|Work in a word processor (Word, Pages, etc)||Usually expected to know these things prior to matriculation, or at least very early in program. No formal training provided. Learn from classmates, etc.
|Be able to share and collaborate online using tools (blogs, Google docs, Doodle)||Very early in program. No formal training, learn from classmates, etc|
|Create presentations using a software like Prezi or PowerPoint||Very early in program. No formal training, learn from classmates or occasional training in digital studio|
|Demonstrate baseline ability to manipulate images||By visual rhetoric at the latest. No formal training, learn from classmates or occasional training in digital studio|
|Visually arrange digital documents like e-portfolios||We learn arrangement as a concept in rhetoric, convergence culture, etc.|
|Create a user-friendly interface in online environments (portfolios, blogs, etc)||We learn about interface, navigation, etc in visual rhetoric, rhetoric, also in an optional portfolio class.|
|Understand the logics of various media, and how they work together in convergence||Learn this on our own or from colleagues; also learn about various media and convergence in digital revolution and visual rhetoric.|
|Use a baseline understanding of interfaces to quickly learn various software platforms||Learn this on our own or from colleagues; occasional training in digital studio|
One of the trends we saw in this table is how procedure is not necessarily taught through coursework, but should be expected or learned in extracurricular contexts such as in the digital studio with other colleagues or by ourselves. The emphasis is more on the theories behind the literacies—meaning: instead of learning how to use a platform, we learn the concepts behind the use.
David and Joe