Digital Resources for Literacy- Tutorial 2

Investigating Digital Resources

1. Reading the Web

    1. A website which contains information about Australia and is clear as well as age appropriate (stage 3)– A stage appropriate resource that is easy to read and easy to navigate. Contains clear subheadings for students to find certain information and is well detailed to inform the reader of facts on Australia. Contains referencing for further information and links to the government sites where information was obtained.
    2. A short video – A wonderful informative video about the federation of Australia for utilisation by stage 3 students. The resource provides wonderful visuals with informative facts on the creation of the Federation of Australia. It is sourced from ABC Splash which is a government organisation specifically for education.!/media/1957410/federation
    3. A website that is poorly written – The website provides a visual wonderland of several facts of Australia, but present limited overall information. 

2. Developing your Photography Skills 

A photo of the Great Hall using the rule of thirds.
A photo of my Creative Arts Rationale on Level 6
20161129_094521 (1)
A photo from Abu Dhabi where I used buildings as the leading line for this dynamic skyline shot.
Final shot, is all about breaking the rules by capturing the beauty of Victoria Park’s flowers while also having a sneak peak at the Great Hall.

3. Social Media, News and critical literacy

Criteria for Critical Reading of Websites:

  1. Google the site name and check if it is a legitimate site.
  2. Check the site domain (unreliable sites often use “.co”).
  3. Bold claims on accuracy and actuality of content in subheading.
  4. Article headings – check to see if they are solelyfor attention grabbing purposes.
  5. Check if the site has any affiliations with a reputable printed news agency and if other well known sites are reporting same news.
  6. Language style colloquial and use of referencing when making claims. 
  7. Is the author name/ background included

Principles for Year 5 and 6 students:

The simple principles for students to follow would include:

  1. Google the site name and check if it is a legitimate site.
  2. Check site domain name.
  3. Language style and use of referencing for claims.

2 Points from David Buckingham – international researcher and media commentator

“Judging truth and falsehood must depend to some extent on knowing about content as well as form – understanding the topics at hand, rather than just how they are presented”

The point of judging truth and falsehood depends incredibly on the understanding of the topic by the student. Before we send student’s to gain information on the internet for information, as teachers we must first provide them with information on a certain topic to empower them to make correct judgements on the collection of information. The learning of new content will be first carried out through reputable books then transition into finding resources online. Students basic understanding of content will assist them on making critical judgement on information on the internet.

“But from an educational perspective, we surely have to begin with the question of why people might believe apparently ‘fake’ news in the first place.”

I believe the use of creative writing tasks which asks students to write a fake and factual news could be an excellent tool for  students to better understand the difference.  A task like this could easily be used as a peer assessment as the teacher would simply explicitly communicate how to write factually and fake. From this point the students construct a small article and play a game of figuring out which of the articles are fake and factual. This will be a good practice for writing and provide a method of teaching them the difference between fake and factual news.


Pakarklis, E. (2013). 11 composition tips for taking great photos with your iPhone.   Retrieved February, 2016, from Parkalis photography

David Buckingham – international researcher and media commentator


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