Lexical Patterns in Adolescents’ Online Writing: The Impact of Age, Gender, and Education

2020 ◽  
Vol 37 (3) ◽  
pp. 365-400 ◽  
Author(s):  
Lisa Hilte ◽  
Walter Daelemans ◽  
Reinhild Vandekerckhove
Keyword(s):  
Social Media ◽  
Digital Literacy ◽  
Common Ground ◽  
Literacy Skills ◽  
Sociolinguistic Variation ◽  
Online Writing ◽  
Writing Practices ◽  
Communicative Strategies ◽  
Sociodemographic Profile ◽  
The Impact

This article examines the impact of the sociodemographic profile (including age, gender, and educational track) of Flemish adolescents (aged 13–20) on lexical aspects of their informal online discourse. The focus on lexical and more “traditional,” print-based aspects of literacy is meant to complement previous research on sociolinguistic variation with respect to the use of prototypical features of social media writing. Drawing on a corpus of 434,537 social media posts written by 1,384 teenagers, a variety of lexical features and related parameters is examined, including lexical richness, top favorite words, and word length. The analyses reveal a strong common ground among the adolescents with respect to some features but divergent writing practices by different groups of teenagers with regard to other parameters. Furthermore, this study analyzes both standardized versions of social media messages and the original utterances (including nonstandard markers of online writing). Strikingly, different results emerge with respect to adolescents’ exploitation of more traditional versus digital literacy skills in relation to their sociodemographic profile, especially with respect to sentiment expression (verbal versus typographic/pictorial). The study suggests that the inclusion of nonverbal communicative strategies, for instance in language teaching, might be a pedagogical asset, since these strategies are eagerly adopted by teenagers who show proof of less developed traditional writing skills.

scholarly journals An assessment of the interplay between literacy and digital Technology in Higher Education

2021 ◽  
Author(s):  
Shahrokh Nikou ◽  
Milla Aavakare
Keyword(s):  
Higher Education ◽  
Digital Literacy ◽  
Structural Equation ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Literacy Skills ◽  
Intention To Use ◽  
University Staff ◽  
Willingness To Use ◽  
The Impact

AbstractDigital technologies fundamentally transform teaching and learning in higher education environments, with the pace of technological change exacerbating the challenge. Due to the current pandemic situation, higher education environments are all now forced to move away from traditional teaching and learning structures that are simply no longer adaptable to the challenges of rapidly changing educational environments. This research develops a conceptual model and employs Structural Equation Modelling (SEM) using Partial least Squares (PLS) to examine the impact of information and digital literacy on 249 Finnish university staff and students’ intention to use digital technologies. The findings show the complex interrelationship between literacy skills and digital technologies among university staff and students. The results illustrate that information literacy has a direct and significant impact on intention to use; while, unlike our expectation, digital literacy does not have a direct impact on the intention to use. However, its effect is mediated through performance expectancy and effort expectancy. The authors suggest that to understand the changes that are taking place in higher education environment, more attention needs to be paid to redefining policies and strategies in order to enhance individuals’ willingness to use digital technologies within higher education environments.

How to Use Parody and Humour to Teach Digital Literacy

2016 ◽  
pp. 423-435
Author(s):  
Luis Pereira
Keyword(s):  
Critical Thinking ◽  
Young People ◽  
Digital Media ◽  
Digital Literacy ◽  
Literacy Skills ◽  
Practical Approach ◽  
Digital Skills ◽  
The Impact

Based on the assumption digital literacy needs a practical approach and actions, this chapter presents an initiative that intends to develop digital skills in a very creative way. Considering the challenge educators (for instance, teachers or librarians) face to promote digital literacy skills especially to young people in a very engaging way, some training was developed to create a possible answer to that problem. This chapter discusses the impact of that initiative that highlights the potential of humour and parody that we can find on digital media to teach digital literacy. According to some attendants, this approach was creative, engaging and built in their minds alternative paths to explore digital literacy and critical thinking.

scholarly journals Persepsi Mahasiswa FKES UDINUS terkait Hoax Covid-19

2021 ◽  
Vol 20 (2) ◽  
Author(s):  
Haikal Haikal
Keyword(s):  
Social Media ◽  
Digital Literacy ◽  
Descriptive Study ◽  
Negative Influence ◽  
Literacy Skills ◽  
Analytical Thinking ◽  
Total Analysis

