Wag the Dog: A Digital Literacies Narrative

Presidential Address ◽

Educational Leaders ◽

Research Association ◽

Digital Literacies ◽

Reading And Writing ◽

Digital World ◽

Digital Texts ◽

Information And Communication

In the spring of 2020, schools across the country and world closed. COVID-19 reached pandemic proportions. Were schools prepared? Was there a research base available to help schools prepare students for reading and writing digital texts? The ability to read, analyze, compose, and communicate with digital texts requires digital literacies. However, the rapid-fire development of information and communication technologies (ICTs) makes the identification of digital literacies and the development of curriculum and instruction a moving target. In her Literacy Research Association Presidential Address, Dr. Betsy Baker asserts that digital literacies are no longer an entity separate from reading and writing instruction, they are no longer a technology issue, students live in a digital world, and digital literacies are not optional. Digital literacies have become the literacies of our culture. Baker synthesizes over 25 years of research to propose that digital literacies are persistently public, semiotic, product-oriented, and transitory. Researchers, educational leaders, and teachers can leverage these characteristics as footholds to identify ever-changing digital literacies, design curricula, and provide instruction so that all students can be autonomous as they seek to thrive in a digital world. Dr. Baker’s Presidential Address is available online (see https://youtu.be/Avzup21ZnA4 ).

Finance 4.0 - Towards a Socio-Ecological Finance System - SpringerBriefs in Applied Sciences and Technology ◽

A “Social Bitcoin” Could Sustain a Democratic Digital World

10.1007/978-3-030-71400-0_3 ◽

2021 ◽

pp. 39-51

Author(s):

Kaj-Kolja Kleineberg ◽

Dirk Helbing

Keyword(s):

Online Social Networks ◽

Large Fraction ◽

Bottom Up ◽

Digital World ◽

New Business ◽

Future Version ◽

Digital Capital

AbstractA multidimensional financial system could provide benefits for individuals, companies, and states. Instead of top-down control, which is destined to eventually fail in a hyperconnected world, a bottom-up creation of value can unleash creative potential and drive innovations. Multiple currency dimensions can represent different externalities and thus enable the design of incentives and feedback mechanisms that foster the ability of complex dynamical systems to self-organize and lead to a more resilient society and sustainable economy. Modern information and communication technologies play a crucial role in this process, as Web 2.0 and online social networks promote cooperation and collaboration on unprecedented scales. Within this contribution, we discuss how one dimension of a multidimensional currency system could represent socio-digital capital (Social Bitcoins) that can be generated in a bottom-up way by individuals who perform search and navigation tasks in a future version of the digital world. The incentive to mine Social Bitcoins could sustain digital diversity, which mitigates the risk of totalitarian control by powerful monopolies of information and can create new business opportunities needed in times where a large fraction of current jobs is estimated to disappear due to computerization.

Effectiveness of Physical Academic Libraries in a Digitally-Evolved World

10.31229/osf.io/dsx9m ◽

2020 ◽

Author(s):

Doris Emetarom Aduba ◽

Victoria O. Odegwo ◽

Obiora Kingsley Udem

Keyword(s):

Academic Libraries ◽

Physical Space ◽

Global Environment ◽

Digital World ◽

Services Delivery ◽

Global Space ◽

Desk Research

This paper aims at establishing the effectiveness of physical academic libraries in a digitally-evolved world. It tends to explore the priorities of academic libraries in line with the changing global environment. Data was gathered through desk research and content analysis approach. Data generated from analysis of literature were augmented by brainstorming and interaction with professional colleagues from different academic libraries within the south-east geo-political zone of Nigeria. The paper described the physical library and nature of academic libraries with reference to the digital world, explain the attributes of the digitally-evolved world and need for transforming physical academic libraries in line with changing global space, highlight the constraints to the effectiveness of academic libraries in a digital world, discuss the keys to effective services delivery in physical academic libraries as it relates to the digital world and outline the prospects for the physical academic libraries in a digital world. The implications for librarians in the digital world were described. The paper concludes that most libraries are still at the analogue stage and that despite the overwhelming influence of Information and Communication Technologies (ICTs) on the services provided by libraries, the physical space of the academics libraries is still relevant.

