that are spread online or are the result of photo manipulation, E-mail frauds and phishing can* often fool* the digitally illiterate, costing victims money and making them vulnerable to identity theft.

Research has demonstrated that the differences in the level of digital literacy depend mainly on age and education level, while the influence of gender is decreasing (Hargittai, 2002; van Dijk, 2005; van Dijk and van Deursen, 2009)**Find these sources???**. Among young people, digital literacy is high in its operational dimension. Young people rapidly move through hypertext, and* have a familiarity with different kinds of online resources. However, the skills to critically evaluate content found online show a deficit (Gui and Argentin, 2011).

Building on digital literacy is the concept of digital creativity which is the expression of creative skills in the digital medium. This can include programming, websites and the generation and manipulation of digital images.

Social media
{With the emergence of social media, individuals who are digitally literate now have a major voice online. Websites like Facebook and Twitter, as well as personal websites and blogs, have enabled a new type of journalism that is subjective, personal, and "represents a global conversation that is connected through its community of readers." These online communities foster group interactivity among the digitally literate. Social media also help users establish a digital identity or a "symbolic digital representation of identity attributes." Without digital literacy or the assistance of someone who is digitally literate, one cannot possess a personal digital identity. This is closely allied to web literacy. } **Work into beginning of society section**

Values in the workforce
Those who are digitally literate are more likely to be economically secure. Many jobs require a working knowledge of computers and the Internet to perform basic functions. As wireless technology improves, more jobs require proficiency with cell phones and PDAs. **SUPER OUT OF DATE**

White collar jobs are increasingly performed primarily on computers and portable devices. Many of these jobs require proof of digital literacy to be hired or promoted. Sometimes companies will administer their own tests to employees, or official certification will be required.

As technology has become cheaper and more readily available, more blue-collar jobs have required digital literacy as well. Manufacturers and retailers, for example, are expected to collect and analyze data about productivity and market trends to stay competitive. Construction workers often use computers to increase employee safety.

Job recruiters often use employment Web sites to find potential employees, thus magnifying the importance of digital literacy in securing a job. **DISCUSS LINKEDIN HERE**

{The 2014 Workforce Innovation and Opportunity Act (WIOA) defines digital literacy skills as a workforce preparation activity.} **Work into paragraph**

Remix
A remix is a work that is created by appropriating and/or altering an existing work. Remix is a concept that is within digital rhetoric because it is another tool for communication which method of digital rhetoric, employs that manipulates and transforms an original to convey a new message. The usage of remix can help the creator make an argument by connecting seemingly unrelated ideas into a convincing whole. digital rhetoric to reach a broader audience and ties one scholarly work to other works that exist in the wider world of the internet. In turn, digital rhetoric has caused exponential growth in the usage and scope of remixes by giving people new reasons to create and use remixes. They are linked by the rise of technology and new media. As modern technology develops, self-publication sites like YouTube, SoundCloud, and WordPress have stimulated remix culture, allowing for easier creation and dissemination of reworked content. Unlike appropriation, which is the use and potential recontextualization of existing material without significant modification, remix is defined in Kairos as "the process of taking old pieces of text, images, sounds, and video and stitching them together to form a new product."

Crowdsourcing
Crowdsourcing is discussed as a collaboration of minds. Companies and organizations use crowdsourcing to build creativity, by acquiring information other than what their immediate employees know. However, there are several conflicts that come up with crowdsourcing.

Daren Brabham defines Crowdsourcing as, "using an online, ... model to leverage the collective intelligence of online communities to serve specific organizational goals." Companies and organizations use crowdsourcing to build creativity, by acquiring information other than what their immediate employees know. However, there are several concerns that come up when crowdsourcing tactics are used. Issues relating to Intellectual Property and Copyright are some of the foremost problems when crowdsourced ideas are used for commercial problems. Because the business did not conceive the idea, terms of use must be clearly set while fielding responses. Ethical concerns have been raised as well when engaging in crowdsourcing without a clear set of compensation practices or protections in place to secure personal information.