Anthony Burik: Hi, everyone. Happy Wednesday. Happy day two of the Cape Summit. Hope things are going well for you, learning lots and all that. Let me share my screen here, make sure I'm on the right slide. Oh, actually, before I do that. OK. So, excuse me-- Neda did mention that I've uploaded my resources to the vFairs platform.

So if you're looking at the agenda-- it's a little hard to tell, I kind of missed it the first time myself, but actually, right at the very bottom of my session listing, there's a little link here, Session 25 helping Our Students Acquire Digital Literacy skills. If you actually go ahead and click on that link, it opens up a folder. And there are two files in there, there are two PDF files in there. One is a file of the slides that we're going to go over today, or I'm going to go over today.

But the other one is a notes document. And so if you can navigate to that folder, and open up the notes document, we're going to actually use that notes document in a bit. If you can't get there, what we'll do is, when we come to that point, Neda and/or I will put the file in the chat, and perhaps you can download it from there. And I think that Zoom feature is still a little wonky, I'm not sure everybody can do that, also I think depending on your device or whatever.

But anyway, if you can get to that folder so you can grab the notes document, that'd be great. And I did-- so one other thing too is, Neda mentioned that we may get to breakout rooms here at the end. I just want to be very explicit about that. Sometimes-- and I'm sure we've all been in a session where we didn't know at the beginning of the session that we might end up in a breakout room later in the session. And it's like, oh, all of a sudden, I'm in a breakout room.

So I just want to be very clear that we may be doing that later. I want to put you on alert. We'll see when we get to that part of the session if we have the chance to get to breakout rooms. But I just want to be very clear that I've built that into the presentation. It may or may not happen. So get ready for that. OK. So let me switch over to my slides. And here they come.

All right. So again we're here for-- [coughs] excuse me. We're here for helping our students acquire digital literacy skills. Anthony Burik from OTAN, I'm a project specialist here. I'm happy to be with you here today. My contact info is here at the bottom of slide one. Please feel free to reach out to me with any and all questions about digital literacy, tech topics, things like that.

Here's our agenda, it's a quick 60 minutes. It's not even 60 minutes at this point, wow, time's flying by here, OK. So I just want to give you a little bit of an intro to OTAN in case you're not familiar with our organization. Then we're going to spend a few minutes talking about digital literacy, sort of an introduction to the topic.

I will send you off to a survey, and I want you to start thinking about a specific digital literacy challenge that you're facing with your students, with your staff members, with your colleagues back at the agency, maybe with your constituents back at the agency. But I want you to be thinking about that, we'll get to having you sort of name that in a few minutes.

Then we're going to talk about a newish framework for digital literacy skills, I'm calling it the Seattle Digital Skills Framework. You may or may not be familiar with it, but we'll talk about that. I also want to give you the opportunity to take a look at some digital literacy resources that are out there in the world. You probably know about some of them. There are a lot of them. We want to try to figure out what are the best ones that we might be able to use back at our agencies with our students. And I'm going to give you the opportunity to dig into that, kind of middle of our session.

And then, towards the end of our session, I hope that we'll have some time to actually talk about, OK, now we have some resources in hand, what do we do with these resources? How do we actually get them into our instruction, into our practice, so that they will be of use to the students? And you'll kind of know what to do with them. So hopefully we'll have some time for that at the end. And like I said, this is a quick one, 60 minutes, but please reach out to us at OTAN, if you would like a longer training at your agency.

That's a nice segue into OTAN itself, in case you're not familiar with OTAN. In the state of California, we have three state leadership projects for adult education. We're blessed to have three. Hopefully you know three that I speak of, CALPRO, which focuses on professional development, training in the classroom for becoming a better teacher, and having a better program, CASAS, data accountability, data collection, all things data, and OTAN, we focus on technology training for adult educators around the state.

We have a very nice website, OTAN.us, take a look at what we have there. We have lots and lots of stuff there that focuses on technology training. So please take a few minutes to take a look at our website if you're not familiar with it. And again, we do all kinds of training, not just this topic, but all kinds of topics. So please reach out to us if you're interested in a training package at your agency. And hopefully someday we will all be back face-to-face fully, and we'll be able to actually see each other and do all that good stuff.