Hoax news or information relating to Covid-19 affects the obstruction of efforts to contain the Covid-19 pandemic. This research is a descriptive study because it provides an overview or description of students' perceptions in news related to the covid-19 hoax. The results that obtained information from this study were 208 respondents or 54% of the total respondents considered hoaxes as information with no known truth, 168 respondents or 44% revealed that hoaxes related to Covid-19 were most often found or said to be hoaxes as a global elite conspiracy, 223 respondents or 58% of the total respondents received hoaxes related to Covid-19 through writing and pictures, 162 respondents or 42% of the total respondents considered that steps that could be taken to overcome the spread of hoaxes related to Covid-19 were cross-checking or clarifying first , 317 respondents or 83% thought that each party was responsible for overcoming the spread of hoaxes related to Covid-19 and 150 respondents or 39% of the total analysis that information on social media had a negative influence. The conclusion in this study is that health hoaxes can not only cause disputes like political hoaxes, but can also cause the loss of a person's life. Digital literacy skills will be able to provide hoax. Critical and analytical thinking is also an asset to prevent the spread of covid-19 related to hoaxes 

Technology Access Gap for Postsecondary Education

2017 ◽  
pp. 20-40
Author(s):  
Victoria Brown
Keyword(s):  
Socioeconomic Status ◽  
Postsecondary Education ◽  
Low Socioeconomic Status ◽  
Digital Literacy ◽  
High Speed ◽  
Literacy Skills ◽  
Postsecondary Institutions ◽  
Technology Access ◽  
Low Socioeconomic ◽  
The Impact

Technology to learn the digital literacy skills required to attend postsecondary institutions or to access distance learning courses. Three groups of students are impacted by the lack of access to technology: (a) without broadband access, (b) students' low socioeconomic status, and (c) students' primary language is not English. Without digital literacy skills, selecting, applying, and fully participating in a postsecondary education is difficult. This chapter will outline the challenges these three groups of students have in accessing broadband, the impact the lack of access created in Florida, and solutions that were suggested to address lack of high speed broadband.

Promoting Political Literacy Among Youth in the Sultanate of Oman

2021 ◽  
pp. 233-244
Author(s):  
Mohammed Nasser Al-Suqri ◽  
Salim Said AlKindi ◽  
Abdullah Khamis Al-Kindi
Keyword(s):  
Social Media ◽  
Young People ◽  
Digital Literacy ◽  
Best Practice ◽  
Middle Eastern ◽  
Youth Unemployment ◽  
Literacy Skills ◽  
Media Usage ◽  
Literacy Initiatives ◽  
The Arab Spring

In Oman, as in other countries around the world, young people traditionally have low levels of interest in politics. However, young people have high levels of social media usage, and there is evidence from the literature that new forms of political engagement are emerging through the use of sites such as Facebook, Twitter, and Instagram. To help ensure that social media can be used effectively to engage citizens in government decision-making process, there is a need to provide young people and other citizens with digital literacy skills. This is especially important in Oman and other Middle Eastern Arab states, where there are currently high levels of youth unemployment, to avoid the type of unrest which occurred in the form of the Arab Spring and instead promote more constructive forms of citizen engagement. The chapter reports on a review of literature which examines these issues in the context of Oman, identifies examples of best practice digital literacy initiatives from other countries, and develops a series of recommendations for Oman.

Multilingual Writing in Digital World

2021 ◽  
pp. 84-101
Author(s):  
Maha Alawdat
Keyword(s):  
Digital Literacy ◽  
Literacy Skills ◽  
Digital Tools ◽  
Digital Writing ◽  
Writing Classes ◽  
Digital World ◽  
Multilingual Writing ◽  
Students Attitudes ◽  
The Impact ◽  
Supporting Teachers

This chapter examines teachers' practices and strategies while using digital tools for writing. The chapter argues that when teachers use digital writing, they need to change their teaching strategies in order to ease their students' writing tasks. It also highlights the purposes of integrating digital tools for the writing classes and the challenges they face while adapting digital writing. The data are collected from teachers who work at schools, colleges, and universities, through a survey generated by Google forms. The findings show that integrating suitable digital tools requires mastering the use of technologies by supporting teachers' digital literacy skills before integrating them into classes to overcome any emerging challenges. This is to reinforce students to improve their writing levels. The chapter suggests more extended studies to examine students' attitudes and experiences with using digital tools and the impact of coronavirus pandemic on education.

