scholarly journals MONGOLIAN STUDENTS' DIGITAL LITERACY PRACTICES: THE INTERFACE BETWEEN ENGLISH AND THE INTERNET

2016 ◽  
Vol 55 (2) ◽  
pp. 293-318
Author(s):  
Daariimaa Marav
Keyword(s):  
New Media ◽  
University Students ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Family Background ◽  
Digital Technologies ◽  
The Internet ◽  
Structural Factors ◽  
Digital Literacies

ABSTRACT Over the last few decades, Mongolia has experienced social, economic, technological and political changes. Those changes have contributed to the growing cultural status of English mediated in particular through the digital literacy practices of young Mongolians. However, much of the digital and new media research takes place in predominantly Anglo-American contexts (RINSLOO & ROWSELL, 2012) and not much is known about what shapes Mongolian university students' use of digital technologies. The research reported on here aims to fill this gap. Drawing on perspectives offered by the field of Literacy Studies, which analyses literacy practices within the social and cultural contexts in which they occur, and employing a mixed methods approach, the research examines how Mongolian university students majoring in English used digital technologies, especially the internet, in their everyday lives. Data were generated through a survey of 98 students and through observations of and interviews with six case study participants who came from diverse socioeconomic backgrounds. The findings indicate that most students' digital literacy practices were directed towards improving their English. They used digital technologies strategically by negotiating the issues of cost and time, and exercised agency in personalising the technologies to support their English learning and eventually to improve their social positions. However, the findings also suggest that the participants' engagement with digital technologies was shaped by contextual and structural factors which included family background, personal resources such as English proficiency, digital literacies and aspirations. The research considers how the findings may inform improvements to educational practices around the teaching and learning of English and digital literacies in Mongolian universities.

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.

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 Empowering English Language Learners through Digital Literacies: Research, Complexities, and Implications

2019 ◽  
Vol 7 (2) ◽  
pp. 128-136
Author(s):  
Chang Yuan ◽  
Lili Wang ◽  
Jessica Eagle
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
English Language ◽  
Literacy Practices ◽  
New Technology ◽  
Shared Vision ◽  
Future Research ◽  
Digital Literacies

In the context of an increasingly global society and rapidly changing technology, English Language Learners (ELLs) need support to develop digital literacies to prepare for a future in which learning new technology is an intuitive process. In the past few decades, technological advances have been shifting how information is produced, communicated, and interpreted. The Internet and digital environments have afforded a broader range of opportunities for literacy practices to take place. Technology has transformed the social practices and definitions of literacy, which leads to transformative implications for the teaching and learning environments facing ELLs. Despite immigrants’ attraction to the US, the tension between the public school system and emergent bilingual students has garnered broad attention. There is a need for a more appropriate teaching pedagogy that embraces the cultural identities of ELLs, and empowers ELLs as critical consumers and producers of information. Though complex, the authors advocate for examining this issue using an asset perspective rather than a deficit lens. Using the sociocultural perspective of learning and critical theory, this paper aims to define and conceptualize ELL learning, establish a shared vision of digital literacies, and review the literature on how practices of digital literacies empower ELLs to become active learners. In the final section, implications and future research directions are articulated in order to move the digital literacy field forward.

scholarly journals Technology-Based Language Learning: Investigation of Digital Technology and Digital Literacy

2021 ◽  
Vol 13 (21) ◽  
pp. 12304
Author(s):  
Hussien Mohamad Alakrash ◽  
Norizan Abdul Razak
Keyword(s):  
Language Learning ◽  
Digital Technology ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Reading Skills ◽  
Digital Technologies ◽  
Digital Literacies ◽  
Learning And Teaching ◽  
English Classrooms ◽  
Significant Difference

The use of digital technologies in developing the four language skills in English classrooms has not been sufficiently researched. Furthermore, the COVID-19 pandemic has highlighted the importance of digital technology and digital literacy in teaching and learning English. This study aims to firstly investigate the applications of digital technology and the level of digital literacy in learning and teaching English. Secondly, to measure the significant differences between EFL teachers and students in their usage of technology and digital literacies in English classrooms. Two questionnaires were distributed to 150 students and 40 teachers. The data were analyzed descriptively using SPSS 23.0. The findings show that students’ use of digital technology was the highest in learning vocabularies and lowest in reading skills, while teachers’ highest use was for general teaching practices and lowest for reading skills. Participants have high digital literacies. The findings supported the null hypotheses related to the significant difference between usage of digital technology for language pedagogy. These findings offer implications for policymakers towards designing plans to integrate digital technologies in the language classrooms of marginalized societies such as B40 in Malaysia.