So OK, here we go. So first I want to just lay the foundation here talking about digital literacy. So I'm using this definition from the American Library Association. It's been around for a while but let's take a look at the language of the definition here. So I'm going to read it for you. Digital literacy is the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills.

So let's unpack this for a minute here. So information and communications technologies, this is an older term for basically all things technology, technology tools, things like that. I believe this definition came out probably around 2010, 2011, something like that. So it's got a few years behind it, but I think the idea is still the same. I mean, we're talking about all these kinds of tech tools that are now available to us. So it's the ability to use these tools. And not just one tool or two tools, but lots of tools.

To find, evaluate, create, and communicate information. Yeah, a lot of action verbs there. We could probably think of some more, when it comes to digital literacy, like what we would be able to do with technology. But the idea about digital literacy is that you're able to do all kinds of things using technologies, not just one or two things.

And then requiring both cognitive and technical skills. So again, I think sometimes when we think about digital literacy, we focus on the tools, on the technology. And that's true, we do need to think about those tools, but we also need to think about learning how to use those tools. Can we use those tools in different instances than the one that we're currently in right now?

If we learn how to do something on one platform, can we somehow transfer that ability over to other platforms, so that we can do similar types of things? So for example, if we fill out a job application, can we also fill out an application for health care or something else? We're applying to for an apartment or something like that. So can we take those online application skills and use them in other instances.

So I just want us to be broad-minded when we're thinking about digital literacy. I know that-- again, I find that sometimes people tend to say, oh, well, my students need to do this, or this, or this, and that's right, and they also need to do all kinds of other things as well. But sometimes we're just sort of focused on one or two things.

So OK. From another organization, National Digital Inclusion Alliance, I want to just briefly run through this list of things that they consider a digitally literate person. Think about this in the context of your students or whomever you're working with or serving at your agency, but also think about it for yourself as well. How digitally literate of a person are you as well? So, again, digital literate person possesses the variety of skills, technical and cognitive, required to find, understand, evaluate, create, and communicate digital information in a wide variety of formats.

So this is sort of like what we just saw with that initial definition, but there's more. But wait, there's more. Is able to use diverse technologies appropriately and effectively to retrieve information, interpret results, and judge the quality of that information. Some of you might have delved into media literacy, information literacy, this is sort of that side of it as well.

Understands the relationship between technology, lifelong learning, personal privacy, and stewardship of information. I love that word, stewardship, by the way. $10 word right there. OK, but really has an understanding of privacy issues, privacy concerns, how do we keep data secure? How do we do that for ourselves? How do we do that for our students? And you have a sense of the infrastructure of technology here.

Uses these skills and the appropriate technology to communicate and collaborate with peers, colleagues, family, and on occasion, the general public. Again, this is back from 2010, 2011, I think, it's no longer on occasion with the general public, we're all into social media and things like that. So I think it's a lot more social than originally conceived of.

OK, and one more thing. Uses these skills to actively participate in civil society and contribute to a vibrant, informed, and engaged community. OK, so again, when we're talking about digital literacy, and thinking about what does it mean to be a digitally literate person, it's going to be quite broad. Again, you might have a particular focus with your student group, or your colleagues, or your community, or whatever. But again, just think of digital literacy in broad terms. And for yourself, like how digitally literate a person are you, as well.

OK, so what I'd like to do is take a couple of minutes and actually do a quick survey. So, Neda, and maybe you could pop this in the chat here. We're going to bit.ly/CAEPdiglit. And then after the slash, it's case sensitive, so capital C-A-E-P, capital CAEP. Lowercase diglit, D-I-G-L-I-T. and Neda's going to pop that in the chat for us.

OK. So we're going to do a quick survey. Four questions. The last question is the question where you're going to name or identify the digital literacy challenge that you're currently facing. Just one of them, it doesn't have to be a range. Just one in particular that you're facing with your students, or your colleagues, or in your schools, or whatever. So let's take a couple of minutes to do that. I'm going to actually switch over to the survey. So we can take a look at it.

And again, if you're having trouble getting to the survey, just pop that in the chat and Neda and I, probably more Neda than me, but Neda will be able to help us out here. So I can see it the way you see it. So hopefully you're here, the CAEP Summit 2021 Digital Literacy survey. So take a few minutes to fill this out.

