The myth of sharing publicly as 21st century literacy

2019 ◽  
Vol 36 (2) ◽  
pp. 94-103
Author(s):  
Stephanie Schmier
Keyword(s):  
Digital Media ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Participant Observation ◽  
Digital Technologies ◽  
American Girl ◽  
Content Type ◽  
Online Social Media ◽  
The Usa ◽  
Digital Media Studies

Purpose This paper highlights the fluidity with which youth make decisions about engaging with digital technologies including online social media. Specifically, the purpose of this paper is to explore the possibilities that literacy curriculum that centers digital technologies can have for students from immigrant communities through tracing the case of a Bangladeshi–American girl named Sabina. Design/methodology/approach Grounded in a transliteracies frame, this qualitative case study explores the digital literacy practices of youth in an urban public secondary school in the USA. Data collection included participant observation across various spaces including an eighth grade digital media studies class, school cafeteria and hallways, participants’ homes and online communities. Further data included formal interviews, informal conversations and digital and print artifact collection. Data were analyzed through the lenses of flow and space–time path. Findings The findings of this paper highlight how Sabina made space for social networking using digital technologies on her own terms as well as how the ways that she collaborated through the use of digital technologies created opportunities for her to be an active participant in her social worlds across home and school contexts. Originality/value Analyzing Sabina’s digital literacy practices across diverse social spaces offers insights for educators to create opportunities for diverse youth to leverage digital technologies to support skills such as collaboration and civic engagement, which have been identified as defining characteristics of twenty-first century literacies. This case points to the imperative for teachers to create connected learning classrooms that offer opportunities for youth to use digital technologies to support their efforts to make change in the world on their own terms.

scholarly journals The role of libraries in teaching doctoral students to become information-literate researchers

2019 ◽  
Vol 120 (3/4) ◽  
pp. 158-172 ◽  
Author(s):  
Sharon Ince ◽  
Christopher Hoadley ◽  
Paul A. Kirschner
Keyword(s):  
Graduate Students ◽  
Doctoral Students ◽  
Information Literacy ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Empirical Studies ◽  
Literacy Skills ◽  
Content Type ◽  
Skill Sets ◽  
Types Of Information

PurposeThis paper aims to review current literature pertaining to information literacy and digital literacy skills and practices within the research workflow for doctoral students and makes recommendations for how libraries (and others) can foster skill-sets for graduate student research workflows for the twenty-first century scholarly researcher.Design/methodology/approachA review of existing information literacy practices for doctoral students was conducted, and four key areas of knowledge were identified and discussed.FindingsThe findings validate the need for graduate students to have training in information literacy, information management, knowledge management and scholarly communication. It recommends empirical studies to be conducted to inform future practices for doctoral students.Practical implicationsThis paper offers four areas of training to be considered by librarians and faculty advisers to better prepare scholars for their future.Originality/valueThis paper presents a distinctive synthesis of the types of information literacy and digital literacy skills needed by graduate students.

University Teachers' Use of Digital Technologies

2017 ◽  
pp. 686-702
Author(s):  
Daariimaa Marav ◽  
Michelle Espinoza
Keyword(s):  
Developing Countries ◽  
Knowledge Economy ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Academic Staff ◽  
Digital Technologies ◽  
University Teachers ◽  
Per Se ◽  
Complex Relationships

This chapter is set in the context of two developing countries, Mongolia and Chile, where digital technology is seen as a powerful icon of the knowledge economy. The predominant and common discourses surrounding the uses of digital technologies in education in these developing countries usually assume rather celebratory stances of the roles digital technologies may perform in education in the digital age. Thus, the research reported here explores the realities, opportunities, and challenges that academic staff face when using digital technologies through the perspectives offered by the field of digital literacy studies. The findings illustrate the close and complex relationships between sociocultural contexts, beliefs, values, and digital literacy practices. The study suggests that more attention needs to be paid to the wider contexts affecting the digital practices around teaching and learning rather than to technologies per se.