Positive Psychological Interventions and Information and Communication Technologies

Research Anthology on Rehabilitation Practices and Therapy ◽

10.4018/978-1-7998-3432-8.ch083 ◽

2021 ◽

pp. 1648-1668

Author(s):

Rosa M. Baños ◽

Ernestina Etchemendy ◽

Alba Carrillo-Vega ◽

Cristina Botella

Keyword(s):

Scientific Field ◽

Accurate Information ◽

Psychological Interventions ◽

Critical View ◽

Digital World ◽

Positive Psychological Interventions ◽

The Relationship

Since the advent of Positive Psychology there has been a connection between positive psychological interventions (PPIs) and the digital world. The development of PPIs, especially those delivered online, is becoming widespread within and outside the scientific field. Therefore, there is currently a need for accurate information that provides a critical view of all the interventions currently available. This chapter presents an updated review of the relationship between these two fields (PPIs and technologies), and discusses relevant considerations that should be taken into account when technologies are used to deliver PPIs, as well as the elements that can moderate their effectiveness. The final aim of the chapter is to provide readers with basic tools to make critical judgments about PPIs delivered via a technological format.

Re-Envisioning and Restructuring Blended Learning for Underprivileged Communities - Advances in Educational Technologies and Instructional Design ◽

ICTs Used Effectively to Re-Envision and Restructure E-Schooling for Underprivileged Communities

10.4018/978-1-7998-6940-5.ch003 ◽

2021 ◽

pp. 44-65

Author(s):

Puseletso Kekana ◽

Leila Goosen

Keyword(s):

Primary Schools ◽

Teaching And Learning ◽

Full Potential ◽

Gauteng Province ◽

Digital World ◽

Computer Based

The purpose of this chapter was to investigate how effectively information and communication technologies (ICTs) were used at primary schools in the Ekurhuleni South district of Gauteng Province, South Africa for re-envisioning and restructuring e-schooling in underprivileged communities. Governments and schools made huge investments, integrating ICTs and providing computer-based education, to support teaching and learning. There have been numerous initiatives, which have been endorsed by national and international bodies worldwide. The main aim of all ICT-based initiatives was to enhance the quality of education and prepare learners for the emerging digital world. Numerous studies across the world have provided impressive outcomes for the use of ICTs in schools, and more evidence is also emerging regarding the sustainability of ICT transformation in schools. There has also been abundant literature, which emphasized the need for teachers to change their beliefs about and perceptions of ICTs in order to realize the full potential.

Critical Discourse Analysis and Information and Communication Technology in Education

Oxford Research Encyclopedia of Education ◽

10.1093/acrefore/9780190264093.013.794 ◽

2019 ◽

Author(s):

Cheryl Brown

Keyword(s):

Discourse Analysis ◽

Critical Discourse Analysis ◽

Methodological Approach ◽

Critical Discourse ◽

Historical Background ◽

Discursive Practice ◽

Digital World ◽

Information And Communication

Critical discourse analysis (CDA) is a cross-disciplinary methodological and theoretical approach. At its core CDA explores the intersections between discourse, critique, power, and ideology which hold particular values for those teaching in developing contexts. CDA has emerged as a valuable methodological approach in cultural and media studies and has increased in prominence since the 2010s in education research where it is drawn on to explore educational policy, literacy education, and identity. This research has intersected with the field of information systems which has explored the dominant discourses and discursive practice of how information and communication technologies (ICTs) are viewed in policy and the contradictions between rhetoric and reality. It has also been drawn on in research in developing contexts to critique the role of ICTs in education. A brief historical background to CDA and overview of the key components of the approach will be provided. How CDA has been drawn on in educational studies will be examined and research on CDA will be highlighted to explore discursive practices of students and the influence of students’ digital identities on their engagement with and experience of online learning. By focusing on four key constructs of CDA—namely meaning, context, identity, and power—the potential of CDA to critically investigate how students’ are constructing their technological identity in an increasingly digital world will be demonstrated, particularly as examples of research emanating from developing contexts will be drawn.