This is actually a Microsoft form. I know a lot of you are using Google Forms, and you're sort of in the Google universe at the moment. So Microsoft form is the equivalent of a Google form. They wouldn't admit to it, either Microsoft or Google, but they basically are very similar.

One thing about the Microsoft form that I want to point out is you may see this icon, it's an open book with kind of a sound icon in front of it, that is the Microsoft Immersive Reader. It is a tool that's built into Microsoft products. It will actually read out the text that appears in that section of the form.

So you may consider, for example, for your ESL students, or for maybe some ABE students, some folks who might need help with both the text and audio, you might consider using a Microsoft form in the future. But I'll give you a couple of minutes to complete that. And the responses are starting to come in. Thank you very much. We can look at the results real-time here.

And I looked back at my explanation-- or, sorry, my abstract of the session yesterday, and I was like, oh, we might not just get teachers in the room, we might actually get other people in the room, so welcome administrators, welcome classified, welcome transition staff, and welcome teachers, and anybody else too. Maybe librarians, I don't know.

[dog barking]

And I'm sorry if you can hear Rudy. I do have the door closed, but-- Let's see if I can do something about Rudy, one second.

OK, sorry about that.

Neda: If you are having trouble with that Bitly, I just want to let you know that you can take the Bitly, and then paste it into your address bar. Or I went ahead and I left a link to the actual Microsoft form. So just in case you're using the Bitly, go ahead and copy, paste it into your address bar. Otherwise you can click that link. Great, thank you.

Frank: Neda, you can also right-click on the Bitly and it gives you an option to open it.

Neda: Thank you, Frank. Appreciate it.

Anthony Burik: And I also just made it a live link, too. If you add that https in the beginning, that should liven it up. OK, so it looks like we have a good number of participants here. So let's take a look at our results. So again, we have a nice mix of Adult Ed folks in the room. Again, welcome to everyone. What's your program or work area? ESL folks, but we also have ABE, ASE, we have CTE folks, we have office support, administrative staff, and then we also have some other folks in the room too. So again, welcome. OK, so we have a nice mix.

All right. How would you rate your own tech proficiency? So again, thinking about the digital literacy definition and characteristics, how would you qualify it for yourself? So at the moment, our average number is somewhere between a three and a four, so that's good. Would have been interesting, of course, to ask this question maybe a year ago or two years ago. I have a sense that a lot of us have become digital or tech experts in short order here, so that's good.

OK. And then name a digital-- I'm sorry, name a digital literacy challenge that your students or staff face in the classroom in the school. So try to be as specific as possible. So let's see if we can see this. OK, so we have many students are older or ESL, and technology use and access is difficult. OK, access to their devices.

They don't know how to use computers at a basic level. Using specific tools, so maybe Google tools, Canvas, a different LMS, or something like that. Now, of course, everybody is thinking about hybrid instruction. So how do we use technology in that context, going from like 100% online now to maybe some hybrid mix that we're using at the agency? Teachers' lack of skills, so that's an issue as well.

And maybe we don't have specific classes, we don't have a dedicated way to address the digital literacy instruction. OK. Access issues, internet connection. Yeah, our students are very technologically challenged. I think we're all technologically challenged, but anyway.

And again, you all know, I mean, in the last year and a half we've been asking students and teachers and ourselves to do all kinds of things all of a sudden, so that's a challenge. And it still is taking us time to sort that out, still to figure out how to, for example, that people are having trouble connecting to the Bitly, as an example. OK so, many different kinds of devices, you have to plan for a whole landscape of devices that are out there. Wide range of abilities.

Sometimes for staff it's their comfort level, so what am I able to do that I can then share with the students? But don't ask me to do anything more than that because I can't do it. Passwords, yes. ESL students, in particular, or maybe students who are having language difficulties, you're sort of working on two fronts. Reliable internet, phones.

Just keeping up with things. I mean, you all know, you've latched on to some tools over the last year and a half that are also constantly in motion as well. It's like you come back on a Monday after the weekend, and all of a sudden the platform looks different, or they have some new features, or features that you used to use are no longer there. So everything is fluid in motion, being able to keep up.

