scholarly journals Καλλιέργεια πρακτικών ψηφιακού γραμματισμού: δημιουργική πρόκληση για το νέο σχολείο

2016 ◽  
Vol 4 (1) ◽  
pp. 165
Author(s):  
Athanasios Mihalis
Keyword(s):  
Secondary Education ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Meaning Making ◽  
Language Teachers ◽  
Advanced Technology ◽  
Educational Systems ◽  
Cultural Dimension ◽  
Greek Language ◽  
Teachers Attitudes

<p> </p><p><span> </span>This paper concerns digital literacy as a main dimension of social literacy in general, and especially as an important aspect of multimodal literacy. The main purpos-es of the paper (on a theoretical level) are the following: a) the definition of the nature and the main aspects and principles of digital literacy, which is regarded as not explicitly and sufficiently defined in an era of information and advanced technology; b) the presentation and analysis of students’ cognitive schemata (formal and content), which are a prerequisite for the cultivation of digital literacy practices, the social and linguistic aspects of digital literacy and the cultural dimension of this kind of literacy; c) the inves-tigation of ways to connect digital literacy and multimodality; d) the description of se-miotic resources and semiotic modes which are the main means for meaning making and meaning making transformation and redesigning, considered within the frame of social semiotic theory; e) finally, the discussion of some dimensions of critical digital literacy in </p><p>educational systems. Additionally, the main aims of the present paper, as a contribution to scientific research in the literacy field, are: a) to investigate the ways digital literacy practices are cultivated in Greek primary and secondary education through content analysis of the Greek language curricula and course books in secondary education and through the critical analysis of educational discourse; b) to present Greek language teachers’ attitudes towards the term and the aspects of multimodality and its location in the Greek educational system (the data about teachers’ attitudes are collected through interviews). The results of the research show that, in Greek education, digital literacy practices are considered to be an intentional process and a system of knowledge and skills (according the autonomous model of literacy) without being viewed in their social and ideological aspects within a communicative and cultural community. The considera-tion of semiotic resources and digital tools as isolated from their social context is in con-trast to language as semiotic mode, which is examined and studied in its social and cul-tural context. Also, language teachers are confused as far as the notion and the aspects of multimodality are concerned. Finally an example is provided of analysing a multimodal text positing an argument, so as to highlight the construction of meaning through a vari-ety of semiotic modes.Using this example, the content and practice of Greek language as an educational subject could be rejuvenated.</p>

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. 

scholarly journals Digital literacy practices of Turkish pre-service EFL teachers

2020 ◽  
Author(s):  
Sedat Akayoglu ◽  
H. Müge Satar ◽  
Kenan Dikilitas ◽  
Nazlı Ceren Cirit ◽  
Sibel Korkmazgil
Keyword(s):  
Information And Communication Technologies ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Literacy Skills ◽  
Language Teachers ◽  
Digital Tools ◽  
University Professors ◽  
Policy Makers ◽  
Social Media Platforms ◽  
Information And Communication

With rapid changes in information and communication technologies, it is no longer sufficient for language teachers and pre-service teachers (PTs) to know how to use existing digital tools. They also need to be digitally literate in order to critically evaluate such tools and platforms for safe, wise, and productive use. Within a qualitative approach, this study investigated Turkish PTs’ conceptualisation of digital literacy. This included an exploration of how PTs defined this concept, what kind of tools they used, and for which purposes they preferred to use digital tools. First, we found that PTs concept of digital literacy consist of many levels from knowledge to use, and to critical, creative, and collaborative use. Second, we observed that university professors play an important role in the development of digital literacy levels of PTs. Third, it was found that PTs use social media platforms heavily for various purposes, however, we identified a need for further guidance in supporting PTs' use of these platforms for their professional development. The findings of this study shed light on the current digital literacy skills of PTs in Turkey and will be beneficial for educational policy makers and teacher trainers in teacher education for the twenty-first century.

scholarly journals O letramento digital no processo de formação de professores de línguas

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Gabriela Marzari ◽  
Vilson Leffa
Keyword(s):  
Teacher Education ◽  
Critical Discourse Analysis ◽  
Extracurricular Activities ◽  
Digital Literacy ◽  
Teaching Practice ◽  
Literacy Practices ◽  
Historical Context ◽  
Educational Process ◽  
Language Teachers ◽  
Information And Communication

