scholarly journals PRE-SERVICE TEACHERS’ CONCEPTIONS AND COMPETENCES ON DIGITAL LITERACY IN AN EFL ACADEMIC WRITING SETTING

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Salim Nabhan
Keyword(s):  
Critical Thinking ◽  
Academic Writing ◽  
Digital Literacy ◽  
Qualitative Data ◽  
Digital Culture ◽  
Information Communication ◽  
Safety Skills ◽  
Functional Skills ◽  
Online Safety

This case study seeks to examine pre-service teachers’ digital literacy conceptions in an EFL academic writing context. Despite the recent growth of research regarding general conceptions of digital literacy, little attention has been given to its conception focusing on EFL digital writing environment. To bridge the gap, this research offers a new perspective of the conception of digital literacy from the perspective of pre-service teachers in their academic writing setting. Also, the study aims to identify pre-service teachers’ competences concerning the predominant dimensions of digital literacy encompassing critical thinking, online safety skills, digital culture, collaboration and creativity, finding information, communication, and functional skills. This case study involved both quantitative and qualitative data taken from 107 pre-service teachers’ online questionnaires and one 5-member focus group discussion delivered to pre-service teachers taking Academic Writing subjects in English Language Education Department in an urban university in Indonesia. While thematic analysis was involved for qualitative data, the quantitative ones were analyzed using descriptive analyses. Emergent themes related to the conception of digital literacy in academic writing context included basic conception of digital literacy, competences related to digital literacy, awarness of the importance of digital literacy, and challenges of digital literacy. In general, the result of the study revealed that the pre-service teachers’ conceptions of digital literacy were principally associated with the narrow proficiency of utilizing online tools and technological devices and set aside a critical mindset. Further, in spite of the fact that most participating students were found to have lack of understanding of critical thinking and digital culture towards digital literacy, they appeared to possess the competencies of finding information, communication, and functional skills. Additionally, quantitative result of the pre-service teachers’ competences demonstrated that communication dimension was the highest of all with the mean value of 3.95, followed by online safety skills (3.87), finding information (3.79), critical thinking (3.77), functional skills (3.75), as well as collaboration and creativity (3.43). The lowest mean (3.40) belonged to digital culture dimension. The findings have important implications for developing digital literacy framework in an EFL academic writing.

scholarly journals An assignment based on data driven journalism: a case study

2012 ◽  
Author(s):  
Vanessa Simonite
Keyword(s):  
Academic Writing ◽  
Digital Literacy ◽  
Research Question ◽  
Open Data ◽  
Data Driven ◽  
Small Scale ◽  
The Public ◽  
Wide Range ◽  
Writing Assignment

In a module designed to develop skills in presenting and evaluating statistics, students of mathematics and statistics were given an assignment asking them to research and write a piece of data driven journalism. Data driven journalism is a new phenomenon which has expanded rapidly due to the growth in open data, new visualisation tools and online reporting in newspapers, periodicals and blogs. The assignment provided students with a writing assignment that was individual, small-scale, research-based and embedded within their discipline. The students were asked to formulate a research question that could be investigated using survey data available from an electronic data archive. The result of the investigation was to be written up as a piece of data driven journalism for online publication, including a data visualisation. In addition to using discipline-based skills and written communication, the assignment required students to use research skills and digital literacy. An assignment set in the context of writing for the public extends students’ writing experience beyond the domains of discipline-based professional reports and academic writing. Data driven journalism provides opportunities to develop students’ writing alongside other skills for employment and can be used to design assessments for a wide range of disciplines.

scholarly journals Developing College EFL Writers’ Critical Thinking Skills Through Online Resources: A Case Study

SAGE Open ◽  
2018 ◽  
Vol 8 (4) ◽  
pp. 215824401882038 ◽  
Author(s):  
Xiaodong Zhang
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Academic Writing ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Online Resources ◽  
Writing Classroom ◽  
Efl Writing ◽  
Student Writers

This study reports on how the supplementation of online resources, informed by systemic functional linguistics (SFL), impacted English-as-a-foreign-language (EFL) student writers’ development of critical thinking skills. Through qualitative analyses of student-teacher interactions, interviews with students, and students’ written documents, the case study shows that through 1 semester of intensive exposure to SFL-based online resources in a college Chinese EFL writing classroom, EFL writers were able to develop critical thinking skills in regard to the construction of effective academic writing, although it was a process of encountering and overcoming challenges. Through teacher mediation and their own efforts, they could adjust to the online resources-based classroom, exemplified by their utilization of SFL-related categories offered through online resources to analyze and evaluate the interrelationship between language features and the content manifested in valued texts, and regulate the content of their own academic writing.