“I like computers. I hate coding”: a portrait of two teens’ experiences

2019 ◽  
Vol 120 (5/6) ◽  
pp. 349-365
Author(s):  
Paulina Haduong
Keyword(s):  
Young People ◽  
Digital Media ◽  
Student Motivation ◽  
Participant Observation ◽  
Research Approach ◽  
Learner Motivation ◽  
Content Type ◽  
Learner Identity ◽  
Novice Programmer ◽  
Block Based

Purpose Some empirical evidence suggests that historically marginalized young people may enter introductory programming experiences with skepticism or reluctance, because of negative perceptions of the computing field. This paper aims to explore how learner identity and motivation can affect their experiences in an introductory computer science (CS) experience, particularly for young people who have some prior experience with computing. In this program, learners were asked to develop digital media artifacts about civic issues using Scratch, a block-based programming language. Design/methodology/approach Through participant observation as a teacher and designer of the course, artifact analysis of student-generated computer programs and design journals, as well as with two follow-up 1-h interviews, the author used the qualitative method of portraiture to examine how two reluctant learners experienced a six-week introductory CS program. Findings These learners’ experiences illuminate the ways in which identity, community and competence can play a role in supporting learner motivation in CS education experiences. Research limitations/implications As more students have multiple introductory computing encounters, educators need to take into account not only their perceptions of the computing field more broadly but also specific prior encounters with programming. Because of the chosen research approach, the research results may lack generalizability. Researchers are encouraged to explore other contexts and examples further. Practical implications This portrait highlights the need for researchers and educators to take into account student motivation in the design of learning environments. Originality/value This portrait offers a novel examination of novice programmer experiences through the choice in method, as well as new examples of how learner identity can affect student motivation.

scholarly journals O conceito de letramento digital e suas implicações pedagógicas

2016 ◽  
Vol 9 (1) ◽  
pp. 94-107
Author(s):  
Mariana Vidotti de Rezende
Keyword(s):  
Digital Literacy ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Cognitive Strategies ◽  
Digital Technologies ◽  
School Practices ◽  
Language Studies ◽  
Use Of Technology ◽  
Interactive Dynamics ◽  
Language Context

RESUMO: Nos últimos anos, tem-se discutido muito, no campo da educação e também no campo da linguagem, a presença das tecnologias digitais nas práticas escolares. O que se tem visto, muitas vezes, éum uso de tecnologias que se limita a transferir práticas letradas tradicionais para práticas mediadas por novos recursos tecnológicos. Há uma inserção “forçada” de tecnologias que desconsidera seus maiores potenciais, suas dinâmicas interativas e estratégias sociocognitivas. Entende-se, entretanto, que a percepção a respeito do uso de tecnologias nas práticas pedagógicas perpassa, principalmente, o âmbito de ensino-aprendizagem de Língua Portuguesa e a concepção de letramento digital.A importância de discutir o conceito de letramento digital justifica-se pelo fato de que as diferentes interpretações que são dadas a ele interferem diretamente na percepção do uso de tecnologias nas práticas escolares. Analisa-se, então, em que medida as concepções de letramento e de letramento digital interferem na percepção que se tem de ensino de Língua Portuguesa e de que maneira contribuem para pensar a educação na atualidade.PALAVRAS-CHAVE: ensino-aprendizagem; letramento digital; língua portuguesa. ABSTRACT: In recent years, the presence of digital technologies in school practices has been very discussed in education and also in the language studies. What it has been seen is the fact that technology's uses are limited to transfering traditional literacy practices to practices mediated by new technological resources. There is a "hard" technologies insert that disregards its greatest potential, its interactive dynamics and socio-cognitive strategies. We understand, however, that the technology uses perception in school practices pervades, especially, the teaching and learning of Portuguese language context and the concept of digital literacy. The importance of discussing the concept of digital literacy is justified by the fact that the different interpretations that are given to it directly interfer in the perception of the use of technology in school practices. We will look, then, to what extent the literacy and digital literacy concepts interfere with the perception people have of the Portuguese language teaching and how they contribute to reflections on education today.KEYWORDS: teaching and learning; digital literacy; Portuguese language.

scholarly journals Access and Use of Digital Technologies in Early Childhood: A Review of Mixed Messages in Popular Media

2021 ◽  
Vol 23 (3) ◽  
pp. 106-129
Author(s):  
Laura Teichert ◽  
Jim Anderson ◽  
Ann Anderson ◽  
Jan Hare ◽  
Marianne McTavish
Keyword(s):  
Early Literacy ◽  
Digital Technology ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Digital Technologies ◽  
Popular Media ◽  
Literacy Practice ◽  
Proper Place ◽  
Mixed Messages ◽  
Digital Engagement

This paper reports on an analysis of 60 print and online articles collected in a metropolitan area in Canada that describe children’s digital engagement through a focus on ‘early literacy’ or ‘digital literacy’. Findings reveal mixed messages about children’s use of digital technology that create competing frames for adults supporting (or not) young children’s digital literacy practices. Digital technology was often characterized as something to limit/control, except in school, where digital literacy was characterized as holding a proper place when controlled by educators. Consistent across media messaging was the promotion of traditional, print-based texts as an essential early literacy practice.

