• If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

  • Stop wasting time looking for files and revisions. Connect your Gmail, DriveDropbox, and Slack accounts and in less than 2 minutes, Dokkio will automatically organize all your file attachments. Learn more and claim your free account.


Standards and rationale

Page history last edited by Fred Mindlin 10 years, 4 months ago

Language Arts Standards: Writing


Uses the general skills and strategies of the writing process


Language Arts Standards: Media


Understands the characteristics and components of the media


Language Arts Standards: Viewing


Uses viewing skills and strategies to understand and interpret visual media


Related National Standards


This lesson addresses national content standards found at http://www.mcrel.org


Art Connections Standards


Understands connections among the various art forms and other disciplines


Visual Arts Standards


Understands and applies media, techniques, and processes related to the visual arts


Source: http://www.pbs.org/teachers/connect/resources/951/preview/


There is an excellent compilation of standards related to mutimodal writing on the pbworks page on digital writing:


Standards related to digital writing



National Council of Teachers of English/International Reading Association: Standards for the English Language Arts

1.  Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, and vocabulary) to communicate effectively with a variety of audiences and for different purposes.

5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, and people) to communicate their discoveries in ways that suit their purpose and audience.

8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, and video) to gather and synthesize information and to create and communicate knowledge.

11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).


IRA/NCTE: Standards for Assessment of Reading and Writing (includes material on digital literacies)


Partnership for 21st Century Skills: Information and Media Literacy Standards relevant to digital writing

Accessing information efficiently and effectively, evaluating information critically and competently and using information accurately and creatively for the issue or problem at hand.

Using digital technology, communication tools and/or networks appropriately to access, manage, integrate, evaluate, and create information in order to function in a knowledge economy.

Using technology as a tool to research, organize, evaluate and communicate information, and the possession of a fundamental understanding of the ethical/legal issues surrounding the access and use of information.


Partnership for 21st Century Skills: Milestones for Learning and Teaching: Chart of different phases of school district implementation of 21st Century Skills


International Society for Technology in Education: National Education Technology Standards for Students relevant to digital writing

Students use technology tools to enhance learning, increase productivity, and promote creativity.

Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.

Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

Students use technology to locate, evaluate, and collect information from a variety of sources.

Students use technology tools to process data and report results.

Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.


Partnership for 21st Century Skills: Milestones for Learning and Teaching: Chart of different stages of school district implementation of 21st Century Skills


Henry Jenkins, Confronting the Challenges of Participatory Culture: Media Education for the 21st Century, The MacArthur Foundation Digital Media and Learning Initiative

Schools and afterschool programs must devote more attention to fostering what we call the new media literacies: a set of cultural competencies and social skills that young people need in the new media landscape. Participatory culture shifts the focus of literacy from one of individual expression to community involvement. The new literacies almost all involve social skills developed through collaboration and networking. These skills build on the foundation of traditional literacy, research skills, technical skills, and critical analysis skills taught in the classroom.


The new skills include:

Play — the capacity to experiment with one’s surroundings as a form of problem-solving.

Performance — the ability to adopt alternative identities for the purpose of improvisation and discovery.

Simulation — the ability to interpret and construct dynamic models of real-world processes.

Appropriation — the ability to meaningfully sample and remix media content.

Multitasking — the ability to scan one’s environment and shift focus as needed to salient details.

Distributed Cognition — the ability to interact meaningfully with tools that expand mental capacities.

Collective Intelligence — the ability to pool knowledge and compare notes with others toward a common goal.

Judgment — the ability to evaluate the reliability and credibility of different information sources.

Transmedia Navigation — the ability to follow the flow of stories and information across multiple modalities.

Networking — the ability to search for, synthesize, and disseminate information.

Negotiation — the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms.  (Jenkins, 2007, p. 3).


EducationWeekly: Tech Literacy?: difficulties in establishing technology standards and assessment


International Society for Technology in Education: National Education Technology Standards for Teachers


American Association of School Librarians: Standards for the 21st Century Learner


MCREL: Technology Standards


Education World: National technology standards


Education World: States' technology standards


21st Century Literacies Curriculum standards


Route 21: 21st Century Skills: standards and resources


American Library Association: Information Literacy Standards


New York State: Technology Literacy standards





Comments (0)

You don't have permission to comment on this page.