Abstract

Since the early 2000s, digital literacy has been widely discussed in academic and policy circles in Africa, and many conferences and workshops have been held to explore and teach digital literacy skills to professionals and the general public. Financial investments have also been made into various training initiatives at societal and organizational levels. While we pursue digital literacy projects in Africa, we often leave out the more critical conversation on technology readiness and all it entails to be technologically ready. Research has shown that a technologically developed country will bridge the digital literacy gap faster and more efficiently. Despite all the investments, curriculums and digital policies in African countries, most are still far behind in bridging their digital literacy gaps. This chapter seeks to apply the backward design model to digital literacy curriculums in Africa. This model helps to guide the learning process in such a way that it considers the bigger goals and the important components of the learning experience. Backward design can help to push the reset button of the digital literacy curriculum in Africa and refocus digital literacy intentions across the continent. This chapter is a contribution to thought leadership on digital literacy in Africa and the conversation in relevant policy circles. The chapter develops an adaptation of Wiggins and McTighe's (1998) original backward design model.

Keywords:Digital literacy, backward design, digital design, digital curriculum.

Introduction

It has been observed that there is a greater tendency to lose track of the learning outcomes and objectives in a learning process if the proper guideposts are not in place. The backward design model helps educators to stay on track and ensure that the most important aspects of their curriculum are delivered without faltering. The original proponents of the Backward Design Model, Wiggins and McTighe (1998), stated that backward design is a method of designing an educational curriculum by setting goals before choosing the instructional methods and forms of assessment. In addition, McTighe and Thomas (2003) stated that in backward design, the educator starts with goals, creates or plans out assessments and finally makes lesson plans.

The above literature points to some important information that must be critically looked at.