University Teachers' Use of Digital Technologies

2015 ◽  
pp. 175-190 ◽  
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.

scholarly journals Learning from the early adopters: developing the Digital Practitioner

2014 ◽  
Vol 22 ◽  
Author(s):  
Liz Bennett
Keyword(s):  
Digital Literacy ◽  
Teaching And Learning ◽  
Phenomenological Study ◽  
Literacy Practices ◽  
Small Scale ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Digital Literacies ◽  
Framework Model ◽  
Pyramid Model

This paper explores how Sharpe and Beetham’s Digital Literacies Framework which was derived to model students’ digital literacies, can be applied to lecturers’ digital literacy practices. Data from a small-scale phenomenological study of higher education lecturers who used Web 2.0 in their teaching and learning practices are used to examine if this pyramid model represents their motivations for adopting technology-enhanced learning in their pedagogic practices. The paper argues that whilst Sharpe and Beetham’s model has utility in many regards, these lecturers were mainly motivated by the desire to achieve their pedagogic goals rather than by a desire to become a digital practitioner.Keywords: pedagogic goal; belief; digital practitioner; motivation; framework; model(Published: 24 July 2014)Citation: Research in Learning Technology 2014, 22: 21453 -http://dx.doi.org/10.3402/rlt.v22.21453

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.

scholarly journals Critical Digital Literacy: Technology in Education Beyond Issues of User Competence and Labour-Market Qualifications

2019 ◽  
Vol 17 (2) ◽  
pp. 221-240 ◽  
Author(s):  
Holger Pötzsch
Keyword(s):  
Media Literacy ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Technology In Education ◽  
Present Contribution ◽  
Digital Capitalism ◽  
Technology In Teaching ◽  
Knowledge Competencies ◽  
Structural Aspects

The present contribution conducts an intervention in the study and practice of digital and media literacy. After reviewing key tenets of recent debates, I advance a specific understanding of the concept – critical digital literacy – that, as I argue, comprehensively addresses issues of knowledge, competencies, and skills in relation to digital technologies. In particular, I posit that critical thinking about educational and other values of ‘the digital’ needs to take structural aspects of the technology into account that are often eschewed in instrumental or commercially-driven approaches. To prepare pupils for their future lives requires a widest possible contextualisation of technology, including issues of exploitation, commodification, and degradation in digital capitalism. Finally, I make concrete suggestions for constructive uses of technology in teaching and learning.

Digital Literacy and Competence in Students Attending a Faculty of Humanities

2013 ◽  
pp. 55-64 ◽  
Author(s):  
Antonio Cartelli ◽  
Angela Di Nuzzo
Keyword(s):  
Social Networks ◽  
University Students ◽  
Digital Technology ◽  
Digital Literacy ◽  
Digital Technologies ◽  
Short Discussion ◽  
Compulsory School ◽  
The University

In this paper the behaviors and tendencies in the use of digital technologies by university students are analyzed. After a short discussion of former studies and the presentation of the model for digital literacy structure and assessment in students attending compulsory school, the investigation carried out by the authors is described and the results obtained from the analysis of the university students’ answers is reported. The survey was submitted to 331 students in the Faculty of Humanities at the University of Cassino, Italy, and the students’ answers show a contradictory reality: on one side, digital technologies are mainly used to communicate in social networks or to play music and movies, on another side it is evident the students’ interest for the most recent aspects of the application of digital technology and for the improvement in the quality of their use.

The "Digitalisation" of Youth

2011 ◽  
pp. 345-373
Author(s):  
Pedro Quelhas Brito
Keyword(s):  
Social Network ◽  
Young People ◽  
New Media ◽  
Mobile Phones ◽  
Social Network Sites ◽  
Digital Technologies ◽  
The Internet ◽  
Digital Devices ◽  
Computer Based ◽  
Commercial Communication

The digitalization of youth signifies their complete immersion, active participation and involvement in the production, consumption and sharing of digital content using various interconnected/interfaced digital devices in their social network interactions. A prerequisite to successful commercial communication with young people is having a good understanding of new media, along with their social and psychological framework. The behaviour, motivation and emotions of youth in general and in relation to digital technologies, especially the meaning attached to mobile phones, the Internet (mainly social network sites) and games (computer-based and portable) should also be addressed if advertisers aim to reach this target group.

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