- Do students understand that curation an important skill to develop in order to manage and make sense of the deluge of information all around them?
- Can students skim, scan, and scour digital content in order to curate appropriately?
- What processes and tools should students use for curation and what digital literacies are required?
- How do students collect and organize information it so that it can be retrieved when needed?
- Do students collect digital content from a variety of sources?
- Are students aware of algorithms and ways to refine searches to ensure they can reach diverse perspectives?
- Can students synthesize their curation effectively, ensuring that multiple perspectives are gathered and represented, in addition to their own.
- Do students see the benefits of sharing information as part of a collective? Are students engaged in sharing information in participatory environments as a component of metaliteracy?
Collaborate (still developing):
- Are students able to work together to reach a goal, drawing from the talents and expertise within the group?
- Do students demonstrate proficiency in working collaboratively both offline & online? Can they transfer their interpersonal skills from face-to-face to virtual environments?
- Do students work together to construct knowledge or solve problems better than what could be accomplished individually?
- How can students share thoughts, questions, ideas and solutions effectively and appropriately?
- Can students transfer their communication skills from face-to-face to digital mediums?
- Can students communicate using a variety of approaches, including oral, written, and visual, for a variety of purposes?
- Are students able to consider the audience when communicating a message?
- Can students identify the most suitable medium to communicate with others?
- Are students mindful of their own messages and how to get others to understand their intended meaning?
- Do students make meaningful connections between their classroom learning, their personal lives, and the world around them?
- Do students see relationships and overlaps between multiple streams of information?
- Can students identify and harmonize and draw connections to seemingly unrelated and/or conflicting concepts and information?
- Do students understand the power and benefits of connections in the globally-connected 21st century?
- Can students create meaningful networks using various digital tools and social platforms? These networks may include learning networks, social networks, activism networks, etc.
- Are students given the opportunity to connect beyond the classroom walls with other peers or experts who help to support this learning process? Are these learning interactions as valued as traditional views of how learning takes place?
- Are schools bridging the disconnect between traditional learning models and the realities of the connected 21st century learner?
- What metacognitive processes would students utilize when they assess their own work? Are students tracking progress through e-portfolios and connecting with other members in their learning network?
- Are students given opportunities to engage in dialogue about their learning with teachers, peers or other members of their learning network/networked community? Are students able to engage in diverse learning communities (which include face to face and digital, as well as inter-generational)?
- Do students use inquiry when approaching learning opportunities?
- Do students have the capacity to ask robust questions and to frame them in such a way that they go beyond a basic Google search for the answer?
- Are students critical consumers of multimedia? Do students exercise media literacy skills that include critical analysis of a variety of information from a variety of sources ?
- Do students give careful consideration to both the message and the medium when considering the validity and value of information?
- Do students understand how information can be shaped, biased, or misrepresented?
- Can students identify fact, bias, opinion, and slant? Do they understand their own biases and worldview?
- Can students form their own opinions? Are they independent critical thinkers?
- Can students apply critical thinking skills to choose the correct digital tool(s) for what they want to accomplish?
- Can students apply existing knowledge and new-found knowledge to create something new?
- Can students create using a variety of digital tools?
- Can students combine the creative process with technical function?
- Can students digitally demonstrate their learning in a creative and/or innovative way?
- Do students value the process as much as the final product?
- Are students able to use digital tools to combine and remix existing ideas construct new ideas?
- Are students motivated to contribute to the world wide web in a positive way? Are their contributions to the internet driven by positive digital citizenship?
- Do students communicate their progress and learning processes about their creations?
- Do students invite feedback on their creations and view this as essential for improving the quality of their creations?
- We are leaving this one alone right now, as we feel the Ministry's Digital Citizenship Continuum is thorough and, therefore, don't want to re-create the wheel.