The idea of scaffolding the learning process regarding digital or Web “literacies” -as Belshaw calls them- (referring to the grammatical nonexistent plural of the word literacy a necessity as he considers there are many different aspects one needs to address in order to be digital literate. It is about multimodality, coding, remixing, searching, evaluating, curating, sharing, designing and, more) is in line with what Vygotsky calls zone of proximal development (ZPD). The idea is to deliberately create opportunities for students to move from where they are to where they want to be, to the next step so to say. But this idea of ZPD has different interpretations. I think that the ZPD is not a static space or an isolated moment within the classroom, rather it is an activity. I will explain it using a very simple analogy. When we teach our children to talk what we do is we talk with them all the time although they do not understand anything at the very beginning. But this don’t makes us hesitate to speak clear and frequently with them as we think it will serve as a stimulus for them to learn faster and better. So the activity we are in with them is that what generates in part the learning of the language which is further improved at school again through the activity of talking, sharing, reading, writing. My idea is that in this same manner we could teach digital literacies to teachers or to students. It is in doing stuff with and on the Web that the skills will improve and the new knowledge will be learned. That is why my main argument in my research is that designing and crafting your own learning environment is a good way to improve and learn to be more skilled in the Web.
Until next time!