All right, let's see what else we got here. There's a fear. There's still a fear of technology, I think it's different people have different comfort levels with technology, and being asked to do certain things. I mean, I think the whole privacy thing scares a lot of people about technology, like, oh my god, you mean all my data is out there, and anybody can look at it, and dot, dot, dot. OK, so I think we have a pretty good sense of it. Thank you for doing that. And so what I'd like you to do is hold on to that skill-- or sorry, hold on to that challenge that you've identified for yourself, because we're going to move on to the next thing here.

OK. All right, so let me switch back to the slides. And Neda, let me if you're not seeing the slides for some reason.

Neda: I see the signs.

Anthony Burik: OK, good. All right, so-- sorry about that, I don't know why it came all the way back to the beginning but there it is. OK, so next thing here is we're going to talk about this newish framework, the Seattle Digital Skills Framework. So basically, with this framework, you may have heard about it, it's newish within the last two years or so, 2019 I think is when the original report came out, but basically it's a framework that doesn't really start from scratch, it's not like, OK, we're just going to create this brand new framework out of nothing.

What the folks did here was they actually looked at six other digital literacy frameworks and nine other digital literacy curricula, and basically went through all of those documents, and took a look at what other people, what other organizations, identified as the top things to focus on in terms of digital literacy, and rearranged everything into a newish framework that refers back to those frameworks, but casts digital literacy in a new light here.

So I want us to take a few minutes to actually look at the framework itself. The way that it's organized is that the framework has 10 domains. So if you're looking at the slide here, and you see the communication at the very top of a table. So the communication is the first of 10 domains that are in this framework. And then-- excuse me. And then within the domain area, there's any number of digital skills that are associated with that domain. So if we-- let me stop sharing here, I'm going to switch over to--

So, again, if you have the notes document in front of you from the folder on the vFairs site, and you go to page two, there's a section on the notes document that is Seattle Digital Skills Framework, and there's two bullets. The second bullet will bring you up a copy of the framework. But let me also share that so you can all see what we're looking at here.

Neda: I have it, Anthony.

Anthony Burik: You got it, OK. Share my screen here. OK, and Neda just put the link to the framework in the chat as well. OK, so again, it's about a four or five page framework here, and again, it's divided into the 10 domains. So you'll see Communication as the first domain, you'll see Creation as the next domain, you'll see Device Ownership as the next domain, you'll see Essential Foundations is the fourth domain.

And my sense probably from the room, I mean, just looking at our list of challenges so far, is that a lot of you probably have a challenge that fits into this area right here. This is like basic digital literacy ability, connecting students, setting up email accounts, understanding how to get into a Zoom room, you have a sense of what those things are. And then we have Information Skills, we have Lifelong Learning-- sorry for the scroll, we have Mobile, we have Online Life, we have Privacy and Security. And the last one is Workplace.

Neda: Anthony, I shared the link to your notes page, not to the framework.

Anthony Burik: Oh, OK. So if you're on my notes page, let me see if I can switch over to that. Are you-- here we go. OK, so this is my notes page-- or sorry, my notes file here. So if you go to page two of the notes file, notes document, and I have this heading, Seattle Digital Literacy Framework, it's the second bullet. That will bring up a copy of the framework for you. And then we're going to get to this part in a few minutes here. So let me switch back over to the framework.

So if you could just take a minute or two, do a quick scan of the framework document here, and see if you can identify where your skills challenge, which domain it might lie under. And then what I'd also like you to do is also look at the other skills that are discussed in that domain area and start thinking about perhaps what's the relationship between the particular challenge I face at the moment and these other skills that are mentioned in that domain area? So just take like a minute or so to do a quick scan here.

- Would you repeat all of that? Trying to get your document while you're talking.

Anthony Burik: OK. OK, so if you have a digital skills challenge in mind that your students are facing, or your colleagues are facing, or something that's going on at your school, or your agency, or whatever, so you have that specific skills challenge in mind, what I'd like you to do is take a look at this framework document, and see if you can identify which domain that skills challenge would fall under.