Socio-economic aspects of cash withdrawal from use

Bankarstvo ◽

10.5937/bankarstvo2003102s ◽

2020 ◽

Vol 49 (3) ◽

pp. 102-127

Author(s):

Marija Stojmenović

Keyword(s):

Smart Devices ◽

Technological Innovations ◽

Economic Aspects ◽

Economic Activities ◽

Digital World ◽

Doing Business ◽

The One

The notion of a cashless society is slowly becoming an inevitability of the modern way of doing business. Withdrawal of cash from use is the result of wide application of information and communication technologies. Increasing digitalization has contributed to the fact that most transactions are performed via smart devices (phones, tablets, desktops), without the use of cash and without going to the bank. The development of technological innovations, as well as innovations in finance, has undoubtedly contributed to increasing efficiency in business, but the question is whether the increasing digitalization of life and business, which is reflected in the creation of a cashless society, is still so desirable for humanity. The paper focuses on the socio-economic aspects of withdrawing cash from use. On the one hand, states are given the opportunity to influence economic activities even more directly through their central banks, while on the other hand, the issue is raised concerning human freedoms and rights in the digital world, in which it will be possible to electronically control the entire business.

Re-imagining Digital Leisure Networks Through Global Cities: A Metaphorical Journey

Philosophical Literary Journal Logos ◽

10.22394/0869-5377-2019-1-85-126 ◽

2019 ◽

Vol 29 (1) ◽

pp. 85-129

Keyword(s):

Social Networking Sites ◽

Global Cities ◽

Digital World ◽

Migrant Laborers ◽

New Information ◽

Scant Attention ◽

The City

This paper examines the globalization and cosmopolitanism of digital leisure networks through the metaphor of urban parks within global cities. It makes the case for a more inclusive ecology of public leisure space by dismantling conventional boundaries between the park and the city. The article uses the metaphor of global cities to emphasize the hierarchies in digital leisure networks. These global cities function as command centers and as magnets for workers in the industrial, creative, and leisure fields. They also attract privileged groups as well as temporary and migrant laborers. Similarly, not all social networking sites share the same power and influence. While new information and communication technologies are eroding the boundaries between reality and fantasy, the real and the virtual, we should not forget that many of the world’s inhabitants reside in a pre-digital world and constitute an invisible community that has somehow slipped past the database that seemed to be omnipresent. Poverty, rural conditions, criminality, and perversion are accorded scant attention within the larger discourse on globalization through the internet and its leisure counterpart, the recreational social networks. In terms of the metaphor, this neglect would be much like studying cities without noting the vast slums in which as many as half of their inhabitants live, work and play. This paper offers a dialectical and metaphorical journey in order to make conceptualization of the city and the park, leisure and labor, and the virtual and the material richer by encompassing more of the marginal and the diverse.

University Students as Digital Migrants

Language and Literacy ◽

10.20360/g2359j ◽

2012 ◽

Vol 14 (2) ◽

pp. 41 ◽

Cited By ~ 3

Author(s):

Cheryl Brown

Keyword(s):

University Students ◽

Social Practice ◽

Social Identities ◽

Eastern Cape ◽

Digital World ◽

The Social ◽

Global World

South African university students are on the frontline of a global world. Whether they are attending university in the rural Eastern Cape or urban Johannesburg, the social practice of using Information and Communication Technologies (ICTs) has enabled virtual global mobility. The internet has opened up an opportunity for them to easily cross beyond the borders of South Africa and become part of an experience in another part of the world while the cellphone has facilitated this mobility anytime any place. This paper focuses on the students who are migrants into this digital world through analysis of their technology discourses and the role this has in how they engage with and within this digital environment. Using Gee‘s notion of big ‘D’ and little ‘d’ D(d)iscourses (1996), I have examined the meanings held by students in relation to technology. This analysis of language provides insights into students’ educational and social identities and the position of globalisation and the information society in both facilitating and constraining their participation and future opportunities.

Information and Communication Technologies as a Source of Customer Value in the Context of Balancing the Positions of Younger and Older Consumers

Sustainability ◽

10.3390/su13094722 ◽

2021 ◽

Vol 13 (9) ◽

pp. 4722

Author(s):

Ewa Frąckiewicz

Keyword(s):