Multilingual Writing in Digital World

2022 ◽  
pp. 969-986
Author(s):  
Maha Alawdat
Keyword(s):  
Digital Literacy ◽  
Literacy Skills ◽  
Digital Tools ◽  
Digital Writing ◽  
Writing Classes ◽  
Digital World ◽  
Multilingual Writing ◽  
Students Attitudes ◽  
The Impact ◽  
Supporting Teachers

This chapter examines teachers' practices and strategies while using digital tools for writing. The chapter argues that when teachers use digital writing, they need to change their teaching strategies in order to ease their students' writing tasks. It also highlights the purposes of integrating digital tools for the writing classes and the challenges they face while adapting digital writing. The data are collected from teachers who work at schools, colleges, and universities, through a survey generated by Google forms. The findings show that integrating suitable digital tools requires mastering the use of technologies by supporting teachers' digital literacy skills before integrating them into classes to overcome any emerging challenges. This is to reinforce students to improve their writing levels. The chapter suggests more extended studies to examine students' attitudes and experiences with using digital tools and the impact of coronavirus pandemic on education.

Investigating the Efficacy of Reading Adventure Time! for Improving Reading Skills in Children with Visual Impairments

2020 ◽  
Vol 114 (2) ◽  
pp. 88-100
Author(s):  
Cheryl Kamei-Hannan ◽  
Tessa McCarthy ◽  
Frances Mary D’Andrea ◽  
M. Cay Holbrook
Keyword(s):  
Digital Literacy ◽  
Reading Skills ◽  
Reading Speed ◽  
Mobile App ◽  
Literacy Skills ◽  
Technology Skills ◽  
Teachers And Students ◽  
Technology Tool ◽  
Technology Grant ◽  
The Impact

Introduction: Reading Adventure Time!, formerly known as the pilot version of the iBraille Challenge Mobile App, is an educational technology tool integrating digital literacy to support braille reading and writing instruction for students in 1st–12th grades. Designed to operate on an Apple iPad with a refreshable braille display, Reading Adventure Time! uses gaming strategies to motivate students to improve literacy skills such as fluency, comprehension, writing dictation, and proofreading. Methods: The application (app) was developed under a Stepping Up Technology grant (H327S120007), which was disseminated to more than 50 teachers and students. Teachers and caregivers completed a Likert-type scale of technology skills as a pre- and postmeasure. Students’ reading speed, comprehension, and miscues were measured by the app. Results: Over 50 participants who used the app showed gains in reading and technology skills. Discussion: Students’ reading speeds, as measured by the app, mirror the reading speeds found in prior research (e.g., the ABC Braille Study). The impact on technology skills for teachers, caregivers, and students was much greater than anticipated. Implications for practitioners: The study provides evidence supporting Reading Adventure Time! as a supplemental intervention that addresses several reading skills and may be used in conjunction with a total, balanced literacy program.

scholarly journals Communicative Strategies of Social Media Discourse

2020 ◽  
Vol 210 ◽  
pp. 16001
Author(s):  
Elena Klemenova ◽  
Margarita Ereshchenko
Keyword(s):  
Social Networks ◽  
Social Media ◽  
Media Discourse ◽  
Important Thing ◽  
Communicative Functions ◽  
Communicative Strategies ◽  
The Social ◽  
The Subject ◽  
Media Texts ◽  
The Impact

We have attempted to analyse the features of communicative strategies of a media discourse. The paper describes the notions of “discourse”, “media discourse”, “social media discourse”, and “communicative strategies”. The research is performed using the social media texts collected by the authors. Up to date no linguistic investigations of communicative strategies used in social media discourse have been conducted. We have focused on news texts from information, news, educational, and entertaining platforms, in social networks. The most important thing is to identify the ways of communicative strategies generation and the methods of their association in a social media discourse. The article shows some typical features of a social media discourse. The subject of the research is a set of communicative strategies used during implementation of the communicative functions of texts. The purpose of the paper is to identify and organise communicative strategies, the characteristics of their use depending on the social text topic, and to review the impact of such a text. The main aim of the research is to study the social media discourse as one type of an institutional media discourse; to identify and describe the factors impacting its formation.

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