So for example, let's say your students-- you have a lot of students who are having trouble right now setting up an email account. Like, it would be really great if they could figure out how to set up an email account. So if you're looking at the-- let me scroll up to this Essential Foundations domain, you'll see that getting an email account is one of the skills that's mentioned within this domain. So I'm trying to see if all of you can take that skill and place it under one of these domains, or whatever you think might be the closest domain, if it's not exact.

And also take a look at some of the other skills that are a part of that domain. So you may, for example, help your students to get an email account but there may be other skills that you would also like to work on that go along with that.

So for example, once they get-- they shouldn't just get an email account to get an email account. I mean, there's no-- I mean, they can do it, I suppose. But then they need to know, oh OK, well now I can actually send and receive an email, how does that work? And what about setting up a safe password in the beginning when I set up that account? It's not password or 123456 or anything like that. Folks need to understand what it means to actually set up a secure password.

OK, hopefully that will suffice. OK, so let's move back to the slides here. Let's see if this works. Neda, hopefully you're going to help me with this.

Neda: We see your slides. Well, almost. There.

Anthony Burik: Why is it going back to the-- OK, so here's a problem, a tech problem, I don't understand why this problem is happening. So one second. Is this the-- that is not what I want. OK. Let me actually pause my share, save everybody the trouble of having to look at what I'm doing here. OK, so what we're going to try to do here is-- Yes, what we're going to try to do here is, if you know how to use the annotation tool in Zoom, what I'd like you to do is check the domain area that you've identified for your skills for your skills challenge, and let's see if people know how to do that.

Neda: And everybody, if you don't know how to use annotation tool, you are seeing probably a green bar on the very top of your screen that says you're viewing Anthony Burik's screen, next to that is a View Options dropdown menu, and there's an Annotate feature. So go ahead and click Annotate from that dropdown menu. And I will demonstrate by putting a checkmark right there. There we go, Jill, thank you. So again, that green bar that says you are viewing Anthony Burik's screen, View Options, click on Annotate.

Anthony Burik: Great. Yeah, today we're practicing all kinds of digital skills in this session. Didn't know what you were in for here, but here we go. OK.

Neda: Looks like some folks don't have that feature. I would encourage you to install the newest version of Zoom, perhaps. It looks like half of us do have some access to it and half of us don't.

Anthony Burik: Good. OK, so it looks like so far we have folks identifying Information Skills, Essential Foundations, Workplace, as the domains that are rising to the top here. These are the domain areas where we feel like our students-- well, first of all, we've identified these areas as where we really need to focus in terms of that digital literacy training for our students.

And then, once we start digging into those domains, we could probably identify a skill or two that we really-- at the moment our students are challenged with, or our colleagues, or your constituents. Maybe you've started using a lot of online applications to get students into your agency, into your school, but what about those students who don't know how to fill out the applications to say that I'm interested in going to your programs at your school? So there's a digital literacy challenge that you need to figure out how to solve.

It looks like Communication is another area that's risen to the top. OK, fantastic. OK, good. I just want to just have a sense here. Not all of these-- I think when you look at this foundations-- or sorry, when you look at the framework document, not all domain areas are equal. Some of them really are more important for your students and for your schools, some of them maybe not so much.

It's interesting that nobody checked this Creation domain. I think that this is really like-- Yeah, Creation is a whole domain area that it would be great, I think, if adult education can really move a lot more into that rather than-- it's really like we don't want our students to be passive recipients of technology and passive users of technology. We want them to be able to also be creators as well. I mean, that's the hope. That's the 21st century-- one of the 21st century tech skills that's talked about a lot, is that we're basically-- with technology, we're empowering people to create. So anyway, for the future.

OK, thank you very much for doing that. Let's move on to the next slide here. Oh, I have to clear all the annotations. Neda, can you clear all the annotations?

Neda: I can clear them.

Anthony Burik: Thank you. OK. All kinds of digital literacy skills going on here. Thank you so much. All right. So we have our skill that we're thinking about, our skill challenge, we've taken a cursory look at this framework, we have a sense of where this skill falls into the entire range of digital literacy, our domain area. Now, what I'd like us to move on to is looking at some resources. And again, you may be familiar with some of these resources, but hopefully there are some new ones that you're going to take a look at today that will be of interest to you.

