I left this long comment at Greg's post here https://plus.google.com/105650915574780317406/posts/Hmv52oXkrdS ... and I'm sharing my comment here with a link to the actual Composing for the Web page of the Map below; see Greg's post for a link to Doug's talk re: the Map in general! :-)
I'll confess that I haven't been using the Map and web literacy is just not a phrase I really use much. But I read through Doug's presentation (which was a fun read) to see if it answered two questions that are of interest to me:
Would using the map (aligning to the map? expanding/narrowing what I do based on the map?) help me do a better job with my classes?
Would the map help me to somehow get other faculty members interested in doing more with the Internet in their own teaching?
And it doesn't seem like the answer to either of those questions would be yes for me. When I look at the Composing for the Web page, which is the one where most of my efforts are directed with my students (and likewise my proselytizing efforts with my colleagues), it really does not flow in a way that would work for me as a (re)organizer for my own classes. For example, I defer HTML until later and treat it as optional; not that I don't think it is important, but in the incredibly limited time I have to work with students, I've never felt like HTML experiments really made an impact (I used to start off just as the map does, with some easy, powerful handwritten HTML, but I gave it up when I just didn't see it making an impact for most students). And I don't do CSS at all with them; I barely use it myself since I prefer to use hosted tools where I rarely write my own CSS at all even if I do write a lot of ad hoc HTML. So too with the Frank Chimero essay; it's fabulous and fun to read, but it doesn't help my students start doing what I really want them to start doing: writing abundantly and with confidence using web-based tools that allow them to share their work and illustrate with images. The Michael Wesch video works much better for my purposes, and four minutes sounds about right for background since I really just want my students to start getting their digital hands dirty right away; then later, if/when they get hooked, sharing things like the Chimero piece (and all kinds of other thought-provoking materials about the Internet) can be worthwhile... but I wouldn't consider that meta-awareness a literacy exactly. I really just want my students to start blogging... then create a website (but even that has become optional; blogging is really the more important space/skill in my classes now)... and then, for those who are interested, I encourage them to experiment with other kinds of tools, especially microblogging and bookmarking tools. The alignment of those skills just don't really match up well with the webpage-and-HTML focus of the Composing for the Web area of the map.
That's my two cents. I'm sure that others go at this very differently, though, which is great. But it just doesn't really match up with my admittedly composition/text-oriented approach.
Yes, I guess I am still such a bookworm! Just slightly digitized. :-)
https://webmaker.org/en-US/resources/literacy/weblit-Composing
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