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Digital Literacy

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Teacher-Facing Resources

Type:Lesson

Estimated Time:15 minutes

Grades:6-8

Score Type:Automatically Graded

Work completed by a student will be automatically graded and the grade will be sent to the Learning Management System (LMS) gradebook

Available Languages: English, Spanish


Vocabulary: MLS format, References tab, bibliography, citation, design, documents, endnotes, essay, footers, footnotes, formatting, headers, page breaks, plagiarism, readability, ribbon toolbar, spacing, word processing, works cited


Primary Objectives:

  • Students avoid plagiarism by citing sources.
  • Students learn how spacing can help readers understand the information in a document.
  • Students learn the difference between footnotes and endnotes.
  • Students use Headers and Footers to organize their essays.
  • Students use the References tab to create a Works Cited page.
  • Students use the References tab to create citations.

Secondary Objectives:

  • Students correctly use word processing to communicate and work collaboratively.
  • Students follow an appropriate style guide to present their work to others.
  • Students learn the advantages of word processing.
  • Students understand the benefits of word processing.
  • Students use ribbon toolbar buttons to clarify written communication.

Subjects:

Advanced Feature

Technology Education > Information Technology > Software Applications > Word Processing > Advanced Feature

Bibliography

Language Arts > Research > Citing Sources > Bibliography

Bold Italicized Headings Layout

Language Arts > Writing > Visual Aids Expository > Bold Italicized Headings Layout

Communication to Others

Library Media > Information Technology > Student Use > Communication to Others

Communication to Others 

Technology Education > Information Technology > Student Use > Communication to Others 

Copyright Infringement and Plagiarism (Technology Specific)

Library Media > Information Technology > Technology and Society > Copyright Infringement and Plagiarism (Technology Specific)

Copyright Infringement and Plagiarism (Technology Specific) 

Technology Education > Information Technology > Technology and Society > Copyright Infringement and Plagiarism (Technology Specific) 

Copyright/Plagiarism

Library Media > Information Literacy > ALA Social Responsibility > Copyright/Plagiarism

Copyright/Plagiarism

Technology Education > Digital Literacy > Student Use > Digital Citizenship > Copyright/Plagiarism

Create Communication Products 

Technology Education > Information Technology > Digital Communications > Create Communication Products 

Direct Indirect Embedded Quotes

Language Arts > Research > Citing Sources > Foot Notes / Parenthetical Documentation > Direct Indirect Embedded Quotes

Expository / Nonfiction / Informational

Language Arts > Writing > Genre > Expository / Nonfiction / Informational

Footnotes

Library Media > Information Literacy > Reference and Research > Source Citations > Footnotes

Footnotes

Technology Education > Digital Literacy > Reference and Research > Source Citations > Footnotes

General (includes making a bibliography)

Technology Education > Digital Literacy > Reference and Research > Source Citations > General (includes making a bibliography)

General (includes making a bibliography)

Library Media > Information Literacy > Reference and Research > Source Citations > General (includes making a bibliography)

Intellectual Property

Library Media > Information Literacy > ALA Social Responsibility > Intellectual Property

Intellectual Property

Technology Education > Digital Literacy > Student Use > Digital Citizenship > Intellectual Property

Intermediate Feature

Technology Education > Information Technology > Software Applications > Word Processing > Intermediate Feature

Listening / Pay Attention

Language Arts > Communication > Media Literacy / Viewing > Comprehension > Listening / Pay Attention

MLA APA Styles

Language Arts > Research > Citing Sources > MLA APA Styles

Plagiarism

Technology Education > Digital Literacy > Reference and Research > Intellectual Property > Plagiarism

Plagiarism

Library Media > Information Literacy > Reference and Research > Intellectual Property > Plagiarism

Plagiarism

Language Arts > Research > Plagiarism

Principles of Design 

Technology Education > Information Technology > Digital Communications > Principles of Design 

Use Technology when Writing

Language Arts > Computer Literacy Skills > Writing > Use Technology when Writing
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  • Review word processing techniques with students and how this valuable technology saves time and improves written communication. Online resources can enhance your knowledge of style guides. Search for information on Purdue Owl: MLA Formatting and Style Guide or The Chicago Manual of Style Online.

  • Students can design a citation style poster for Internet, magazine, book, journal, music, and film sources.
  • Students can visit Plagiarism.org and submit questions to the section called Ask the Expert.
S.1.c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
S.2.c Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.
S.4.b Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
S.6.a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
2-IC-23 Describe tradeoffs between allowing information to be public and keeping information private and secure. (P7.2)
ELA-Literacy.W.6.2a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
ELA-Literacy.W.6.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
ELA-Literacy.W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
ELA-Literacy.W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
ELA-Literacy.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
ELA-Literacy.W.7.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/ effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
ELA-Literacy.W.7.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
ELA-Literacy.W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
ELA-Literacy.W.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
ELA-Literacy.W.8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
ELA-Literacy.W.8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
ELA-Literacy.W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
ELA-Literacy.W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
ELA-Literacy.W.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
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