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<h2>What the standard is (and what it's not)</h2> | <h2>What the standard is (and what it's not)</h2> | ||
When we first began our work, we identified two concerns surrounding web literacy. The first is that existing web literacy frameworks have largely been extensions of digital, media and/or information literacy. The web is different from other mediums, meaning that the skills and competencies required are also different.In its current form, the Web Literacy Standard comprises a map of competencies and skills that Mozilla and our community of stakeholders believe are important to pay attention to when getting better at reading, writing and participating on the web. It isn't just about coding. The web literacy standard covers every part of web literacy—from learning basic coding skills to a base knowledge about privacy and safety. | When we first began our work, we identified two concerns surrounding web literacy. The first is that existing web literacy frameworks have largely been extensions of digital, media and/or information literacy. The web is different from other mediums, meaning that the skills and competencies required are also different.In its current form, the Web Literacy Standard comprises a map of competencies and skills that Mozilla and our community of stakeholders believe are important to pay attention to when getting better at reading, writing and participating on the web. '''It isn't just about coding.''' The web literacy standard covers every part of web literacy—from learning basic coding skills to a base knowledge about privacy and safety. | ||
We have chosen a simple grid-like structure to represent the layers of the standard to ensure that it is easy to read and compare/contrast with existing resources. The skills underpinning each competency are augmented with examples focused on action. We believe that knowledge should be accompanied by the ability to do something new. As such, the skills are all verb-based and are specific enough to be able to have meaning, while not being so prescriptive as to limit innovation. | We have chosen a simple grid-like structure to represent the layers of the standard to ensure that it is easy to read and compare/contrast with existing resources. The skills underpinning each competency are augmented with examples focused on action. We believe that knowledge should be accompanied by the ability to do something new. As such, the skills are all verb-based and are specific enough to be able to have meaning, while not being so prescriptive as to limit innovation. | ||
<h2> | <h2>Next Milestones: Aligning with the standard</h2> | ||
Our hope is that people will choose to align with the Web Literacy Standard by using the Open Badges Infrastructure (OBI). The OBI provides a new method to credential learning in a web-native way. An 'alignment' URL is part of the metadata specification in the OBI and allows for badged learning activities to point towards a relevant part of the a standard. For example, an activity using Mozilla Popcorn Maker might align with the 'Remixing' part of the Web Literacy Standard. As each part of the standard has a unique URL, this is easy to achieve. | Our hope is that people will choose to align with the Web Literacy Standard by using the Open Badges Infrastructure (OBI). The OBI provides a new method to credential learning in a web-native way. An 'alignment' URL is part of the metadata specification in the OBI and allows for badged learning activities to point towards a relevant part of the a standard. For example, an activity using Mozilla Popcorn Maker might align with the 'Remixing' part of the Web Literacy Standard. As each part of the standard has a unique URL, this is easy to achieve. | ||