So back on the notes document, and I'll show you where that is. I have a set on page two, a list of some digital literacy websites that we've come to know and love over the last couple of years, that have resources that you can use with your students, or with your colleagues, or constituents, or whomever.

I've tried to order them from very beginning level resource to something that's more advanced towards the bottom, but I'll admit that middle area is quite murky, like a lot of these resources are sort of like a range from beginning skills to more advanced. But they're sort of in that order, the way I think about them, maybe not the way you think about them, but that's basically what they look like.

So what I'd like us to do now is to take a couple of minutes to maybe look at one of those websites, and see if there is like a resource, or an activity, or a tutorial, or something that corresponds with the skill that you have in mind, a resource that you might be able to bring to meet the challenge that you're currently facing. So if you happen to find one quickly, take a look at another website, and see if you can also find another resource that you might be able to make use of.

So let me stop sharing. Let me switch-- switch over to-- one sec here. Let me switch back over to that notes document and I'll show you what we're looking at here. OK, so again on page two of the notes document, we just looked at the framework, so now we have this set of digital literacy resources. So again, sort of from beginning to more advanced, but that middle is quite broad in the middle there.

So some of you might know about Learning Chocolate, for example. If you're an ESL teacher, you probably know about this website. It's really focused on vocabulary, but it's so dense in terms of the vocabulary words, and pictures, and activities, and listening, speaking activities, or typing activities. So it's a really good one just for basic vocabulary. People always sometimes talk about typing, like do our students know how to type? Typing.com, Typing Club, there's a whole bunch of them out there.

And it's interesting, I was actually looking at Typing.com last night. And Typing.com has way expanded into-- like now they're into coding lessons, for example, C-O-D-I-N-G, coding lessons, like how to get started with coding, from typing. And then we sort of have this middle range here. GCFLearnFree, I think a lot of folks by now have heard of it, or seen it. There's also DigitalLearn, there's also Northstar. There's also TechBoomers. I know some of you were talking about you might have older students, so maybe you might find resources that are more appropriate for older students on the TechBoomers website.

21Things4Students and 21Things4Teachers are actually-- they're more K-12 oriented, but they're very dense. They take a topic from start to finish, with lots of reading, lots of activities, it's a good one. It's not-- I mean, of course in adult ed we're always having to calibrate the K-12 stuff, but some of it is already sort of ready to go. So take a look at that one. The Basic Computer Skills MOOC has a lot of video on it.

Learn My Way is a good one. It's based in the UK so you're going to get some of that British English language and also British-- I was going to say British English-- UK topics and things like that. When they talk about their health care system, the NHS, so we don't have that here in the United States. But anyway, Learn My Way. And then some of you know about Google Applied Digital Skills.

One thing, too, with GCFLearnFree, DigitalLearn, Northstar, and the Google Applied Digital Skills is that they also have a companion teacher site as well, so not only the resources but also resources for you all to figure out in some ways how to get this stuff with your students in your classrooms, things like that.

So I'd like for us to take a couple of minutes-- or not us, or you, not me, to take a couple of minutes, click on some of the links to some of these sites, see if you can find some resources that correspond with the skill challenge that you're facing. If you're not sure what that means-- so let me click on the GCFLearnFree, for example, since a lot of us tend to be familiar with that one.

So again, let me go back to my skill challenge, which was I really want my students to get their email account set up, I want them to have a basic understanding of how email works, they can send me an email, they can read an email from me. So if you go to the-- and the GCFLearnFree site is dense, but if you go to the tech side of it, the technology side, and you click on the link there, you can see the topics that they have with GCFLearnFree, so Office.

Oh, here's email. OK, hold on a second, wait a minute, I don't have to make something from scratch. I can just use something from GCFLearnFree. So if I go to their email section, so they have an email basics tutorial, a Gmail tutorial, and then beyond email tutorial. So these are some potential resources. So let me give you a couple of minutes, take a look at some of these other sites, see if you can find a resource or two that corresponds with your skill.

Audrey: And Andre, do you mean the GCF global link?

Anthony Burik: Actually, Audrey, if you go to my-- if you go to the CAEP Summit Agenda, and look at the folder that's at the bottom of the session listing, I have two files in there, slides and a notes document. You need the notes document right now.