Customer Value ◽

New Technologies ◽

Age Groups ◽

Survey Method ◽

Older Consumers ◽

Digital World ◽

Quantitative And Qualitative Research ◽

Information And Communication

Information and communication technologies (ICT, new technologies) have revolutionized every aspect of consumers’ lives and become an important value creation tool for them. It is commonly believed that this process concerns young and adult persons (younger than 60, 60−) to a much greater extent than older persons (60 and older, 60+, seniors). It is therefore assumed that calendar age is the key determinant of customer behavior. Meanwhile, the qualities of ICT, by their very nature, act as a source of value for purchasers regardless of their chronological age. In this sense, ICT has the potential to balance the positions between younger and older consumers. The aim of this article is to illustrate the similarities and differences between the two age groups (60− and 60+) with respect to the manner of approaching and using ICT as a source of customer value. This article has been written on the basis of literature research, existing data, and the findings of quantitative and qualitative research conducted among Polish respondents. The author’s own research was conducted in three stages. The quantitative surveys were conducted using the direct survey method and a questionnaire-based random survey among 827 respondents (340 young and adults, and 487 seniors). The two qualitative studies made it possible to expand the scope of information gathered. They were conducted using targeted direct interviews in three mini groups using interview scripts and questionnaire-based observation of the three social media channels managed by seniors, with the most popular themes in Poland taken into account. The conducted studies prove that, despite the discrepancies in the percentage share of younger and older ICT users, individuals utilizing the same solutions speak of the same advantages and see the same risks. Moreover, respondents believe that, in the future, all consumers will be included in the digital world. The results may be useful for practitioners whose increasingly digitized offerings will be targeted at younger as well as a growing number of older consumers.

EXPERIÊNCIAS DE MULTILETRAMENTOS NA ESCOLA PÚBLICA: ENSINO HÍBRIDO, METODOLOGIAS ATIVAS E INTERDISCIPLINARIDADE

Revista Prâksis ◽

10.25112/rpr.v2i0.2192 ◽

2020 ◽

Vol 2 ◽

pp. 87

Author(s):

Vanessa Da Silva Marcon ◽

Veronice Camargo da Silva ◽

Auriane Erthal

Keyword(s):

Public Schools ◽

Teaching Model ◽

Multiple Literacies ◽

Process Of Change ◽

Reading And Writing ◽

Hybrid Teaching ◽

Bibliographic Study

RESUMOOs avanços tecnológicos estão mudando a forma como nos relacionamos, como nos comunicamos e como trabalhamos. Evidentemente, a educação também passa por um processo de mudanças. Este artigo trata da tecnologia e educação a partir de um estudo bibliográfico e traz como objetivo discorrer sobre a cibercultura e os multiletramentos como marcas de nossa sociedade e sua relação com o espaço escolar para, em seguida, apresentar e discutir dois relatos de experiências inspiradas no modelo de ensino híbrido na escola pública. A relevância do tema justifica-se em uma sociedade na qual o uso das tecnologias da informação e comunicação é crescente, implicando em múltiplos letramentos e na necessidade de novas estratégias de ensino. Na perspectiva de Lemos (2004), Lèvy (1999) e Santaella (2007), trazemos conceitos de cibercultura e ciberespaço; com Lemke (2010) e Rojo e Moura (2019), discutimos a educação em tempos de multiletramentos; com Bacich e Moran (2018), apresentamos esclarecimentos sobre as metodologias ativas e o ensino híbrido. Apontamos, também, nossas reflexões a partir dos estudos citados, assim como das experiências relatadas, e indicamos a intenção de realizar novos projetos a fim de aprofundar o estudo dos novos letramentos e de que forma projetos integradores, como os que foram apresentados nesse artigo, contribuem para a formação dos estudantes no que diz respeito à compreensão da leitura e da escrita.Palavras-chave: Cibercultura. Educação. Ensino híbrido. Metodologias ativas. Letramentos.ABSTRACTTechnological advances are changing the way we relate, how we communicate and how we work. Of course, education also undergoes a process of change. This article deals with technology and education from a bibliographic study, and aims to discuss cyberculture and multiliteracies as marks of our society and their relationship with the school space, to then present and discuss two reports of inspired experiences in the hybrid teaching model in public schools. The relevance of the theme is justified in a society in which the use of information and communication technologies is increase, implying multiple literacies and the need for new teaching strategies. In the perspective of Lemos (2014), Lèvy (1999) and Santaella (2007), we bring concepts of cyberculture and cyberspace; with Lemke (2010) and Rojo and Moura (2019), we discussed education in times of multiliteracies; with Bacich and Moran (2018) we presented clarifications about active methodologies and hybrid teaching. We also point out our reflections from the studies cited, as well as from the experiences reported and indicate the intention to carry out new projects in order to deepen the study of the new literacies and how integrative projects such as those presented in this article contribute to the training of students with regard to reading and writing comprehension.Keywords: Cyberculture. Education. Hybrid teaching. Active methodologies. Literacies.