scholarly journals Exploring the Causes of Plagiarism among Post Graduate Research Students- A Phenomenological Case Study Approach

2021 ◽  
Vol 8 (2) ◽  
Author(s):  
Munir Moosa Sadruddin
Keyword(s):  
Academic Writing ◽  
Digital Literacy ◽  
Deep Understanding ◽  
Easy Access ◽  
Sources Of Information ◽  
Case Study Approach ◽  
Study Approach ◽  
Research Students ◽  
Phenomenological Case Study

The study aimed to unearth the reasons that influence university students to plagiarize assignments. A phenomenological case study approach was adopted. Sixty-seven participants were selected from the Faculty of Education of a public university, located in Karachi, Pakistan. They took part in semi-structured interviews. The obtained data were analyzed through thematic analysis. Findings uncovered that most participants lacked a deep understanding of different types of academic plagiarism, and practical skills to evade it. Prevalent sources of information for preparing assignments included websites followed by research papers, e-books, and project reports, without verifying quality. The most common reasons that have influenced research students to plagiarize assignments included weak language and academic writing skills, easy access to online resources, conventional assignments, inadequate digital literacy, short time-frame, and challenge to balance personal, professional, and academic life. In conclusion, plagiarism is a conscious act coupled with indirect pressures scattered by academia. It is recommended to promote the culture of academic honesty among learners. In this regard, courses on preventing plagiarism, digital literacy, academic reading, and research writing should be integrated as a pre-requisite for a postgraduate research degree. It is also proposed to help learners embracing conscious networking skills and ownership of learning. Furthermore, contextual information literacy and plagiarism framework should be introduced.

scholarly journals Development of a framework for digital literacy

2019 ◽  
Vol 47 (2) ◽  
pp. 91-105 ◽  
Author(s):  
Julia Feerrar
Keyword(s):  
Focus Groups ◽  
Digital Literacy ◽  
Task Force ◽  
Communication Technologies ◽  
Information Communication ◽  
Content Type ◽  
Written Responses ◽  
Group Feedback ◽  
Competency Area

Purpose Institutions seeking to develop or expand digital literacy programs face the challenge of navigating varied definitions for digital literacy itself. In answer to this challenge, this paper aims to share a process for developing a shared framework for digital literacy at one institution, including drawing on themes in existing frameworks, soliciting campus feedback and making revisions. Design/methodology/approach A draft digital literacy framework was created following the work of an initial library task force. Focus groups were conducted to gather feedback on the framework and to identify areas for future development. Findings Focus groups yielded 38 written responses. Feedback themes related to gaps in the framework, structural suggestions and common challenges for learners. Themes in focus group feedback led to several framework revisions, including the addition of Curation as a competency area, the removal of information communication technologies as its own competency area, and the inclusion of Learner rather than Student at the center of the framework. Practical implications The approaches described in this case study can be adapted by those looking to create a shared framework or definition for digital literacy on their campuses, as well as to create or revise definitions for other related literacies. Originality/value This case study presents an adaptable process for getting started with broad digital literacy initiatives, within the context of existing digital literacy frameworks worldwide.

A Profile of Wine Tourism Entrepreneurs: Study in Portugal

2019 ◽  
Vol 6 (1) ◽  
pp. 25-39
Author(s):  
Adriana Backx Noronha Viana ◽  
Luísa Cagica Carvalho ◽  
Inna Sousa Paiva
Keyword(s):  
Qualitative Data ◽  
Qualitative Case Study ◽  
Innovation Capability ◽  
Critical Perspective ◽  
Case Study Methodology ◽  
Wine Tourism ◽  
Learning Capacity ◽  
Study Methodology

Background: Wine tourism is one of the tourism components adopted as part of Portugal’s strategy due to its eminence as a wine producer. Such strategy has received great prominence in recent years and aims to promote regional development from an economic, social, cultural and environmental perspective. The aim of this study was to understand the entrepreneur profile in this sector. Methods: The study uses a qualitative, case study methodology with data analysis and triangulation. In this study, a literature review of scientific studies was carried out on the scientific knowledge in the area of study from a critical perspective and an interview was conducted where qualitative data were collected. Results and Discussion: The entrepreneurs have shown the following characteristics: initiative, innovation capability, optimism, creativity, creative energy, tenacity, selfconfidence, capability for long term involvement with the project, and learning capacity. Conclusion: The study shows that most entrepreneurs state that they have established partnerships with other companies, particularly with restaurants, catering businesses, hotel units, tourism companies and companies that organize tours. This is one of the factors of economic importance recognized by another study which enables increased prominence of the company and widens the value of wine tourism.

