View source for Webmaker/WebLiteracyMap/Align

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=How to align with the Web Literacy Map=

==Introduction==
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The aim of this resource is to help you take the first steps on the journey to using the [https://webmaker.org/literacy Web Literacy Map] in practice. It will help you contextualise the 'raw material' of the Web Literacy Map to be something that you can use to help teach the web to your target audience.

<div style="background:#f0f0f0; border:3px grey solid; padding:15px; width:50%; margin-bottom:20px;">Accompanying this resource is a [http://goo.gl/vKSN4D  Web Literacy Canvas] ''(currently at v0.1)'' that helps you plan the ways in which you and/or your organisation can align with the Web Literacy Map. If you are planning to align using [https://openbadges.org Open Badges] then you may also find the [http://digitalme.co.uk/badgecanvas Badge Canvas] from Digital Me useful.</div>

We will begin with an overview of the Web Literacy Map, before asking some questions about you and your context. These are structured using the approach taken in David Perkins' Harvard class ''Inquiry''. It will be useful if you take your time to answer the questions with (a) someone else from your organization, and (b) any relevant documentation (e.g. curricula, policies, mission statements) to hand.

==The Web Literacy Map==

[[Image:WebLiteracyMap-v1.1.png|640px |link=https://wiki.mozilla.org/Webmaker/WebLiteracyMap/Background |alt=Mozilla Web Literacy Map competency grid|Click to find out more about the Map]] 

The Web Literacy Map is a map of the territory of web literacy. It constitutes the raw material from which people like ''you'' can make resources, curricula and activities to help teach the web. Our working definition of 'web literacy' is purposely inclusive and wide: ''the skills and competencies required to read, write and participate effectively on the web.''
	
It's also important to note what the Web Literacy Map is ''not''. '''It is not prescriptive.''' We're not saying that there is one way to learn these skills and competencies. There is also (intentionally) no mention of the ''level'' at which one should align with the Web Literacy Map. We see this as something that can be aligned with by n00b and ninja alike!
 
Finally, it's important to say that the Web Literacy Map is in perpetual beta. By that we mean that it will change as the web itself changes: if there's something you think needs changing, [https://wiki.mozilla.org/Webmaker/TeachTheWeb/Calls get involved] and tell us!

==Contextualizing for your target audience==
Just like the web, the Web Literacy Map aims to be a universal resource that can work across contexts. However, it's important for ''you'' to ensure that your resources, activities and curricula are highly contextualized and relevant to learners. The following questions will help guide you pick some areas to focus on. It might be worth doing this with other people - including the learners themselves.

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===1. What's worth learning?=== 
Which competencies on the Web Literacy Map is it very important / useful / not important for your target audience to learn in your context?

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'''Example:''' Atul is setting up a non-profit to introduce the web to community leaders. He decides to focus on the competencies of Navigation, Web Mechanics and Search for his first series of workshops as he believe these will help the confidence of community leaders. However, after his first workshop he finds that the concern of most of the community leaders who attend is around Privacy. He amends his plans for future workshops to address this competency, and gradually introduces the other competencies he'd planned to focus upon. 
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===2. How is it best learned?===
Is there anything else that your target audience need to learn ''alongside'' these competencies to help make them relevant / make sense? What kinds of activities do you currently have on offer that could help scaffold learning for your target audience? 

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'''Example:''' Laura runs an after-school club around digital skills. She's interested in developing in young people skills around the Collaborating and Community Practices competencies. Instead of running standalone activities in her after-school club, Faye talks to teachers at the school and begins to develop a cross-curricular approach to these competencies. She uses the time in her after-school club for young people to reflect on what they've done in lessons, ways they can go further in these competencies, and how they can apply the competencies to life beyond the school gate. 
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===3. How can we get it taught that way?===
Could you get additional help in facilitating learning for your target audience in these areas? Where from?
 
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'''Example:''' Kat helps curate collections for art galleries and museums. She's noticed that many people want to share user-generated content from the shows she and her team put on, but feels a tension between that and copyright issues. Using the Remixing and Open Practices competencies as lenses, Kat approaches a mobile telecoms provider for a collaboration. The result is a series of resources and activities that tie into the experience of visiting the museums and art galleries, teach visitors about sharing appropriately, and help promote the shows themselves.
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===4. How do you know it's been learned?=== 
How will you acknowledge / credential things like attendance, attitude and achievement? What would be appropriate for your target audience in this particular context?

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'''Example:''' Chad is a teacher using the Web Literacy Map in his lessons whenever he can. He's concerned that the great work his students are doing is not credentialed, so he begins a consultation process with his classes. Through this process, he finds that different groups of students value and want to focus on different competencies. Instead of building the Web Literacy Map into his curricula into a formal way, he co-designs badges with students, who then 'pledge' for them. Over the course of the school year, alongside their regular studies, Chad provides ways for students move towards mastery in the competency areas they've chosen. In addition, Chad ensures that 'softer' skills such as teamwork and attendance are taken into account when designing these badges.
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==Appendix 1: Case Study==
''Perhaps BCGA if Dave Crusoe has time to write 500 words or so?''

==Appendix 2: Further Mozilla resources==
Mozilla has the tools, resources and community to help teach the web. Here are some to help you get started.

===Webmaker===
* [https://webmaker.org/tools Webmaker tools] - the landing page for the three Webmaker tools
* [https://goggles.webmaker.org X-Ray Goggles] - remix any web page using a bookmarklet.
* [https://thimble.webmaker.org Thimble] - learn HTML, CSS and JavaScript through fun activities.
* [https://popcorn.webmaker.org PopcornMaker] - remix web video.
* [https://webmaker.org/teach Webmaker.org/teach] - lots of teaching kits and resources.
* [https://events.webmaker.org Webmaker Events] - attend or host a Maker Party / event.

===Open Badges===
* [https://openbadges.org Open Badges] - an open infrastructure for credential learning.
* [https://badgekit.org BadgeKit] - a platform for issuing badges (currently in private beta)
* [https://digitalme.co.uk/badgecanvas DigitalMe's Badge Canvas] - a simple way to design badges for your organization.

===Other===
* [https://developer.mozilla.org/en-US/ Mozilla Developer Network (MDN)] - a knowledge base relating to the Open Web.