1. Manitoba Education, Citizenship and Youth
Project Leader:
Cheryl Prokopanko
Manitoba Education, Citizenship and Youth

2. Agenda Questions to ask – starting with the end in mind
Speaking the same ‘language’ – LwICT=literacy with ICT across the curriculum
Inquiry model for LwICT – how LwICT fits with what you are already doing in your classroom/school
Developmental continuum for LwICT – NOT a curriculum, NOT a one-size-fits-all approach
Assessing LwICT – involving students
Timelines – how LwICT fits with our school plan

3. What are questions to ask about LwICT?
What are the most meaningful ways in which ICT can be infused into learning environments to extend critical and creative thinking?
How can teachers use the continuum to plan and shape classroom learning experiences that enhance literacy with ICT?
How can teachers use the continuum to portray an accurate image of each student’s literacy with ICT?
How can students self-assess and show evidence of their literacy with ICT?
In what ways do parents want or need to be informed of their child’s literacy with ICT?
In what ways can the Literacy with ICT initiative be implemented by school divisions?

4. What is ICT?
ICT is an acronym for I nformation and C ommunication T echnology
ICT is much more than simply ‘computers’ and Web 1.0-style communication tools
ICT includes cell phones, Blackberries, MP3 players, digital cameras/video cameras, GPS devices, blogs, wikis, social networking, social bookmarking, …
ICT continues to evolve with Web 2.0* *Tim O’Reilly, 2004

5. What is Literacy with ICT ?
Literacy with ICT means choosing and using ICT responsibly and ethically, to support critical and creative thinking about information and about communication as citizens of the global community.
Literacy with ICT includes 3 components:
affective
domain
cognitive
domain
supporting
skills

6. What is Critical Thinking? What is Creative Thinking?
convergent thinking
divergent thinking
The Cognitive Domain of the developmental continuum for Literacy with ICT contains five big ideas that encompass critical & creative thinking:
plan and question
gather and make sense
produce to show understanding
communicate
reflect
Michael Scriven & Richard Paul National Council for Excellence in Critical Thinking Instruction

7. What is Digital Citizenship?
The concept of digital citizenship relates to the responsible, ethical, and safe use of ICT by students as members of society and citizens of the global community.
“Everyone has an internal compass, but adults need to teach children how to find and use it.” (Ribble, Developing Ethical Direction)
The Affective Domain of the developmental continuum for Literacy with ICT contains four big ideas that encompass digital citizenship:
ethics and responsibility
social implications
collaboration
motivation and confidence

8. What is ICT Literacy and how is it different from Literacy with ICT?
ICT literacy is one component of Literacy with ICT. ICT literacy involves acquiring the supporting skills needed for students to develop their literacy with ICT. These supporting skills are most effectively developed within curricular context rather than on their own.
The Supporting (ICT Literacy) Skills of the developmental continuum for Literacy with ICT is divided into four categories:
access and communication skills
input/output skills
tools and text skills
vocabulary

9. What are various models for connecting curriculum/learning with ICT?
supplementary
complementary
integrated
infused

10. Principles that support LwICT
inquiry
constructivist learning and teaching
higher-level critical & creative thinking
reaching deeper understanding
digital citizenship
gradual release of responsibility
multiple literacies for the 21st century

11. What is Literacy with ICT Across the Curriculum?
Literacy with ICT is NOT a curriculum HOWEVER
Literacy with ICT is the INQUIRY process WITHIN each curriculum
Curriculum
English Language Arts
Mathematics
Science
Social Studies
LwICT
Process
scientific
inquiry /
design
process
problem-
solving
inquiry
research
author
speaker
videographer
historian
geographer
constructivist
Role(s)
mathematician
scientist

12. Inquiry Model for Literacy with ICT Across the Curriculum
Reflect
Plan &
Question
Communicate
Produce to Show
Understanding
Gather &
Make Sense
Cognitive Domain

