Skip to main content

Currently Skimming:

7 Revisiting the Being Fluent Framework
Pages 53-64

The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.


From page 53...
... Their responses, the organizing committee expected, would provide "actionable items" for updating the Being Fluent framework and, ultimately, for measuring its success in cultivating information and communications technology (ICT) fluency in high school students.
From page 54...
... Bell has observed, for example, that in communities whose members have shared norms about how they cultivate information and share it with each other, individuals are socially obligated to be contributing valuable information to that community as much as they are taking information away. Such "very fit social practices" serve both the group and its individual members.
From page 55...
... We can look at service learning programs, apprenticeships, and internships," he said, "and I think this is particularly important for lowincome minority students." Resta noted his work with Native American school communities. "If you can engage those students in tasks that are meaningful both to them personally and to their community," he said, "it is a powerful tool for helping to direct ICT fluency." In his center's Four Directions Project, for example, students not only become technology experts in such settings but also act as partners with teachers and elders in helping to develop culturally responsive curricula.
From page 56...
... A second point of the paper is that a great deal of ICT activity is occurring outside school in the "informal" sector. For example, Guilfoy said, "community-based organizations have for quite a long time been doing incredible work in ICT." Volunteers from the business sector often are passionately involved, making valuable resources available.
From page 57...
... Listening and participating in the conversations at this meeting, as well as drawing from your own experiences, what revisions would you recommend to the ICT fluency framework offered in Being Fluent with Information Technology?
From page 58...
... In this vein, another group suggested that a revision of Being Fluent, or perhaps a secondary document, should have examples specific to disciplines and provide some vision and practical suggestions to teachers. Yet another group noted that because many of the information technology concepts are related to each other, they might be more effectively described at the meta level.
From page 59...
... This group also said that "think about information technology abstractly" (component 10) may be less complicated at the secondary level than at the college level, while another group recommended that this component be filled out by extending it or complementing it with something on the order of "think about practical applications." One group noted that a missing idea in the framework is "creativity," though it is not clear how to specify such a component.
From page 60...
... Another group observed that some of the ICT skills aim too low, applying in large measure to current elementary school students. These skills should be elevated for the high school level.
From page 61...
... The accompanying assessments, meanwhile, would have to be well integrated and systematic. The next group to report noted that because a single evaluation usually gives a misleading impression of what is going on, it is important to have multimodal evaluations -- that is, a portfolio of assessments.
From page 62...
... standards -- to drive their own curricula. Alternative strategies for developing skills, such as librarians and teachers collaborating to create lessons for the classroom or to identify big projects that kids could work on together, would also need to be in place.
From page 63...
... If there were a universal expectation of a digital portfolio, above and beyond a transcript, for transferring artifacts of work -- real products -- from the high schools to whatever postsecondary experience people have, that would be another observable example. So too would be the embedding of such expectations into standards, because standards frame the discussion of assessment and professional practice.


This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More information on Chapter Skim is available.