Section 3: Reading the Developmental Continuum for Literacy with ICT:

This section outlines the conceptual framework of the continuum and provides a graphic representation of how to interpret it. The horizontal axis is composed of a developmental sequence of three stages that follow Bloom’s taxonomy and Pearson and Gallagher’s “Gradual Release of responsibility” Model of Explicit Instruction.
Stage 1: Knows-Comprehends-becomes aware
Involves acquiring knowledge, and beginning to develop structured thinking about that knowledge.
Stage 2: Analyzes-Applies- Believes,
Describe the thinking skills and knowledge learners apply, with teacher support, to new learning and experiences.
Stage 3: Synthesizes-Evaluates-Values
Involves synthesizing, transforming, and evaluating knowledge

Cognitive Domain: The vertical axis-Five big ideas
• Plan and question
• Gather and make sense
• Produce to show understanding
• Communicate
• Reflect
Affective Domain: Vertical Axis-4 ideas
• Responsibility and ethics
• Social implication
• Collaboration
• Motivation and confidence

Supporting skills

The Supporting Skills are divided into four categories:

1. Access and Communication Skills, such as transferring and saving data within and
between applications using toolbar icons, menu options, hyperlinks, and/or keyboard
shortcuts
2. Input/Output Skills, such as capturing and manipulating data using digital audio
recording devices, cameras, video recorders, microscopes, geographical positioning
systems, and/or probeware
3. Tools and Text Skills, such as editing and formatting data using spell-check, dictionary,
thesaurus, grammar-check, and/or track changes
4. Vocabulary Skills, such as recalling and using ICT vocabulary in context