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refers to the skills and competencies needed for reading, writing, and participating on the web. It has been described as "both content and activity" meaning that web users should not just learn about the web but also about how to make their own website.
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In the late 1990s, literacy researchers began to explore the differences between printed text and network-enabled devices with screens. This research was largely focused on two areas: the credibility of information that can be found on the
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The
Mozilla community finalized version 1.5 of the Web Literacy Map at the end of March 2015. This involves small changes to the competencies layer and a comprehensive review of the skills they contain.
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SCONUL Advisory
Committee on Information Literacy (1999) Information skills in higher education: a SCONUL position paper. Prepared by the Information Skills Task Force, on behalf of SCONUL.
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from formal and informal education, as well as industry. Work on what was originally entitled a Web
Literacy 'Standard' began in early 2013. Version 1.0 was launched at the
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Detweiler, M. C., Hess, S. M., & Peck, A. C. (1996, October). Acquiring User-Centered Design Skills by
Designing and Evaluating World Wide Web Pages. In
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later that year. Going forward, 'standard' was seen to be problematic and against the ethos of what the
Mozilla community was trying to achieve.
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position paper in 1999. This paper became the '7 Pillars of
Information Literacy', which was last updated in 2011.
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makes to reading and writing. These skills were included in definitions of information literacy and included in a
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Help us redefine the skills underpinning three Web
Literacy Map competencies!
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Proceedings of the Human
Factors and Ergonomics Society Annual Meeting
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that aims to promote openness, innovation, and participation on the
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The Web
Literacy Standard is dead (long live the Web Literacy Map!)
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was released in early 2014 and underpins the
Mozilla Foundation's
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Why the Web Literacy Map will remain at v1.1 until MozFest
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Page to screen: Taking literacy into the electronic era.
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537:. Mozilla Webmaker blog. Retrieved 12 February 2015.
525:. Mozilla Webmaker blog. Retrieved 12 February 2015.
426:"Why Web Literacy Should Be Part of Every Education"
268:(Critically evaluating information found on the web)
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Ability to produce, consume or evaluate web content.
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535:Building version 1.5 of Mozilla’s Web Literacy Map
513:. Doug Belshaw's blog. Retrieved 12 February 2015.
441:(Vol. 40, No. 8, pp. 459-462). SAGE Publications
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474:7 Pillars of Information Literacy Core Model
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549:. Literaci.es. Retrieved 12 February 2015.
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125:reliable, independent, third-party sources
501:. BoingBoing. Retrieved 12 February 2015.
143:Learn how and when to remove this message
73:Learn how and when to remove this message
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119:by replacing them with more appropriate
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102:too closely associated with the subject
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34:contains content that is written like
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334:(Creating web resources with others)
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485:Belshaw, D.A.J. & Smith, K.L.
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424:Davidson, C.N. & Surman, M.
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476:. Retrieved 12 February 2015.
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302:Design & Accessibility
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228:Webmaker resources section
344:Community Participation
172:and the difference that
202:non-profit organization
192:Web Literacy Map v1.1.0
290:Composing for the Web
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163:History of the concept
571:Computing and society
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55:neutral point of view
385:Information literacy
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220:Literacy Version 1.1
47:promotional content
370:Cyber self-defense
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49:and inappropriate
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375:Computer literacy
308:Coding/Scripting
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115:Please help
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45:by removing
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248:Navigation
560:Categories
396:References
322:Connecting
117:improve it
107:verifiable
43:improve it
296:Remixing
272:Security
238:Exploring
174:hypertext
121:citations
566:Literacy
364:See also
350:Privacy
332:Sharing
280:Building
206:Internet
260:Search
222:of the
111:neutral
178:SCONUL
200:is a
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