Digital Literacy Quotes

If you are on social media, and you are not learning, not laughing, not being inspired or not networking, then you are using it wrong.

We are looking at a society increasingly dependent on machines, yet decreasingly capable of making or even using them effectively.

Tweet others the way you want to be tweeted.

Freedom of Speech doesn't justify online bullying. Words have power, be careful how you use them.

If you are in a position where you can reach people, then use your platform to stand up for a cause. HINT: social media is a platform.

The porn films are not about sex. Sex is airbrushed and digitally washed out of the films. There is no acting because none of the women are permitted to have what amounts to a personality. The one emotion they are allowed to display is an unquenchable desire to satisfy men, especially if that desire involves the women’s physical and emotional degradation. The lightning in the films is harsh and clinical. Pubic hair is shaved off to give the women the look of young girls or rubber dolls. Porn, which advertises itself as sex, is a bizarre, bleached pantomime of sex. The acts onscreen are beyond human endurance. The scenarios are absurd. The manicured and groomed bodies, the huge artificial breasts, the pouting oversized lips, the erections that never go down, and the sculpted bodies are unreal. Makeup and production mask blemishes. There are no beads of sweat, no wrinkle lines, no human imperfections. Sex is reduced to a narrow spectrum of sterilized dimensions. It does not include the dank smell of human bodies, the thump of a pulse, taste, breath—or tenderness. Those in films are puppets, packaged female commodities. They have no honest emotion, are devoid of authentic human beauty, and resemble plastic. Pornography does not promote sex, if one defines sex as a shared act between two partners. It promotes masturbation. It promotes the solitary auto-arousal that precludes intimacy and love. Pornography is about getting yourself off at someone else’s expense.

In the pursuit of greater equality in our education system, from K to PhD, technology access, print literacies, and verbal skill all collide as requirements for even basic participation in an information-based, technology-dependent economy and society.

Think before you click. If people do not know you personally and if they cannot see you as you type, what you post online can be taken out of context if you are not careful in the way your message is delivered.

When human beings acquired language, we learned not just how to listen but how to speak. When we gained literacy, we learned not just how to read but how to write. And as we move into an increasingly digital reality, we must learn not just how to use programs but how to make them. In the emerging highly programmed landscape ahead, you will either create the software or you will be the software. It’s really that simple: Program, or be programmed.

The Buddha resides quite as comfortably in the circuits of a digital computer or the gears of a cycle transmission as he does at the top of a mountain. — Robert Pirsig, Zen and the Art of Motorcycle Maintenance

As computers replace textbooks, students will become more computer literate and more book illiterate. They'll be exploring virtual worlds, watching dancing triangles, downloading the latest web sites. But they won't be reading books.

Does doing something old with new technology mean that I’m teaching with technology and that I’m doing so in a way as to really improve the reading and writing skills of the students in my classroom?” (2007, 214). Her answer, as well as mine, would be no. When we simply bring a traditional mind-set to literacy practices, and not a mind-set that understands new literacies (an idea developed by Colin Lankshear and Michele Knobel, which I elaborate on later) into the process of digital writing, we cannot make the substantive changes to our teaching that need to happen in order to embrace the...

Noticing the disturbing similarity between the rhetoric surrounding "open government" and new public management, government expert Just Longo speculates that the former might be just a Trojan horse for the latter; in our excitement about the immense potential of new technologies to promote openness and transparency, we may have lost sight of the deeply political nature of the uses to which these technologies are put... In India, recent digitization of land records and their subsequent publication online, while nominally an effort to empower the weak, may have actually empowered the rich and powerful. Once the digitized records were available for the whole world to see, some enterprising businessmen discovered that many poor families had no documents to prove ownership of land. In most cases, this was not the result of some nefarious land grab; local culture, with its predominantly oral ways of doing business, pervasive corruption, and poor literacy, partly explains why no such records exist... The point here, as with most open-government schemes, is not that information shouldn't be collected or distributed; rather, it needs to be collected and distributed in full awareness of the social and cultural complexity of the institutional environment in which it is gathered.

That is what I want our young nascent readers to become: expert, flexible code switchers -- between print and digital mediums now and later between and among the multiple future communication mediums....I conceptualize the initial development of learning to think in each medium as largely separated into distinct domains in the first school years, until a point in time when the particular characteristics of the two mediums are each well developed and internalized. That is an essential point. I want the child to have parallel levels of fluency, if you will, in each medium, just as if he or she were similarly fluent in speaking Spanish and English. In this way the uniqueness of the cognitive processes honed by each medium would be there from the start.

