"Leaders deal with ambiguity."
That is a statement I’ll never forget. I taught leadership and management for a few years, and studied it myself. I often taught groups of adults who’d been promoted to leadership positions, but carried with them an unhealthy level of bitterness towards ‘the organisation’ they worked for. But repeating that when those students were bitter, confused, sceptical and questioning the value of their own leaders always seemed to snap the childishness out of them. Instead, they’d begin to contribute, support each other and focus on the learning goals.
Funny how a bit of passive-aggressive perspective works.
Given that 21st century learners must be leaders of their own learning, dealing with ambiguity strikes me as a skill that should be acquired.
I bring it up now, because there’s a lot of debate about the lack of structure and definition surrounding NetGL from various commentators, and personally, it’s been freaking confusing. But having reminded myself of that point a few times this semester I’ve begun to deal with the ambiguity.
I’ve done so using a hefty degree of digital information literacy. According to Martin & Grudziecki (2006), this is the stage where digital literacy is put into action, where digital competence is used to solve an identified problem.
I’m not going to go on about it now, because I think this is where my deeper study will lie in this unit.
However, for Charm and others who are interested, I have two clips:
That is a statement I’ll never forget. I taught leadership and management for a few years, and studied it myself. I often taught groups of adults who’d been promoted to leadership positions, but carried with them an unhealthy level of bitterness towards ‘the organisation’ they worked for. But repeating that when those students were bitter, confused, sceptical and questioning the value of their own leaders always seemed to snap the childishness out of them. Instead, they’d begin to contribute, support each other and focus on the learning goals.
Funny how a bit of passive-aggressive perspective works.
Given that 21st century learners must be leaders of their own learning, dealing with ambiguity strikes me as a skill that should be acquired.
I bring it up now, because there’s a lot of debate about the lack of structure and definition surrounding NetGL from various commentators, and personally, it’s been freaking confusing. But having reminded myself of that point a few times this semester I’ve begun to deal with the ambiguity.
I’ve done so using a hefty degree of digital information literacy. According to Martin & Grudziecki (2006), this is the stage where digital literacy is put into action, where digital competence is used to solve an identified problem.
I’m not going to go on about it now, because I think this is where my deeper study will lie in this unit.
However, for Charm and others who are interested, I have two clips:
Digital Literacy: | Information literacy: |
Martin, A., & Grudziecki, J. (2006). DigEuLit: concepts and tools for digital literacy development. Innovation in Teaching And Learning in Information and Computer Sciences, 5(4), 249-267.