Audrey: Thank you, I see it now.

Anthony Burik: Perfect.

[inaudible] Which sites are you talking about? From the notes document? So if you go back to-- OK, so if you have the-- where am I? OK, so if you have my notes document from the folder, and I think Neda also put it in the chat earlier, so we're looking at page two, you should be able to click on the links right from the notes document to go to any one of the sites. These are all like--

Neda: I think one of the challenges, Anthony, was I sent the link, but it's requiring folks to log in if they were Microsoft users. So they don't--

Anthony Burik: Really?

Neda: Well, when I sent the link, that's what it was requiring them. So if you--

- Yeah, that's the problem.

Neda: If you use it from the actual platform, if you click on it through the vFairs platform, you can get to that document without having to log in. But unfortunately, when I sent them that, or when I posted that link, it's requiring folks to log in.

Anthony Burik: Got it, got it. See, there's a digital literacy challenge that we're trying to solve right now, sharing links to files. All right, let me give you another-- excuse me, let me give you another 30 seconds or so to see if you can find one resource that corresponds with your skill challenge that you're trying to meet. Just kind of running through the chat. Colin says Technomedia. I've heard about Technomedia, Colin, thank you for the recommendation.

Oh, thank you, Karen, on Technomedia. OK, I'm just running through the chat quick here. Lots of good stuff.

Christopher, good question. Do any of the sites provide certifications or the like? So just off the top of my head here, I know Northstar does. That's their reason for having the site. It is a paid subscription that your school might consider investing in. But basically once the students pass the assessments, with I don't remember what-- there's a passing score or something like 80% or higher, but once they actually pass those assessments, they actually get certificates that correspond with the assessment areas that they just completed. So that's one that exists.

The Google Applied Digital Skills I think is a similar type of thing, where there's an ability to earn a certification in some of those areas. So yes, some of them-- a few of them have it, but some of them don't. So that's a good thing to explore depending on the sites that you're looking at. And then Lisa question, what is the exact title in resources? Thank you. I'm not sure what that means, Lisa, if you want to clarify that question.

Lisa: I found it, thank you.

Anthony Burik: OK. Solved your own problem, perfect.

Lisa: Yeah, not in the resources, just on where the session's listed. Got it.

Anthony Burik: Got it, got it, got it.

Lisa: Thank you.

Anthony Burik: OK, super. OK, good. So let's circle back here. So hopefully, again, by now you've found one or two, or maybe more, resources that you might be able to use to start addressing the challenge, the digital literacy skills challenge, that you're facing, or your students are facing, or something going on at your school, or what have you.

And again, I would, after our time here together, definitely-- I would take some time to take a look at these sites, these websites. They've sort of, like I said, for us they've risen to the top over the last year and a half or two years or so. But there's a lot of other good sites that are out there. I saw the Technomedia was-- oh, thank you, Karen. Technomedia is mentioned in the chat as well. So take a look at Technomedia. They also have the certificates as well. Fantastic. I'll make sure to add that one to the list. Thank you, Karen.

All right. So where are we? What are we doing, Anthony? What are we doing? Let me go back to my slides here for a second. Oh, OK. So this is what I wanted to-- yes, we've done that. OK, here we go. So this is what I wanted to have us do now for the last part of our time together. Hopefully, this will go to the right slide. No, it doesn't. OK, just a second. I don't know why-- the digital literacy challenge that I'm currently facing, why can I not go back to that slide?

Neda: Sounds like we have some questions for Technomedia about whether or not free-- Anthony's sharing the free resources on the slide. So whoever is here from Technomedia, you can answer that question for Monica. Does Technomedia offer free training? I checked the website, but it seems you need to purchase a license.

Anthony Burik: Let's get back to the slides here. Let's try this button. If one button doesn't work, try another button. Ah, yes.

Karen Noll: Just answered the question for Technomedia in chat.

Anthony Burik: Thank you, Karen.

Karen Noll: Thank you.

Anthony Burik: OK, thanks, Karen, appreciate it. OK, so for our last bit of time here, I want us to take a few minutes to think about-- OK, now we have some resources in hand, but the resources just by themselves don't do anything. You actually have to do something with these resources.

