scholarly journals Assembling “Digital Literacies”: Contingent Pasts, Possible Futures

2019 ◽  
Vol 7 (2) ◽  
pp. 14-24 ◽  
Author(s):  
T. Philip Nichols ◽  
Amy Stornaiuolo
Keyword(s):  
Media Literacy ◽  
Information Literacy ◽  
Digital Literacy ◽  
Computer Literacy ◽  
Communication Technologies ◽  
Mobile Technologies ◽  
Digital Literacies ◽  
Research And Practice ◽  
Economic Relations ◽  
Digital Environments

In this article, we examine the historical emergence of the concept of “digital literacy” in education to consider how key insights from its past might be of use in addressing the ethical and political challenges now being raised by connective media and mobile technologies. While contemporary uses of digital literacy are broadly associated with access, evaluation, curation, and production of information in digital environments, we trace the concept’s genealogy to a time before this tentative agreement was reached—when diverse scholarly lineages (e.g., computer literacy, information literacy, media literacy) were competing to shape the educational agenda for emerging communication technologies. Using assemblage theory, we map those meanings that have persisted in our present articulations of digital literacy, as well as those that were abandoned along the way. We demonstrate that our inherited conceptions of digital literacy have prioritized the interplay of users, devices, and content over earlier concerns about technical infrastructures and socio-economic relations. This legacy, we argue, contributes to digital literacy’s inadequacies in addressing contemporary dilemmas related to surveillance, control, and profit motives in connective environments. We propose a multidimensional framework for understanding digital literacies that works to reintegrate some of these earlier concerns and conclude by considering how such an orientation might open pathways for education research and practice.

scholarly journals Awareness about Media and Information Literacy among Research Scholars of Pondicherry University

2021 ◽  
Vol 41 (4) ◽  
pp. 250-259
Author(s):  
A. Logeswari ◽  
Chennupati K. Ramaiah ◽  
Somipam R. Shimray ◽  
Chennupati Deepti
Keyword(s):  
Media Literacy ◽  
Information Literacy ◽  
Digital Literacy ◽  
Computer Literacy ◽  
Training Needs ◽  
Survey Method ◽  
Critical Approach ◽  
Conducting Research ◽  
News Literacy

Media and Information Literacy (MIL) emphasises a critical approach to literacy to enables people to question critically what they have read, heard and learned. It is requireed in all levels of education and more so to reserach scholars. The aim of the study is to find the awareness and use of MIL tools by research scholars of Pondicherry University. The objectives are: a) to identify the level of awareness in MIL among research scholars; b) to assess the usefulness and relevance of MIL among research scholars; c) to identify the training needs of research scholars in MIL; d) to determine the problems faced by the researches scholars of Pondicherry University while using MIL tools; and e) to suggest the best methods of delivering MIL training to the research scholars of Pondicherry University. The survey method and quesionanire tool are used in conducting this study. Of the total 13 schools, due to time limiation research scholars working in 10 schools were taken as sample. A majority of the respondents are aware of the term MIL and that enables them to save time. Most of the respondents use journals/papers followed by internet for conducting research. The majority (75.49 %) of them preferred 1-2 weeks of workshop-based training on MIL. MIL syllabus may cover media literacy (75.49 %), information literacy (86.27 %), computer literacy (77.45 %), digital literacy (54.9 %), literary literacy (71.57 %), and news literacy (73.53 %). A majority (62.74 %) of the scholars do not know on MIL initiatives in India. Therefore, UGC may have to take necessary steps in implementing the same.

scholarly journals РАЗВИТИЕ ИНФОРМАЦИОННОЙ ГРАМОТНОСТИ УЧАЩИХСЯ В УСЛОВИЯХ СЕЛЬСКОЙ ШКОЛЫ

2020 ◽  
Author(s):  
Marina Aleksandrova ◽  
Aleksandr Shirin ◽  
Sergey Taykov
Keyword(s):  
Information And Communication Technologies ◽  
Information Literacy ◽  
Rural Schools ◽  
Computer Literacy ◽  
Development Program ◽  
Communication Technologies ◽  
School Students ◽  
Local Networks ◽  
Literacy Knowledge ◽  
Information And Communication

