As millions of people come online across the globe through mobile devices, 
mobile information literacy is vital for those who have leapfrogged from 
traditional media to digital devices that provide instant access to 
information. Mobile information literacy is necessary to help people learn how 
to find and evaluate the quality and credibility of information obtained 
online, understand how to create and share online information effectively, and 
participate safely and securely. Mobile information literacy is critical to 
help people better consume, generate, and disseminate trustworthy information 
through both digital and traditional media.

The Technology & Social Change Group<>, along with our 
partners at the Henry M. Jackson School of International 
Studies<>, has launched a new project, Mobile 
Literacy<>. The first 
output of the project is a six-module Mobile Information Literacy 
Curriculum<> for 
mobile-first users, which is now available for download, use, and adaptation.

The new project and curriculum are part of a larger program, Information 
Strategies for Societies in 
 This program is situated in Myanmar, a country undergoing massive political, 
economic, and social changes, and where mobile penetration is expected to reach 
80% by the end of 2015 from just 4% in 2014. Combined with the country's 
history of media censorship, Myanmar presents unique challenges for addressing 
the needs of people who need the ability to find and evaluate the quality and 
credibility of information obtained online, understand how to create and share 
online information effectively, and participate safely and securely.

The curriculum focuses on critical thinking in a digital environment of smart 
phones, mobile phones, and tablets, filling a critical gap in digital 
information literacy curricula. Existing curricular models assume people learn 
on a personal computer (PC). While this has been the case historically, the 
next billion people coming online will most likely learn on a mobile device. 
This has huge implications for how people get online, how they access and 
experience the internet, how much they produce in addition to consume 
information, and even how they conceptualize the internet itself. For instance, 
research shows that in Myanmar (and many other countries) more people use 
Facebook than the internet. Mobile-specific practices, such as zero-rating, 
mean people are coming online much more frequently through a handful of "walled 
garden" applications without an understanding of and similar access to the 
broader internet. Also, some mobile applications and websites don't offer the 
full functionality of their PC counterparts. The curriculum aims to address 
these differences and empower mobile internet users to be equal participants in 
the online world.

The curriculum includes the following six modules:

  *   Module 1: Introduction to Mobile Information and Communication 
Technologies (ICTs)<>
  *   Module 2: A Mobile Lens on the 
  *   Module 3: Basic Web Searching via Mobile 
  *   Module 4: Working Online and Using Information via Mobile 
  *   Module 5: Putting It All 
  *   Module 6: Module 5 Project 

All curriculum module guides and accompanying slidedecks can be found on the 
Mobile Information Literacy Curriculum Research 

The curriculum addresses various topics surrounding mobile information 
literacy, such as:

  *   Mobile ICT basics
  *   Affordances of mobile phones
  *   The difference between the internet and the World Wide Web
  *   Using search engines
  *   Using collaborative tools such as Dropbox, Google Docs, and Facebook 
Groups on mobile devices
  *   Online safety and privacy
  *   "Netiquette" and how to work with others and share information on mobile 

The curriculum and training guide were designed to be flexible and 
customizable, depending on the baseline skills of those being trained, and 
translated into other languages. In countries and contexts like Myanmar, where 
for many using a mobile phone marks their first experience with the internet 
and digital technology, these training materials can be used by various 
organizations, such as libraries and NGOs, to both train their staff and to 
build knowledge, skills, and mobile information literacy competencies within 
the populations they serve. In Myanmar the materials have been translated into 
Burmese, and master training sessions have been conducted to train library 
staff to further train their colleagues, as well as library patrons. Our 
partners in Myanmar have also conducted training sessions at the Ministry of 

The curriculum materials are offered here with a Creative Commons 
Attribution-ShareAlike 3.0 
license<>, so others are free 
to use, adapt, and share the materials with attribution. We are also available 
to help organizations create customized materials based on their particular 
country or regional contexts and literacy training needs.

If you have questions on the curriculum or would like more information on how 
we can help, please email us at<>. We also 
encourage individuals and organizations that use and adapt this curriculum and 
training to provide us with any feedback, ideas, and adapted materials. There 
are many ways you can do this:<>, leave 
a comment and upload materials on the main Mobile Information Literacy 
curriculum webpage, 
and/or participate on our Facebook 

Melody Clark
Communications Specialist
Technology & Social Change Group (TASCHA)
University of Washington Information School<> | 206.303.7910
Twitter: @taschagroup<> | 

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