Unfold studio: supporting critical literacies of text and code

2019 ◽  
Vol 120 (5/6) ◽  
pp. 285-307
Author(s):  
Chris Proctor ◽  
Paulo Blikstein
Keyword(s):  
High School ◽  
Digital Media ◽  
Web Application ◽  
Literacy Practices ◽  
Analytical Framework ◽  
Content Type ◽  
Interactive Storytelling ◽  
Final Study ◽  
High School Classroom ◽  
K 12

PurposeThis research aims to explore how textual literacy and computational literacy can support each other and combine to create literacies with new critical possibilities. It describes the development of a Web application for interactive storytelling and analyzes how its use in a high-school classroom supported new rhetorical techniques and critical analysis of gender and race.Design/methodology/approachThree iterations of design-based research were used to develop a Web application for interactive storytelling, which combines writing with programming. A two-week study in a high-school sociology class was conducted to analyze how the Web application's textual and computational affordances support rhetorical strategies, which in turn support identity authorship and critical possibilities.FindingsThe results include a Web application for interactive storytelling and an analytical framework for analyzing how affordances of digital media can support literacy practices with unique critical possibilities. The final study showed how interactive stories can function as critical discourse models, simulations of social realities which support analysis of phenomena such as social positioning and the use of power.Originality/valuePrevious work has insufficiently spanned the fields of learning sciences and literacies, respectively emphasizing the mechanisms and the content of literacy practices. In focusing a design-based approach on critical awareness of identity, power and privilege, this research develops tools and theory for supporting critical computational literacies. This research envisions a literacy-based approach to K-12 computer science which could contribute to liberatory education.

Believing in Bits

2019 ◽  
Keyword(s):  
Digital Media ◽  
Media Studies ◽  
Religious Beliefs ◽  
Digital Technologies ◽  
Religious Studies ◽  
Mind Reading ◽  
Beliefs And Practices ◽  
Traditional Religions ◽  
Digital Media Studies ◽  
Theoretical Standpoint

Situated at the theoretical interface between the fields of media studies and religious studies, Believing in Bits advances the idea that religious beliefs and practices are inextricably linked to the functioning of digital media. Digital media—conceived as technologies and artifacts, as well as the systems of knowledge and values shaping our interaction with them—cannot be analyzed outside the system of beliefs and performative rituals that inform and prepare their use. How did we come to associate things such as mind reading and spirit communications with the functioning of digital technologies? Does the dignity accorded to the human and natural worlds within traditional religions translate to gadgets, avatars, or robots? How does the internet’s capacity to facilitate the proliferation of beliefs help blur the boundaries between what is considered fictional and factual? The chapters in this volume address these and similar questions, challenging and redefining established understandings of digital media and culture by employing the notions of belief, religion, and the supernatural. From a theoretical standpoint, this book relies on two different approaches that complement each other: a media archaeological approach that looks at the continuities and at the subtle relationships between earlier media histories and the contemporary landscape, and a perspective informed by digital media studies that takes into account the technical and social specificities of digital technologies.

Olhares Acerca do Letramento Digital: Perspectivas da Prática

2018 ◽  
Vol 19 (4) ◽  
pp. 472
Author(s):  
Zuleica Aparecida Cabral ◽  
Mariele A. Mickalski
Keyword(s):  
Digital Literacy ◽  
Knowledge Construction ◽  
Social Life ◽  
New Technologies ◽  
Literacy Practices ◽  
Digital Technologies ◽  
Language Teachers ◽  
Daily Activities ◽  
Reading And Writing ◽  
De Se