Resumo: No presente artigo, investigamos em que medida as Tecnologias da Informação e Comunicação (TIC) estão presentes na formação de professores de línguas no Brasil, tanto da língua materna quanto de línguas estrangeiras, a partir da identificação de práticas de letramento digital, conforme descritas pelos participantes deste estudo. Com esse objetivo, analisamos as concepções de quinze professores de Letras sobre o papel da tecnologia no ensino de línguas e suas implicações para a prática docente sob a perspectiva da Análise Crítica do Discurso (FAIRCLOUGH, 1989, 1992). A análise revelou que a presença da tecnologia nos cursos de formação de professores de Letras restringe-se, na maioria das vezes, a disciplinas eletivas e atividades extracurriculares. Como consequência, esses professores não se sentem efetivamente preparados para atuar no atual contexto sócio-histórico, profundamente marcado pela presença das TIC. Palavras-chave: Formação de professores. Tecnologia. Letramento digital. DIGITAL LITERACY IN THE EDUCATIONAL PROCESS OF LANGUAGE TEACHERS Abstract: In this paper, we investigate the extent to which Information and Communication Technology (ICT) is present in the educational process of language teachers in Brazil, both Portuguese and foreign languages, by identifying digital literacy practices as described by the participants of this study. With this objective in mind, we analyze the discourse of fifteen language teachers on the role of technology in language teaching and its implications for teaching practice from the perspective of Critical Discourse Analysis (FAIRCLOUGH, 1989, 1992). The analysis showed that the presence of technology in language teacher education courses is limited, in most cases, to elective courses and extracurricular activities. As a result, these teachers do not feel prepared to function effectively in the current socio-historical context, deeply marked by the presence of ICT. Keywords: Teacher education. Technology. Digital literacy. .  

scholarly journals Introducing Everyday Digital Literacy Practices into the Classroom: An Analysis of Multi-layered Media, Modes and their Affordances

2018 ◽  
Vol 7 (2) ◽  
pp. 131-139 ◽  
Author(s):  
Adele Creer
Keyword(s):  
Young People ◽  
Digital Media ◽  
Digital Literacy ◽  
Classroom Practice ◽  
New Technologies ◽  
Literacy Practices ◽  
Meaning Making ◽  
Layered Media ◽  
Major Conclusion ◽  
Assessment Tasks

Integrating digital media into classroom practice requires consideration on many levels, how young people access and engage with digital media at the level of media, mode and genre is complex and may redefine how literacy practices in the classroom are perceived. Young people use digital media in their everyday literacy practices and a failure to embrace new technologies in the classroom may lead to a disjuncture between their everyday and college-assessed literacy practices.  Following an analysis of communicative interactions that looked at multi-layered media, modes and their affordances, this paper offers insights from recent research.  It looks carefully at the congruence and incongruences that exists between the two literacy practices with the aim to offer rich insights into meaning making in what are comparatively new, digital literacy practices.  A major conclusion is that some assessment tasks do have congruence with young people’s everyday literacy practices but at times they either do not take account of the students ‘funds of knowledge’ (Moll et al.,1992) to the full which is likely to cause confusion and possible under performance.

scholarly journals Understanding multilingual young adults and adolescents' digital literacies in the wilds: Implications for language and literacy classrooms

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Yiting Han
Keyword(s):  
Young Adults ◽  
Digital Literacy ◽  
Virtual Communities ◽  
Literacy Practices ◽  
Linguistic Diversity ◽  
Meaning Making ◽  
Social Contexts ◽  
Language And Literacy ◽  
Emerging Themes ◽  
Technological Affordances

Changes in digital landscapes have complex effects on the meaning-making that they mediate (Thorne et al., 2015). There is a growing interest in examining the daily digital literacy practices of today’s multilingual young adults and adolescents, who are going to become the generation of future global communicators (Kim, 2016). Addressing current scholarship on multilingual digital literacy, this article examines research on digital literacy practices of multilingual young adults and adolescents beyond the classroom. Drawing upon multimodality and translanguaging perspectives that recognize literacy practices as ideological constructions produced within social contexts and across semiotic resources, the article identifies five emerging themes across the research. These themes are: recognizing cultural and linguistic diversity, exploring and constructing multifaceted identities online, leveraging technological affordances for communicating, gaining social support in virtual communities, and developing global citizenship through online intercultural exchanges. This article concludes with implications to support critical multilingualism and multimodality in language and literacy classrooms.&nbsp;

scholarly journals Virtual mentoring of young foreign language teachers in the organization of extracurricular activities