Conclusion

2020 ◽  
pp. 698-719
Author(s):  
Ronald E. Rice ◽  
Simeon J. Yates ◽  
Jordana Blejmar
Keyword(s):  
Digital Technology ◽  
Digital Literacy ◽  
Theory Development ◽  
Policy Implications ◽  
Digital Culture ◽  
Future Research ◽  
Technology And Society ◽  
Ongoing Research ◽  
Positive Effects ◽  
Research Areas

We conclude the Handbook of Digital Technology and Society by identifying topics that appear in multiple chapters, are more unique to some chapters, and that represent general themes across the material. Each of these is considered separately for the ESRC theme chapters and the non-ESRC chapters. In the ESRC theme chapters, cross-cutting research topics include digital divides and inequalities; data and digital literacy; governance, regulation, and legislation; and the roles and impacts of major platforms. Cross-cutting challenges include methods; theory development, testing, and evaluation; ethics; big data; and multi-platform/holistic studies. Gaps include policy implications, and digital culture. In the non-ESRC chapters, more cross-cutting themes include future research and methods; technology venues; relationships; content and creation; culture and everyday life; theory; and societal effects. More unique, these were digitization of self; managing digital experience; names for the digital/social era; ethics; user groups; civic issues; health, and positive effects. The chapter also shows how the non-ESRC chapters may be clustered together based on their shared themes and subthemes, identifying two general themes of more micro and more macro topics. The identification of both more and less common topics and themes can provide the basis for understanding the landscape of prior research, what areas need to be included in ongoing research, and what research areas might benefit from more attention. The chapter ends with some recommendations for such ongoing and future research in the rich, important, and challenging area of digital technology and society.

Empowering professionalism in mission-oriented innovation

2021 ◽  
Author(s):  
Markus M Bugge ◽  
Fazilat Siddiq
Keyword(s):  
Digital Literacy ◽  
Primary Schools ◽  
Teaching Practices ◽  
Digital Technologies ◽  
Successful Implementation ◽  
Supply Side ◽  
Innovative Teaching ◽  
Teaching Tools

Abstract In the literature on mission-oriented innovation supply side and tech-oriented approaches have been complemented by broader and more inclusive societal approaches. Here, it is highlighted that both directionality and broad anchoring of diverse stakeholders across private, public, and civic domains are key to successful implementation. Still, it is unclear how these dimensions relate and unfold in practice. Using digital literacy in education as an example of mission-oriented innovation, this paper investigates what prerequisites and capabilities are needed to envision and govern such processes. Based upon a case study of innovative teaching practices in twenty-five classes at ten primary schools in Norway, the paper finds that the motivation, dedication, and engagement of the teachers is not primarily related to the digital technologies themselves, but to the professional and pedagogical anchoring of the digital teaching tools. The mobilization of the professionalism of the teachers is enabled by a process of balanced empowerment.

Post-digital prosumption and the sharing economy of space: The pay-per-minute cafe

2021 ◽  
pp. 146954052110220
Author(s):  
Alexandra Kviat
Keyword(s):  
Consumer Culture ◽  
Digital Technology ◽  
Sharing Economy ◽  
Digital Culture ◽  
Cultural Impact ◽  
Pricing Policy ◽  
Digital Platforms ◽  
Brick And Mortar ◽  
Physical Spaces

Although prosumption and the sharing economy are currently at the cutting edge of consumer culture research, little attempt has been made to explore the theoretical relationship between these concepts and approach them with a pluralistic, dynamic, nuanced and ethnographically informed lens moving beyond the dichotomies of capitalism versus anti-capitalism, rhetoric versus reality, exploitation versus empowerment and traditional versus digital consumer culture. This article addresses these gaps by focusing on the phenomenon of pay-per-minute cafes – physical spaces inspired by digital culture and meant to apply its principles in the brick-and-mortar servicescape. Drawing on a multi-site, multi-method case study of the world’s first pay-per-minute cafe franchise, the article shows a multitude of ways in which prosumption and the sharing economy, both shaped by different configurations of organisational culture, physical design, food offer and pricing policy, are conceived, interpreted and experienced by the firms and customers across the franchise and argues that conflicts and contradictions arising from this diversity cannot be reduced to the narrative of consumer exploitation. Finally, while both prosumption and the sharing economy are typically defined by the use of digital platforms, this article makes a case for a post-digital approach to consumer culture research, looking into the cultural impact of digital technology on traditional servicescapes.

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