Bertrand Russell famously said: “It is undesirable to believe a proposition when there is no ground whatsoever for supposing it is true.” [but] Russell’s maxim is the luxury of a technologically advanced society with science, history, journalism, and their infrastructure of truth-seeking, including archival records, digital datasets, high-tech instruments, and communities of editing, fact-checking, and peer review. We children of the Enlightenment embrace the radical creed of universal realism: we hold that all our beliefs should fall within the reality mindset. We care about whether our creation story, our founding legends, our theories of invisible nutrients and germs and forces, our conceptions of the powerful, our suspicions about our enemies, are true or false. That’s because we have the tools to get answers to these questions, or at least to assign them warranted degrees of credence. And we have a technocratic state that should, in theory, put these beliefs into practice. But as desirable as that creed is, it is not the natural human way of believing. In granting an imperialistic mandate to the reality mindset to conquer the universe of belief and push mythology to the margins, we are the weird ones—or, as evolutionary social scientists like to say, the WEIRD ones: Western, Educated, Industrialized, Rich, Democratic. At least, the highly educated among us are, in our best moments. The human mind is adapted to understanding remote spheres of existence through a mythology mindset. It’s not because we descended from Pleistocene hunter-gatherers specifically, but because we descended from people who could not or did not sign on to the Enlightenment ideal of universal realism. Submitting all of one’s beliefs to the trials of reason and evidence is an unnatural skill, like literacy and numeracy, and must be instilled and cultivated.

In “Internet of Stings,” Jennifer Howard began one of the more disconcerting essays about some of these issues that came up in interviews with one of the purveyors of false news: As one master of the fake-news genre told the Washington Post55: “Honestly, people are definitely dumber. They just keep passing stuff around. Nobody fact-checks anything anymore.” Separating truth from fiction takes time, information literacy, and an open mind, all of which seem in short supply in a distracted, polarized culture. We love to share instantly—and that makes us easy to manipulate. There are many tough issues here for students, teachers, parents, and the members of our republic. How our citizens think, decide, and vote depends on their collective ability to navigate the complex realities of a digital milieu with intellects not just capable of, but accustomed to higher-level understanding and analysis. It is no longer only a matter of which medium is better for what; it is a question of how the optimal mode of thought in our children and our young adults and ourselves can be fostered in this moment of history. These are hardly new thoughts either for

Look around on your next plane trip. The iPad is the new pacifier for babies and toddlers… Parents and other passengers read on Kindles… Unbeknownst to most of us, an invisible, game-changing transformation links everyone in this picture: the neuronal circuit that underlies the brain’s ability to read is subtly, rapidly changing… As work in neurosciences indicates, the acquisition of literacy necessitated a new circuit in our species’ brain more than 6,000 years ago… My research depicts how the present reading brain enables the development of some of our most important intellectual and affective processes: internalized knowledge, analogical reasoning, and inference; perspective-taking and empathy; critical analysis and the generation of insight. Research surfacing in many parts of the world now cautions that each of these essential “deep reading” processes may be under threat as we move into digital-based modes of reading… Increasing reports from educators and from researchers in psychology and the humanities bear this out. English literature scholar and teacher Mark Edmundson describes how many college students actively avoid the classic literature of the 19thand 20th centuries because they no longer have the patience to read longer, denser, more difficult texts. We should be less concerned with students’ “cognitive impatience,” however, than by what may underlie it: the potential inability of large numbers of students to read with a level of critical analysis sufficient to comprehend the complexity of thought and argument found in more demanding texts… Karin Littau and Andrew Piper have noted another dimension: physicality. Piper, Littau and Anne Mangen’s group emphasize that the sense of touch in print reading adds an important redundancy to information – a kind of “geometry” to words, and a spatial “thereness” for text. As Piper notes, human beings need a knowledge of where they are in time and space that allows them to return to things and learn from re-examination – what he calls the “technology of recurrence”. The importance of recurrence for both young and older readers involves the ability to go back, to check and evaluate one’s understanding of a text. The question, then, is what happens to comprehension when our youth skim on a screen whose lack of spatial thereness discourages “looking back.

Shared attention, as Charles Taylor wrote, is the beginning of the great dance of language that joins one generation to the next, not forced attention. Knowing research about the development of literacy is a very good thing; knowing what to attend to in one’s own child overrides everything I can ever say—or write—about any medium or any approach. There are so many things we all have

In literacy, India is 183 among 214 countries—below many African countries. Reports The Economic Times of 18 January 2013: “The Annual Status of Education Report (ASER 2012) by NGO Pratham shows that the number of Class V students who could not read a Class II level text or solve a simple arithmetic problem has increased. In 2010, 46.3% of kids in this category failed to make the cut and this shot up to 51.8% in 2011 and 53.2% in 2012...In 2010, 29.1% children in Class V could not solve a two-digit subtraction problem without seeking help. This proportion increased to 39% in 2011 and 46.5% in 2012.