Описаны вопросы разновозрастного обучения в сельской школе. Представлены основные компоненты информационной грамотности учащихся школы (получение информации; оценка информации; использование информации). Раскрыто понятие «информация». Изучена связь информационной грамотности с такими видами грамотности, как сетевая грамотность (умение анализировать данные, поступающие из социальных сетей); цифровая грамотность (умение воспринимать и применять информацию с помощью компьютера); интернет-грамотность (умение критически оценивать информацию из сети Интернет); компьютерная грамотность (способность грамотно применять информационно-коммуникационные технологии для решения поставленных задач); медиаграмотность (способности, необходимые для взаимодействия с данными, информацией и знаниями). We described the issues of different age education in a rural school and presented the main components of information literacy of school students (obtaining information; evaluating information; using information). The concept of “information” is disclosed. We studied the relationship of information literacy with such types as network literacy (the ability to analyze, collect and use information coming from social networks); digital literacy (the ability to understand and use information provided by a variety of formats and sources using a computer); internet literacy; computer literacy (knowledge, skills and abilities necessary for understanding information and communication technologies, including hardware, software, systems, networks (local networks and the Internet)); media literacy (knowledge, skills and abilities necessary for understanding all means of (mass) communication and formats in which the creation, storage, transmission and presentation of data, information and knowledge is carried out). We gave examples and analysis of the current situation in rural schools, the reasons why it is necessary to develop and implement information and communication technologies in small schools and the practice of their application. We also described the main directions of development of teachers in rural schools (areas that require special attention when designing a development program for a particular school) and the conditions that are necessary for this.

scholarly journals Profil Literasi Informasi Pustakawan Indonesia

2016 ◽  
Vol 12 (1) ◽  
pp. 1 ◽  
Author(s):  
Arief Wicaksono
Keyword(s):  
Information Literacy ◽  
Digital Literacy ◽  
Personal Development ◽  
Computer Literacy ◽  
English Language ◽  
Educational Background ◽  
Literacy Skills ◽  
External Factors ◽  
Information Literacy Skills ◽  
Internal And External Factors

Information literacy is one of the competencies of the library profession. Information literacy is needed in the work of librarianship. Reference service, the key determinant of library status in the society, requires competencies in information literacy. The purpose of this study is to find out how librarians in Indonesia meet the requirement of information literacy competencies and what factors affect the mastery of information literacy. This study is a qualitative research with literature survey. Based on the existing literature, the hypothesis was developed that librarians of Indonesia have information literacy skills if their personal development are supported by both internal and external factors. Internal factors comprise motivation (encouragement of work, efforts to achieve success, material and non-material motivation), attitudes towards the profession (job satisfaction, professional satisfaction, and organizational commitment), and other knowledge-skill-attitude (knowledge, computer literacy, digital literacy, and English language skills), educational background, and level of education. While external factors include availability of computers and Internet network, library policy to support the development of information literacy of librarians.

Knowledge visualization and mapping of information literacy, 1975–2018

IFLA Journal ◽  
2020 ◽  
Vol 46 (2) ◽  
pp. 107-123 ◽  
Author(s):  
Omwoyo Bosire Onyancha
Keyword(s):  
Social Sciences ◽  
Media Literacy ◽  
Information Literacy ◽  
Digital Literacy ◽  
Scientific Literacy ◽  
Library Instruction ◽  
Knowledge Visualization ◽  
Complex Information ◽  
Effective Delivery ◽  
Scopus Database

This article examines the evolution of information literacy over 43 years (from 1975 to 2018), using knowledge visualization and mapping of its literature, as indexed in the Scopus database. Results reveal that information literacy has evolved from being a library- and/or librarianship-oriented concept to a multidisciplinary field and is no longer restricted to social sciences but is spread across 27 disciplines in Scopus’ subject classification. New literacies have emerged after 2000 to include digital literacy, media literacy, health literacy, business information literacy, metaliteracy, content literacy, workplace information literacy, scientific literacy and science literacy. Library instruction remains a prominent method of information literacy delivery in academic libraries. We conclude that information literacy is dynamic and spread across many disciplines and would, therefore, require interdisciplinary and collaborative approaches for its effective delivery in what is turning out to be diverse and complex information and learning environments.

Perspectives on Media Literacy, Digital Literacy and Information Literacy

2012 ◽  
pp. 28-33 ◽  
Author(s):  
Monica Fantin
Keyword(s):  
Media Literacy ◽  
Information Literacy ◽  
Digital Literacy ◽  
Cultural Landscape ◽  
Writing Skills ◽  
Media Education ◽  
Literacy Programs ◽  
Digital Culture ◽  
Reading And Writing ◽  
Definition Of

The cultural landscape poses different challenges for teachers. Beyond developing reading and writing skills, it is necessary to emerge in the digital culture and master the different codes of different languages. In this context, media education studies discuss the educational possibilities of interpreting, problematizing, and producing different kinds of texts in critical and creative ways, through the use of all means, languages and technologies available. Considering that media cannot be excluded from literacy programs, it is essential to reflect on the definition of “literate” today. These reflections examine the resignification of concepts like literacy, media literacy, digital literacy and information literacy.

scholarly journals O SCRATCH e suas possibilidades pedagógicas no ensino de língua inglesa pela abordagem dos gêneros do discurso