13. Range of feelings experienced during Inquiry
question
plan
gather
make sense
produce
communicate
reflect
feelings*
uncertain
optimistic
confused
frustrated
doubtful
clarity
direction
confidence
satisfied
disappointed
*Kuhlthau, Carol C. Models of the Stages of the Information Process

14. What is the developmental learning continuum for LwICT?
The developmental learning continuum for LwICT is an assessment tool FOR learning based on teacher observation. It describes what teachers see and hear students doing as they demonstrate their literacy with ICT.
The continuum is a moving picture of the journey from NOVICE to MASTER for every student K-12 over 4 snapshots
Emerging
Developing
Transitioning
Expanding

15. Which grade levels do LwICT snapshots span?

16. Which learners do the Snapshots target?
Emerging Learner
~ pre K to 3
Developing Learner
~ gr 2 to 5
Transitioning Learner
~ gr 4 to 7
Expanding Learner
~ gr 6 to adult

17. What are the stages of development in the LwICT continuum?
Cognitive Domain (based on Bloom)
Knows & Comprehends
Analyzes & Analyzes
Synthesizes & Evaluates
Affective Domain (based on Krathwhol)
Becomes Aware
Believes
Values
Gradual Release of Responsibility from teacher to student

18. BLOOM’S REVISED TAXONOMY
Bloom’s Taxonomy
(revised)
Creating (synthesis)
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.
Evaluating (evaluation)
Justifying a decision or course of action
Checking, hypothesising, critiquing, experimenting, judging
Analysing (analysis)
Breaking information into parts to explore understandings and relationships
Comparing, organising, deconstructing, interrogating, finding
Applying (application)
Using information in another familiar situation
Implementing, carrying out, using, executing
Understanding (comprehension)
Explaining ideas or concepts
Interpreting, summarising, paraphrasing, classifying, explaining
Remembering (knowledge)
Recalling information
Recognising, listing, describing, retrieving, naming, finding

19. Krathwohl’s Taxonomy (revised) Values Believes Becomes Aware
Krathwohl, D.R., Bloom, B.S., and Masia, B.B. (1964).
Taxonomy of educational objectives: Handbook II: Affective domain. New York: David McKay Co.

20. How can students demonstrate their literacy with ICT?
In the Affective Domain, literate students choose and use ICT ethically and responsibly to support their critical and creative thinking, about information and communication, as citizens of the global community.
Ethics and responsibility
Social implications
Collaboration
Motivation and confidence
In the Cognitive Domain, literate students develop this literacy through a process of inquiry across the curriculum
Plan and question
Gather and make sense
Produce to show understanding
Communicate
Reflect on their learning

21. How do students & teachers assess LwICT?
Anne Davies

22. What is the purpose of the ‘student friendly’ version of the continuum?
students take ownership of their own assessment through ‘student-friendly’ descriptors

23. On which competencies of student LwICT will teachers report?
Demonstrates critical thinking with ICT
Demonstrates creative thinking with ICT
Demonstrates ethics and responsibility with ICT

24. Who is involved in developing literacy with ICT?
all Manitoba K-8 students are developing their literacy with ICT
all Manitoba K-8 teachers are providing opportunities for their students to develop literacy with ICT across the curriculum
all Manitoba schools are reporting to parents about the development of their child’s literacy with ICT

25. What are the timelines for LwICT?
a development team composed of 16 educators with regional and grade level representation created the continuum
over 200 Manitoba educators are involved in action research on Literacy with ICT
every Manitoba school division has an action research team of at least one early years teacher, one middle years teacher, and one school leader, and many teams have consultants and additional teachers and school leaders
every Manitoba school division has their own implementation team for LwICT (from 3 to 30 teachers & school leaders) to provide professional learning and mentoring over a three-year implementation

26. For more information…
Cheryl Prokopanko, Project Leader.
Manitoba Education, Citizenship and Youth Literacy with ICT website: