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Fueled by personal curiosities and needs, Personal Digital Inquiry practices can help connect with people of any age and discover new ways of thinking about living, teaching, and learning. Meaningful uses of technology can change how you teach and how your students learn. But many teachers struggle with finding ways to incorporate digital tools and texts into their instruction in a way that is focused while also inspiring curiosity. A Personal Digital Inquiry (PDI) framework (Coiro, Dobler, & Pelekis, 2019) helps teachers envision ways of designing personal digital inquiry experiences that foster collaborative discussions and reflection that, in turn, lead to knowledge building, knowledge expression, and personal action. But what is PDI? Personal emphasizes the significance of the personal relationship between teachers and students, and the role that students have in the learning process. Digital reflects the important role that digital texts and tools have come to play in both learning and teaching with inquiry. Inquiry lies at the core of PDI, because learners grow and change with opportunities to identify problems, generate personal wonderings, and engage in collaborative dialogue, making learning relevant and lasting. What core practices are included in the PDI Framework? The PDI framework is designed to help visualize and plan for regular opportunities for four core sets of practices before you implement these experiences with children. Wonder & Discover: All learners have opportunities to engage with content and experiences that prompt their own questions about a topic and time to explore resources and discover new ideas about the world around them. Collaborate & Discuss: All learners have opportunities to engage in joint conversations around shared interests, discuss interpretations, make connections, and negotiate differences in their thinking. Create & Take Action: All learners have opportunities to express their interests and new understandings through creative work designed to start conversations, raise awareness, take action, or change minds in their learning community or beyond. Analyze & Reflect: All learners have opportunities to analyze content to build their understanding of challenging information and reflect on their choices at multiple points (e.g., before, during, and after) in their inquiry process. Learners may move through these opportunities in varied sequences with varied amounts of support, but successful inquiry-based projects make room for all four sets of practices. How do I weave PDI into my curriculum planning? As you choose to integrate digital texts and tools into your classroom inquiries, a PDI Planning Guide can help you make intentional choices about technology use, depending on the project learning outcomes and your purposes for teaching and/or learning. The planning guide leaves space for you to consider how you might a) identify learning outcomes and related standards, b) create opportunities for four sets of PDI practices, and c) intentionally select and use digital experiences that increase student engagement with deeper levels of thinking. The PDI Planning Guide and accompanying PDI Questioning Tool encourages you to reflect on the following questions about your teaching to help encourage curiosity and deep thinking: How might the activities you design prompt more or richer questions while offering flexibility in how learning evolves in response to these wonderings? How and when might you intentionally build in time for learners to revisit and fully develop new ideas informed by their questions? What hands-on activities can provide authentic reasons for children to notice, discuss, collaborate, and share their thinking about these experiences with others? How might you weave in time for observing and journaling to practice analysis and reflection? How might you sequence activities and instruction to help children actively deepen their understanding by connecting to and building on what they learned previously? By using PDI, teachers can foster curiosity with a range of digital tools and resources that will create a dynamic classroom for both teachers and students. References Coiro, J., Dobler, E., & Pelekis, K. (2019). From Curiosity to Deep Learning: Personal Digital Inquiry in Grades K-5. Stenhouse. About the Author Julie Coiro is a Professor of Literacy in University of Rhode Island's School of Education and the lead designer of the PDI Framework. Julie is also Director of the Summer Institute in Digital Literacy. The PDI framework is used to guide and support teachers at the institute. You can learn more about Personal Digital Inquiry at https://bit.ly/PDInquiry You can follow Julie on Twitter at @jcoiro or email at jcoiro@uri.edu

Here's how the University of Rhode Island's Summer Institute in Digital Literacy has had a powerful impact on digital and media literacy education in Brazil Brazil's media literacy community has been fertilized and supported by their participation in the Summer Institute in Digital Literacy. Here's how it began: in July 2019, having just launched EducaMídia, the Brazilian media literacy program, we decided to attend the Summer Institute in Digital Literacy in Providence as a team. ​ EducaMídia is Palavra Aberta's program to train teachers and educational organizations by engaging society in the media education process of young people, and developing their communication potential in different media. It was built from three core competencies: (1) critical interpretation of information, (2) active production of content and (3) responsible participation in society. ​ We secured a grant from the U.S. State Department to bring along an additional group of 5 educators, knowing that we would have to form a core group of facilitators; and also invited some other education leaders to see media literacy practices in action. Seeing the photo of the Brazilian group on the DigiURI web site, we couldn’t help looking back at the many wonderful things that have happened since our first participation. After attending the Summer Institute in Digital Literacy, we launched a professional development effort that has grown into a 30-hour MOOC (massive online course). The Summer Institute's amazing response to teaching in the pandemic was a source of inspiration, and we took a lot of lessons from our online learning experiences at DigiURI. The people we brought along in 2019 have become some of our most trusted and constant collaborators, creating materials, facilitating our trainings and helping us design great learning experiences. ​ We have also published a book, started a webinar series, created resources and, in a project that was first outlined during the Leadership Seminar in 2020, launched a structured effort to bring media literacy to state-level public school districts all over the country, which includes a roadmap for policy makers and distance learning materials. The DigiURI community reinforced our vision of media literacy as a cross-curricular strategy. We are thrilled to see teachers in all subject areas embracing this work. One of our facilitators who attended SIDL in 2019 is Estevão Zillioli, a biology teacher who, at the time, had just started a fact-checking club in order to explore the scientific method with his high school students. Estevão has just created, with our coordinator Daniela Machado, a media and political education project – a wonderful set of materiais on elections that we are making available to public and private education groups everywhere, at no cost. ​ The modules cover topics such as democracy and elections; the science of election polls; reading and communication poll results; truth and myths about the electoral process and electronic voting; and the impact of defamation and disinformation. They also promote information literacy, search skills, critical reading, data and visual literacy. ​ Our MOOCs attract a diverse group of teachers from all subject areas and education levels, as well as researchers, journalists and representatives of civil society organizations. By the Summer of 2022 we will have certified over 2200 media literacy practitioners from different professional backgrounds. This diversity encourages reflection from multiple perspectives and the cross-pollinations of ideas, and the final projects they produce are representative of the many ways media literacy can be addressed. Last year, for example, we had a Medical School teacher who created a project to train pediatric residents on how to establish sensitive conversations with families around the issue of health disinformation and conspiracies. The Summer Institute in Digital Literacy has been an integral part of our journey. Whether we’re pairing up with the electoral courts to bring media literacy to first-time voters, creating digital literacy materials for the 60+ public or discussing online learning in a post-pandemic context, we’ve had this great international community to learn with, get inspired from, and trade experiences and ideas.