2018 ◽  
Vol 11 (4) ◽  
pp. 554
Author(s):  
José Mauro Souza Uchôa ◽  
Aline Kieling Juliano Honorato Santos
Keyword(s):  
Information And Communication Technologies ◽  
Human Activity ◽  
Digital Literacy ◽  
Social Practice ◽  
Language Teaching ◽  
Communication Technologies ◽  
Language Practices ◽  
Digital Tool ◽  
Digital Environments ◽  
Information And Communication

Language permeates all fields of human activity. Its use can be observed in the most ancient symbolic manifestations. With the rise of information and communication technologies, new language practices are experienced. They are types of statements organized by genres of discourse that have configurations according to the supports and the different fields of human activity. From a conception of language such as social practice and the notion of genre of Bakhtin’s circle, this article aims to present the multimodal elements that constitute Scratch, a digital tool used in the programming of narratives, games and multimedia animations, evidencing their pedagogical possibilities in the field of language teaching. For this, it dialogues with theoretical and methodological assumptions that guide the didactic modeling from genres as instruments of teaching, able to promote the development of action and linguistic-discursive capacities. The adoption of Scratch as a pedagogical resource motivates the authorship of content in digital environments and allows the development of digital literacy through language in practices.

scholarly journals A Scientometric Study of Digital Literacy, ICT Literacy, Information Literacy, and Media Literacy

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Hyejin Park ◽  
Han Sung Kim ◽  
Han Woo Park
Keyword(s):  
Media Literacy ◽  
Information Literacy ◽  
Digital Literacy ◽  
Social Impact ◽  
Computational Thinking ◽  
Language Education ◽  
Research Trends ◽  
Ict Literacy ◽  
Academic Communities ◽  
Scientometric Study

AbstractPurposeDigital literacy and related fields have received interests from scholars and practitioners for more than 20 years; nonetheless, academic communities need to systematically review how the fields have developed. This study aims to investigate the research trends of digital literacy and related concepts since the year of 2000, especially in education.Design/methodology/approachThe current study analyzes keywords, co-authorship, and cited publications in digital literacy through the scientometric method. The journal articles have been retrieved from the WoS (Web of Science) using four keywords: “Digital literacy,” “ICT literacy,” “information literacy,” and “media literacy.” Further, keywords, publications, and co-authorship are examined and further classified into clusters for more in-depth investigation.FindingsDigital literacy is a multidisciplinary field that widely embraces literacy, ICT, the Internet, computer skill proficiency, science, nursing, health, and language education. The participants, or study subjects, in digital literacy research range from primary students to professionals, and the co-authorship clusters are distinctive by countries in America and Europe.Research limitationsThis paper analyzes one fixed chunk of a dataset obtained by searching for all four keywords at once. Further studies will retrieve the data from diverse disciplines and will trace the change of the leading research themes by time spans.Practical implicationsTo shed light on the findings, using customized digital literacy curriculums and technology is critical for learners at different ages to nurture digital literacy according to their learning aims. They need to cultivate their understanding of the social impact of exploiting technology and computational thinking. To increase the originality of digital literacy-related studies, researchers from different countries and cultures may collaborate to investigate a broader range of digital literacy environments.Originality/valueThe present study reviews research trends in digital literacy and related areas by performing a scientometric study to analyze multidimensional aspects in the fields, including keywords, journal titles, co-authorship, and cited publications.

scholarly journals A Modern Computer Literacy Course from the Point of View of the New Third Age Generation

2021 ◽  
Vol 25 (6) ◽  
pp. 4-12
Author(s):  
E. V. Grokhotova ◽  
D. A. Barkhatova
Keyword(s):  
Older People ◽  
Information And Communication Technologies ◽  
Digital Literacy ◽  
Computer Literacy ◽  
Communication Technologies ◽  
Point Of View ◽  
Development Fund ◽  
Third Age ◽  
Information And Communication ◽  
Literacy Course

The purpose of the study is to identify the needs, attitude and experience of third-age people in the field of using information and communication technologies in the modern stage of informatization. The modern system of additional education for older people in the field of computer literacy is now very outdated and in need of modernization. The transformation of the needs of this category of people for new knowledge and skills is caused by the rapid pace of development of digitalization, the growth of the range of electronic services and the expansion of opportunities associated with the use of information and communication technologies. The involvement of older people in these processes and the need to adapt to a new way of life actualizes the need to study what a modern digital literacy course should be from the point of view of people of the third age, namely, it is necessary to determine their needs for computer training, the experience and resources that they have.Materials and methods. The study was conducted from 2016 to 2019 on the basis of the Municipal government institution of the city of Novosibirsk “Coordination Center “Active City” among 214 people, studying under the program “Academy of Computer Literacy”, dedicated to the basics of working with computers and the Internet, organized with the support of the social programs’ development fund named after L.I. Sidorenko.The research carried out a theoretical analysis of psychological, pedagogical and scientific literature on the research topic, questioning and polling of respondents, analysis and generalization of the data obtained. The main objectives were: a) to reveal the information and communication technology resources available to respondents at home; b) to discover the motivating factors that determine the need for training in the field of computer literacy; c) to identify the requirement for the content of the computer literacy course in modern conditions in accordance with the requirements of the respondents; d) to analyze how these requirements are manifested in different age groups: 55-60 years old, 61-70 years old, 71-80 years old and over 80 years old.Results. The results of the study show the need to develop a course, not computer, but digital literacy of a new format, with the nature of flexibility, contributing to the satisfaction of any need to eliminate the problems of information activity at any level: low, intermediate or advanced. In addition, the rapidly changing information technology necessitates the provision of training that will enable the elderly person in the future to deal with any new and unknown technology. It is very important to adapt modern retirees to the new digital reality, teach them to interact with it and understand the principles of the device.Conclusion. These studies are the basis and prove the need to revise existing computer literacy courses and develop new content and teaching methods that take into account the modern needs of third age people.

scholarly journals Alfabetización digital en la educación. Revisión sistemática de la producción científica en Scopus

2021 ◽  
Vol 21 (66) ◽  
Author(s):  
Carlos Enrique George Reyes ◽  
Raidell Avello-Martínez
Keyword(s):  
Media Literacy ◽  
Digital Literacy ◽  
Computer Literacy ◽  
Literacy Education ◽  
Education Access ◽  
Revisión Sistemática ◽  
Alfabetización Informacional ◽  
Diachronic Study ◽  
Share Information ◽  
Alfabetización Digital

La incorporación de las tecnologías en los escenarios de interacción social ha propiciado cambios en la forma en la que las personas se comunican, aprenden y comparten información. En la educación, el acceso y la masificación de la infraestructura digital ha provocado la necesidad de conceptualizar y reconceptualizar desde diversas aristas el término alfabetización digital como una forma de comprender cuales son las habilidades que se necesitan para poder participar en un mundo hiperconectado. En este trabajo se realizó una revisión sistemática de la bibliografía relacionada con el tema utilizando la base de datos Scopus. Se elaboró un estudio diacrónico que examinó 138 artículos obtenidos a partir de los términos digital literacy, education y school. Se identificó una conceptualización temprana basada en la necesidad de incorporar habilidades para usar instrumentalmente las tecnologías, y una reconceptualización contemporánea en la que se supera la idea que dominar el hardware y software es suficiente para considerar a una persona digitalmente alfabetizada. Se concluye que, para hacer conceptualizaciones de alfabetización digital, necesariamente se deben considerar términos como alfabetización informacional, alfabetización computacional y alfabetización mediática, ya que sobre estos parámetros se articulan las nuevas alfabetizaciones basadas en la incorporación de las tecnologías en la educación. The incorporation of technologies in scenarios of social interaction has led to changes in the way in which people communicate, learn and share information. In education, access and massification of digital infrastructure has led to the need to conceptualize and reconceptualize the term digital literacy from various angles as a way of understanding what are the skills needed to participate in a hyperconnected world. In this work, a systematic review of the bibliography related to the topic was carried out using the Scopus database. A diachronic study was carried out that examined 138 articles obtained from the terms digital literacy, education and school. An early conceptualization based on the need to incorporate skills to use technologies instrumentally was identified, and a contemporary reconceptualization in which the idea that mastering hardware and software is enough to consider a person digitally literate is overcome. It is concluded that, in order to make digital literacy conceptualizations, terms such as information literacy, computer literacy and media literacy must necessarily be considered, since new literacies based on the incorporation of technologies in education are articulated on these parameters.

scholarly journals Competência virtual para a mediação da informação e do conhecimento (virtual literacy)

2008 ◽  
Vol 6 (2) ◽  
pp. 64
Author(s):  
Daniela Melaré Vieira Barros
Keyword(s):  
Media Literacy ◽  
Information Literacy ◽  
Digital Literacy

O presente trabalho tem por objetivo apresentar possibilidades de uso da tecnologia na gestão da informação científica, em sua divulgação e na transformação do conhecimento em forma digital, acessível a todas as pessoas, sem restrição. Para tanto, as teorias que subsidiam este trabalho são a information literacy, a virtual literacy, a media literacy e a digital literacy. Essas teorias são as bases da competência de uso da tecnologia com seus elementos centrais para o processo de divulgação científica mediante recursos educativos. A seguir, destacaremos as referências e os padrões de uso dessa competência para esse trabalho, sua aplicação e a viabilização de procedimentos. 

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