I am a 21 CLD teacher of English Secondary General in The Netherlands. I am trying out hackathon & scrum research & solution methodology as workable didactics in my English lessons. Why? Well… to improve my students’ and my own digital competencies.

©ec.europa.eu DigComp 2.1

My students and I try and resolve ‘what’s the next problem‘ by connecting to the 5 competencies as defined by the EU in DigComp 2.1.

In DigComp, there are 5 competence areas which outline the key components of the digital competence. They are the following:

Information and data literacy

Communication and collaboration

Digital content creation


Problem solving

My students and I want to be more knowledgeable about our technological world, think outside the box more, be smarter about sourcing information, be better problem solvers, have better people skills, and be able to work as part of a team.

I work with my students as co-creators of content. I set whole tasks for them which consist of creating a final language product in small groups by scrum or hackathon didactics. The final product they have to present to their fellow students. This way I hope to provide a collaborative, practice-based learning process and enriched learning activities for my styudents in my classroom.

On this website I will show my physical learning environment as well as how I integrate reallife and virtual learning in my classroom today. By doing this I hope to support other teachers and improve learning outcomes for my students’ future careers.

As a teacher you can take several courses on the Internet in becoming more digitally competent. Microsoft, for instance, proposes the 21CLD curriculum which describes six rubrics of 21st century learning, each of which represents an important skill for students to develop. These are:

  1. Collaboration 
  2. Skilled communication 
  3. Knowledge construction 
  4. Self-regulation 
  5. Real-world problem-solving and innovation
  6. Use of ICT for learning 

So, what are the key terms and areas of learning within digital information literacy right now, and how can my teaching make my students more digitally competent?

And, how do we teach digital information literacy exactly at the moment? Fact is we do little of it right now. Yet, how is information presented to our students these days? How do English teachers coach future global citizens in their online civic reasoning and collaborative skills within the Dutch curriculum?

Take a look at this website, as I am trying to answer this question. I collected definitions of digital literacy, visual literacy, information literacy, and connect that to the EU CEFR language levels, American K-12 and Australian Acara curricula of English, as well as keep up with what Curriculum.nu is doing when setting up new Dutch curricula of English and what they call “Digitale Geletterdheid” in Dutch.

Afbeeldingsresultaat voor DIGCOMPEDU AREAS AND SCOPE

 © European Union, 1995-2019

Each of us can improve our approach to information on the Internet. Let’s learn digital literacy with and from our students, and consult some experts and leaders in the field. This website is created with a view to share what form of digital information literacy works in the English classroom higher secondary general in The Netherlands.

Let’s take ethos, pathos, logos to digital information before it gets to us.