This is brilliant, and even moving.  You have to watch it all to the end.  Finally some respect for the much-maligned "digital natives" (a term I do not like as it oversimplifies a generation as complex as any other).  Check this out, with thanks to Scholarly Kitchen.

What cognitive skills are crucial for educators to attend to in our digital age?   Media theorist and practitioner Howard Rheingold has talked about four "Twenty-first Century Literacies"--attention, participation, collaboration, and network awareness--that must to be addressed, understood and cultivated in the digital age (see http://www.sfgate.com/cgi-bin/blogs/rheingold/category?blogid=108&cat=2538). Futurist Alvin Toffler argues that, in the 21^st century, we need to know not only the three R's, but also how to learn, unlearn, and relearn.  Expanding on these, here are ten literacies that seem crucial for our digital age.   None of these are tested in the normal metrics of our educational system, yet all are crucial skills for our time. 

This is the story of an organization out to solve one of India's biggest roadblocks to explosive growth..

Yesterday, I attended The Future of the Forum 1-day Symposium at UC Berkeley as one of the presenters in the panel on Public Forums on He

Is digital literacy the best term through which to describe the ways that individuals make meaning through a variety of multimodal texts? Are there better alternatives?

Since it's just a couple weeks before we start gathering data, I'd like to give a quick introduction to the methodology ccLearn (the education program at Creative Commons) is using for our Student Journalism 2.0 research project.

This week I have the pleasure of speaking with, Annette Vee, a fellow doctoral candidate in English, in the PhD program in Composition and Rhetoric. Annette researches historical and conceptual connections between text and computer code and is defining the literacy of computer programming as "proceduracy." In her teaching, she has used blogs, wikis and podcasts to expand students' "available means" of expression. She was recently recognized for her excellence in teaching with technology at the 2009 Computers & Writing Conference where she was awarded the Kairos Teaching Award.

Im happy to announce that our Student Journalism 2.0 project is officially underway.

So far weve visited with several participating classes at Palo Alto High School to introduce our research project, Creative C

This is a report from the American Academy of Arts and Sciences that includes a number of "Humanities Indicators" about the general state of the humanities for the American public. Instead of blaming the Internet for "the dumbest generation," perhaps we should be looking more deeply, profoundly, and sensitively at the humanistic values of the society in which we live. Here are two such "humanities indicators":

Adult literacy in the United States is polarized. Among Western industrialized nations, we rank near the top in the percentage of highly literate adults (21%), but also near the top in the proportion who are functionally illiterate (also 21%).

Public concern about K-12 teacher qualifications has focused mainly on math and science, but data reveal that the humanities fields suffer an even more glaring dearth of well-prepared teachers. In 2000, the percentage of middle (29%) and high school (37.5%) students taught by a highly qualified history teacher was lower than for any other major subject area.  And one more:  Humanities faculty are the most poorly paid. They also have a higher proportion of part-time, non-tenured positions compared to their counterparts in the sciences and engineering. (But almost half of humanities faculty indicate that they are "very satisfied" with their jobs overall. Which half?  Perhaps the tenured half?)

One other reason humanists read their papers outloud (and probably the main one, affectively) is because one reason one becomes a humanist is one loves the sound of words, not just their content. This is an addendum to an earlier posting, "Why Humanists Read Their Papers": http://www.hastac.org/node/1204