A chegada das novas tecnologias e o aumento de informações advindos da globalização faz com que haja a necessidade de os indivíduos dominarem as tecnologias que se encontram presentes nas atividades cotidianas, seja no trabalho, na escola, na vida social. Para que isso seja possível, o ensino deve estar voltado para a promoção do letramento digital dos alunos, a fim de que eles saibam dominar e lidar com situações cotidianas, nas quais as novas tecnologias se encontram presentes. Neste norte se busca, neste trabalho, trazer as perspectivas de professores de línguas, atuantes na sala de aula, acerca do letramento digital a partir de uma pesquisa qualitativa. Isso porque se entende a relevância das tecnologias digitais no ambiente educacional, na utilização da leitura e da escrita para a autonomia e construção de saberes dos alunos. Portanto, para que os alunos saiam da escola cidadãos letrados digitalmente e capazes de se incluírem no vasto universo de tecnologias, em que se encontra a  sociedade atualmente, faz-se necessário a inclusão de práticas de letramento digital na escola e na formação de jovens e adultos. Palavras-chave: Letramento Digital. Leitura/Escrita. Ensino de Línguas. AbstractThe arrival of new technologies and the increase of information coming from globalization makes it necessary for individuals to master the technologies that are present in daily activities, either it at work, at school or in social life. For this to be possible,  teaching should be aimed at promoting pupils' digital literacy so that they are able to master and deal with everyday situations in which new technologies are present. Therefore,  in this study it was sought to bring the perspectives of language teachers, acting in the classroom, about digital literacy from a qualitative research. This is because the relevance  is understood of digital technologies in the educational environment, in the use of reading and writing for students' autonomy and knowledge construction. Therefore, in order for students to leave school digitally literate citizens capable of being included in the vast universe of technologies in which our society is today, it is necessary to include digital literacy practices in school and in the training of young people and adults. Keywords: Digital Literacy. Reading/Writing. Language Teaching. 

Young Children's Engagement With Digital Technologies in the Family Context

2018 ◽  
Vol 9 (4) ◽  
pp. 90-101 ◽  
Author(s):  
Vilmantė Liubinienė ◽  
Ramunė Kasperavičienė
Keyword(s):  
Young Children ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Digital Technologies ◽  
Family Context ◽  
Smart Devices ◽  
Online Technologies ◽  
Digital Devices ◽  
The Family

Although more and more children engage in daily online activities with digital technologies, the roles that online technologies play in children's lives are still understudied. This article aims at identifying the role of digital devices as well as practices in which young children are engaged at home. It also strives to explore digital literacy practices and to research how these are embedded into the family context. The case study of Lithuania discussed in this article contributes with new knowledge about the local contexts and may help to understand the main problems to be further worked upon with on a global and European scale. The research of young children and their engagement with digital technology in Lithuania comes as part of the EC JRC project “Young Children (0–8) and Digital Technologies.” The findings reveal that although children perceive online technologies and the use of smart devices as entertainment and relaxation, they are not addicted. Several factors affect young children's uses and skills of digital technologies, including family constitution and parental styles.

scholarly journals Alfabetización digital: infografía impresa vs. infografía multimedia / Digital Literacy: Infographics Versus Interactives

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Santiago M. Martínez Arias
Keyword(s):  
Digital Media ◽  
Digital Literacy ◽  
Digital Environment ◽  
Media Companies ◽  
Digital Development ◽  
The Usa ◽  
New Type ◽  
Data Journalism ◽  
Medios De Comunicacion ◽  
Alfabetización Digital

ABSTRACTInfographics is a new type of Journalism, a new Genre, adapted to the needs, both formal  and functional, of communications. Its layout is quite different depending on two media developments, static (printed or displayed on a screen, printed graphics) or dynamic (adaptation of digital media including multimedia possibilities, multimedia graphics). This is shown in several academic studies, the infographics widespread in media use and the profusion of infographics professionals. After a summary of the situation, we study the case of three Spanish Newspapers and two from the USA with graphics  department,  analyzing  developments  informative  infographics into  two  separate  ways,  printed  paper  or  static display on the screen, and in its evolution work in the digital environment. We have checked how the general public is still not  properly literate  to  make  a  general  consume  of  the  digital  development. This  requires a rethinking of the structure  of media companies as far as graphics and data journalism is concerned.RESUMENLa infografía periodística es un nuevo género adaptado a las necesidades, tanto formales como funcionales, de los receptores. Su presentación y resultados es distinta en función de sus dos desarrollos, estático (impreso o presentado en una pantalla) o dinámico (adaptación de las piezas informativas a los medios digitales incluyendo posibilidades multime-dia). Así lo avalan diversos estudios académicos, su utilización generalizada en los medios de comunicación y la profusión de agencias y profesionales dedicados a ello. Tras un resumen del estado de la cuestión, estudiamos el caso de tres diarios españoles y dos norteamericanos con departamento de infografía, analizando los desarrollos de infografías informativas en dos explotaciones distintas, el papel impreso o la exposición estática en pantalla frente a la evolución del mismo trabajo en el entorno digital. Comprobamos cómo el público en general todavía no está apropiadamente alfabetizado para consumir de forma total este último desarrollo digital. Ello obliga al replanteamiento de la estructura de las empresas informativas en lo que a infografía y periodismo de datos se refiere. Pero sobre todo a la adaptación de los profesionales de la información a este tipo de exposiciones.

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