To adapt to today's culture of fast-paced change, we need to become connected learners and own new literacies so we can bring student learning into the 21st century.

literacy,

Every classroom discussion, every digital interaction, is an opportunity to help children take their first steps into the global community, to see and define how, why and when technology can be a vehicle of change.

degree of government’s reliance on the digital realm has grown steadily for decades, without a corresponding growth in digital literacy

In today's digital world, digital literacy is as important as traditional literacy.

In the digital age, the ability to navigate information is as crucial as the ability to read and write

Artificial intelligence is not the future we fear; it is the present we must shape with ethical considerations and human values

Blockchain technology offers a new level of trust and transparency, redefining how we interact with the digital world

Digital literacy is the bridge between merely using technology and truly understanding it, enabling us to innovate responsibly

Digital literacy is not just about understanding technology; it's about empowering yourself to shape the future

Quantum computing will unlock mysteries we've yet to imagine, driving progress in science, medicine, and beyond

The true power of technology lies not in its complexity but in its potential to improve lives and solve global challenges

In a world driven by data, digital literacy is your compass, guiding you through the vast ocean of information

Embrace the digital revolution not as a challenge but as an opportunity to innovate, create, and inspire change

Ethical technology use is the foundation of a better digital world, where innovation and responsibility go hand in hand

Your digital journey starts with literacy, but it ends with limitless possibilities for a brighter, more connected future

The future belongs to those who can harness the power of technology with wisdom and foresight

We still face a slew of digital divides, in that some people simply have better access to good computing equipment, fast network access, and digital literacy skills than others. These divides commonly fall along socioeconomic lines:

Perhaps most centrally, the blockchain is an information technology. But blockchain technology is also many other things. The blockchain as decentralization is a revolutionary new computing paradigm. The blockchain is the embedded economic layer the Web never had. The blockchain is the coordination mechanism, the line-item attribution, credit, proof, and compensation rewards tracking schema to encourage trustless participation by any intelligent agent in any collaboration. The blockchain “is a decentralized trust network.”194 The blockchain is Hayek’s multiplicity of private complementary currencies for which there could be as many currencies as Twitter handles and blogs, all fully useful and accepted in their own hyperlocal contexts, and where Communitycoin issuance can improve the cohesion and actualization of any group. The blockchain is a cloud venue for transnational organizations. The blockchain is a means of offering personalized decentralized governance services, sponsoring literacy, and facilitating economic development. The blockchain is a tool that could prove the existence and exact contents of any document or other digital asset at a particular time. The blockchain is the integration and automation of human/machine interaction and the machine-to-machine (M2M) and Internet of Things (IoT) payment network for the machine economy. The blockchain and cryptocurrency is a payment mechanism and accounting system enabler for M2M communication. The blockchain is a worldwide decentralized public ledger for the registration, acknowledgment, and transfer of all assets and societal interactions, a society’s public records bank, an organizing mechanism to facilitate large-scale human progress in previously unimagined ways. The blockchain is the technology and the system that could enable the global-scale coordination of seven billion intelligent agents. The blockchain is a consensus model at scale, and possibly the mechanism we have been waiting for that could help to usher in an era of friendly machine intelligence.

When I talk about “cyborg literacy,” I mean a set of skills and social practices that optimize the ability to use physical and cognitive technologies to augment, amplify, or extend human thinking and communication capabilities.

Like money and clocks and all other forms of measurement, numbers acquired a separate life and intensity with the growth of literacy. Nonliterate societies had small use for numbers, and today the nonliterate digital computer substitutes “yes” and “no” for numbers. The computer is strong on contours, weak on digits. In effect, then, the electric age brings number back into unity with visual and auditory experience, for good or ill.

To be successful in life what you need is education, not literacy and degrees.” B07L4N6BGV

ecology weigh heavily on the minds of parents and educators alike, who worry about the changes new media may present for learning and literacy as well as for the process of growing up in American society.

Youth are developing new forms of media literacy that are keyed to new media and youth-centered social and cultural worlds.

While creating a buyer persona, you need to know the user behavior, demographics, goals, motivation, preferences, and literacy rate, and demand patterns.

Salen, K. 2007b. "Gaming Literacies: A Game Design Study in Action." Journal of Educational Multimedia and Hypermedia 16, no. 3:301-322. Salvia, J., and J.

Parents, educators, and academic and occupational curricula all need to focus on building digital literacy and social skills.