2021 ◽  
Vol 122 ◽  
pp. 04003
Author(s):  
Elena Petrovna Glumova ◽  
Ekaterina Olegovna Kolodina ◽  
Elizaveta Denisovna Korableva ◽  
Alena Sergeevna Chelovskaya
Keyword(s):  
Foreign Language ◽  
Extracurricular Activities ◽  
Digital Literacy ◽  
Digital Technologies ◽  
Integral Form ◽  
Language Teachers ◽  
Foreign Languages ◽  
Educational Systems ◽  
Foreign Language Teachers ◽  
Virtual Mentoring

Modern students belonging to generations A and Z cannot imagine their life without the virtual world, so there is a need to use innovative approaches to organizing lessons and extracurricular activities in foreign languages. Digital technology plays an important role in this process, but not all teachers can quickly adapt to work in the new format. The issue is especially relevant for beginning foreign language teachers who do not have sufficient experience to effectively organize extracurricular work as an integral form of teaching foreign languages. This paper aims to consider virtual mentoring as a form of adaptation of teachers to modern digital technologies for organizing extracurricular activities of students belonging to generations A and Z. The analysis of scientific and methodological literature on this topic allowed the authors to identify a description of particular cases of the use of digital educational systems in teaching various aspects of a foreign language in the classroom and the need for the formation of digital literacy of the student. The paper clarifies how extracurricular activities can improve the students’ progress in a foreign language, proposes a form of virtual mentoring as a modern and convenient model of interaction that can increase the virtual competence of foreign language teachers, highlights and describes the features of children of generation A and Z, based on the study of which it was established the need to introduce a large number of digital technologies and the transition to a distance learning format when organizing extracurricular activities.

“Language not just as words”: Supporting new literacies through a design project in disadvantaged schools in Chile

2020 ◽  
pp. 204275302098216
Author(s):  
Patricia Thibaut ◽  
Lucila Carvalho
Keyword(s):  
High School Students ◽  
Literacy Practices ◽  
New Literacies ◽  
Meaning Making ◽  
Phase 1 ◽  
School Students ◽  
Disadvantaged Schools ◽  
Analysis And Design ◽  
Digital World ◽  
Everyday Classroom

Young people are increasingly connected in a digital and globalized world, but technology-mediated interactions alone do not necessarily lead to a culture of meaningful participation and meaning making processes. Students from disadvantaged contexts are especially vulnerable to this. Drawing on the Activity-Centred Analysis and Design framework this paper discusses a case study situated in disadvantaged schools in Chile. Phase 1 of the study revealed that high school students’ literacy practices in the everyday classroom mostly reflected low conceptual and procedural understanding of new literacies, confirming that these young learners enacted passive forms of technological use in and out-of-school spaces. Phase 2 of the study involved the development and implementation of a digital project at a Chilean school. Results offer insights on how alterations in tools, learning tasks, and social arrangements, led to reconfigured literacy practices. Findings also show that the relationship between access, use and outcomes is not straightforward, and students’ cultural capital varies, even in disadvantaged schools. Implications of the study stress the pivotal role of schools and the potential of well-orchestrated educational designs, for introducing and encouraging meaningful literacy practices, and for leveling up the access to the digital world.

scholarly journals Affinity Spaces and Ecologies of Practice: Digital Composing Processes of Pre-service English Teachers

2014 ◽  
Vol 16 (1) ◽  
pp. 34 ◽  
Author(s):  
Patrick Howard
Keyword(s):  
Communication Systems ◽  
New Technologies ◽  
Literacy Practices ◽  
English Education ◽  
Meaning Making ◽  
Cultural Literacy ◽  
Student Experiences ◽  
Traditional Schools ◽  
Education Students ◽  
Unique Experience

English educators are responsible for preparing pre-service and in-service teachers to consider the ways in which people engage in meaning making by using a variety of representation, interpretive and communication systems. Today new technologies are radically changing the types of texts people create and interpret even as they are influencing the social, political and cultural contexts in which texts are shared. This research project was designed to immerse pre-service English education students in the creation of multimodal, multimedia texts as part of a digital composing workshop. For the purposes of this paper, three student experiences were drawn from a group of twelve pre-service English education students participating in the project. Each student represents a unique experience from which we may draw insight and direction as English educators. Despite the ever present barriers to integrating afterschool (Prensky, 2010) literacy practices into traditional schools and to ensure what we are teaching has the important element of “life validity” ( Mills, 2010) and reflects the evolving socio cultural literacy practices of contemporary society, English educators  must provide authentic, engaging opportunities for pre-service teachers to learn about and through multimedia, multimodal digital technologies.

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