Teaching How to Read, Write, and Participate on the Web: Web Literacy for Educators


Made by Mozilla Learning Networks.

Learners will participate in an interactive spectogram to consider and share their viewpoints about the Web and web literacy with a larger group, learning community participation and sharing.

15 minutes

  • Preparation

    Prepare 3-5 statements that introduce essential themes of the workshop. Clear a space so that people have enough room to move around.

    Prompts for a spectrogram about basic web literacy might sound like these:

    • Learning how the web works should be as important as learning other core school subjects.
    • My definition of literacy includes reading and writing on the web.
    • My definition of literacy includes javascript and HTML.
    • I often see connections between my core content areas and opportunities to read, write, and participate on the Web.
    • I think students should be in charge of their own access to the Web.
    • I think the web is more for consumption than production.
    • The Web is a source or personal and community power.
    • It possible for kids to spend too much time online.
    • Educators have the skills they need to facilitate good online citizenship.
    • I would rate my technology skills as low, medium, and high.
    • I know how to search for information on the web.
    • I know how to post content on the web.
    • I know how to collaborate with others on the web.
    • I believe I have control over information that I share on the web.

  • 5


    Welcome everyone and explain that you are about to start with a short introductory activity.

    Ask everyone to stand up and clear space in the room so they can move around without bumping into any obstacles.

    Place post-its with the numbers one to ten written on them in a line on the floor or wall. Leave enough space for people to separate along the line.

    Explain the activity to the participants: You will read a statement and if they completely agree with that statement, they should stand near the number 10. If they completely disagree, they should stand near the number 1. Those who somewhat agree would stand at number 5. Tell the participants that they can change their minds based on what other participants say.

  • 10

    Running the Spectrogram

    Read the first statement. Once participants have divided themselves along the line, ask someone why they are standing where they are standing. Invite participants to respond to the prompts, as well as to one another.

    Use the rest of the prompts to continue a discussion - or perhaps a debate - on the essential themes of the day.

    Invite participants back to their seats, tables, or home bases after facilitating a brief conversation about each prompt.