So I'd like for us to take a few minutes to think about, OK, I have these resources, what am I going to do with them now? How do I get them to my students in a way that's going to really help them learn those skills, or start working on developing those skills to meet the challenge that we're currently facing in the class or in the school or what-have-you?

So this is where I wanted to send us off to breakout rooms. And I think I'm going to do it. Let's do it. Let's be adventurous. It's a beautiful Wednesday outside my window in Sacramento. Let's do it. The rain train is over, and wherever the rain train is, brighter days ahead for us. So let's do the breakout. So Neda, do we have the-- how come I don't see-- oh, because I--

OK, so I have the breakout rooms set up. I have 10 rooms set up. And they are by the domain area. So you are free to join a breakout room that corresponds-- oh, actually, here's my slide. So join the breakout room that corresponds with your domain area. OK, so the way you do that, is when you click on the breakout room function from your Zoom toolbar, you should see all 10 listed. If you go over to the-- sorry, I'm backwards in Zoom, but if you move over to the right of the name of the breakout room, the word Join should appear. And if you click on that, you will join that breakout room. Oh, and I think I need to actually turn on the breakout room.

Neda: Yeah, you need to open the rooms, please.

Anthony Burik: I will do that. OK. All right. So I've opened up the 10 breakout rooms. Click on that Breakout Rooms function at the bottom, and then just go ahead and join one of those domain rooms. Chat with those folks for about maybe five minutes or so, and then we'll come back and finish things up at the very end.

And again, the idea is that we want to talk about some-- we want to share some ideas about how we're actually going to use these resources. What are we going to do with them? How are we going to get them in the hands of students or use them working with students? It looks like folks are joining the breakout rooms, fantastic. Good, I appreciate your adventurism.

Sure.

Neda: Let us know if you need some assistance, we're happy to help. Go on. Go ahead and unmute yourself and we can help you.

Anthony Burik: We can move you to a room if you need help getting to a room. Folks in rooms, good, good, good.

Neda: Just a reminder, we have a few people in our meeting session here, and we'd love for you to contribute to those breakouts. If you can't, no problem at all, but we just want to make sure that you know where to find those breakout rooms. As a reminder, you click on Breakout Rooms, and you'll have domain names. And next to that domain name is a Join link. You would click on that link to join that room.

Anthony Burik: It looks like folks are getting there. So it's good. So we'll give folks a couple of minutes. OK. So we have some rooms set up. So if you're still here in the room, we can also just talk for a few minutes, as well.

Does anybody have some ideas about-- or maybe something that you have in practice back at your schools or back at your agencies in terms of integrating these digital literacy skills into your instruction in some way? Or maybe you have separate classes to do it? So if anybody would like to come on by and [inaudible].

Neda: So, Anthony, I feel like it got a little choppy. Your voice got a little choppy there towards the end.

Anthony Burik: OK, sorry. So what I was saying was, for anybody who's still here with us in the main room, if you want to go ahead and share any ideas on how you currently are using digital skills instruction back at your school, in your classroom, back at your agency, please feel free to come on mic, and you can share that with the other folks who are here in the room right now while we have a few minutes.

Looks like we have about four of the rooms full, breakout rooms. We'll give them a couple more minutes.

Neda, I will probably give people another minute or so, then I'll close.

Neda: Anthony, I just want to remind you it is 1:25, and it looks like there's a mini-session starting right away.

Anthony Burik: Yeah, I know. I'm supposed to actually be hosting one of them. Or open the room, I think, I'm not hosting. OK, so maybe, if I close all the rooms, does it also give them the timer as well?

Neda: It should, if that's the way you--

Anthony Burik: Yeah, I think it actually did. Yeah, so let me close the rooms.

Neda: Yeah, it gives them 60 seconds.

Anthony Burik: OK, good. Think actually what I'll do is-- [inaudible] for a second.

Neda, can you see-- you can see my vFairs?

Neda: I do. I can see your vFairs, yes.

Anthony Burik: OK. Folks are starting to come back. I think people are coming back into the main room here.

OK. Hi, everyone. Welcome back. I hope you had a-- I'm sorry for the brevity of the conversation time but it is what it is. So I hope you got something from the room, from your colleagues in the room, and some ideas about how you might start using some of these resources.