Discussion: Using Two Strategies for Medial & Collaboration Fluency


In this blog post, I wanted to spend some time discussing how I am supporting media and collaboration fluencies in my junior high school computer science classroom. For the purposes of this post, I will discuss two current strategies I have recently started using based on the media and collaboration fluencies as defined by Crockett, Jukes, and Churches (2011). I will be discussing these two strategies based on how they each support my students’ development of media and collaboration fluencies and how they benefit my evolving teaching practice.

The first strategy I have implemented in the classroom has been a multimedia Project Based Learning (PBL) task. I have asked students to form groups to begin a new First Nations Metis and Inuit (FNMI) multimedia PBL assignment. The goal is to have students research, design, and present digital content that addresses real issues within the local FNMI community. For instance, students could create a short video or infographic addressing issues such as linguistic preservation, youth empowerment or cultural appreciation. The activity requires the students to evaluate sources of information, organize their findings, summarize and then communicate their findings using engaging audiovisual content. The use of audiovisual elements helps students retain and comprehend information better than straight text (Abdullahi et al., 2024). The use of multimedia in a PBL encourages students to use critical analysis skills to review the media they consume, develop proficiency in digital tools and apply creativity in conveying their messages (Kingston, 2018). In my opinion, this strategy directly supports media fluency by helping students make informed choices about media usage and how it is presented. The strategy also supports collaboration fluency by the fact students in groups are sharing responsibilities, assigning roles and tasks and working towards a common goal. Students engage in brainstorming sessions, share ideas, and provide constructive feedback to one another, which enhances their communication and teamwork skills (Kingston, 2018). In regard to my own teaching practice, this strategy promotes my belief in a continuous cycle of improvement by challenging me to explore new digital resources, tools and best practices related to media literacy.

The second strategy I have used in my computer science classroom is collaborative coding challenges. This involves students working in teams to solve programming problems and challenges related to a specific task. For example, I have had students in teams try to develop code related to opening a list of data in a file, reading its contents, sorting it in alphabetical order and rewriting it back to the file. Collaboration coding tools such as Microsoft’s Visual Studio Live allow multiple students to use the same coding environment at the same time. It mirrors Google Docs but for coding purposes. This tool also allows students to use speech-to-text integrations to support students in need by leveraging such tools. Student groups can solve programming challenges and communicate with each other all in one environment. Programming challenges routinely require students to engage in activities such as troubleshooting coding issues, analyzing programming documentation, and seeking out resources to overcome obstacles (Rovshenov & Sarsar, 2023). This encourages them to critically review the credibility and relevance of digital information, which is an element of media fluency (Crockett et al., 2011). In regard to my own teaching practice, this strategy encourages me to continuously adopt new educational technology tools to leverage challenges and build a safe and caring inclusive classroom that supports teamwork and creative solutions. 

These two strategies align well with the media and collaboration fluencies defined by Crockett, Jukes, and Churches (2011). They emphasize the importance of preparing students for the digital age through critical thinking, creativity, and effective collaboration (Crocket et al., 2011). These two strategies help me grow as a teacher by forcing me to adapt my practice to the changing teaching landscape of today’s computer science classroom.


References


Abdullahi, A., Amao, M. A., & Abubakar, U. (2024). Impact of Audio-Visual Resources in Improving Teaching and Learning in Primary Schools. International Journal of Library Science and Educational Research, 5(8). https://cambridgeresearchpub.com/ijlser/article/view/327.

Crockett, L., Jukes, I., & Churches, A. (2011). Literacy is Not Enough: 21st–Century Fluencies for the Digital Age. Corwin.

Kingston, S. (2018). Project-Based Learning & Student Achievement: What Does the Research Tell Us? PBL Evidence Matters, 1(1). Buck Institute for Education. https://eric.ed.gov/?id=ED590832.

Rovshenov, A., & Sarsar, F. (2023). Research Trends in Programming Education: A Systematic Review of the Articles Published Between 2012-2020. Journal of Educational Technology & Online Learning, 6(1), 48-81. https://doi.org/10.31681/jetol.1201010.

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