scholarly journals Multidimensional Approaches to Examining Digital Literacies in the Contemporary Global Society

2019 ◽  
Vol 7 (2) ◽  
pp. 36-46 ◽  
Author(s):  
Kewman M. Lee ◽  
Sohee Park ◽  
Bong Gee Jang ◽  
Byeong-Young Cho
Keyword(s):  
Digital Literacy ◽  
Complex Analysis ◽  
Literacy Practices ◽  
Integrative Approach ◽  
Digital Literacies ◽  
Multiple Perspectives ◽  
Interpretive Inquiry ◽  
Recent Developments ◽  
Global World ◽  
Cognitive Perspectives

Literacy scholars have offered compelling theories about and methods for understanding the digital literacy practices of youth. However, little work has explored the possibility of an approach that would demonstrate how different perspectives on literacies might intersect and interconnect in order to better describe the multifaceted nature of youth digital literacies. In this conceptual article, we adopt the idea of theoretical triangulation in interpretive inquiry and explore how multiple perspectives can jointly contribute to constructing a nuanced description of young people’s literacies in today’s digitally mediated global world. For this purpose, we first suggest a triangulation framework that integrates sociocultural, affective, and cognitive perspectives on digital literacies, focusing on recent developments in these perspectives. We then use an example of discourse data from a globally connected online affinity space and demonstrate how our multidimensional framework can lead to a complex analysis and interpretation of the data. In particular, we describe the substance of one specific case of youth digital literacies from each of the three perspectives on literacy, which in turn converge to provide a complex account of such literacy practices. In conclusion, we discuss the promise and limitations of our integrative approach to studying the digital literacy practices of youth.

Technology in Education, Win or Fail?

2022 ◽  
pp. 243-266
Author(s):  
Elizabeth Gound
Keyword(s):  
Digital Literacy ◽  
Teacher Educators ◽  
Literacy Practices ◽  
Technology In Education ◽  
Digital Literacies ◽  
Preparation Programs ◽  
Educator Preparation ◽  
Integration Of Technology ◽  
Technology Instruction ◽  
Educator Preparation Program

Educator preparation programs and institutional polices should provide background knowledge and experience with digital literacies and emerging technologies in coursework and strategies. The emphasis on the integration of technology instruction is relevant in the literature today. This chapter will explore the intersections and disjunctures between digital literacy practices in an educator preparation program and personal digital literacy use from a recent study that examined the digital literacies of six teacher educators. The chapter will be organized into sections, examining technology tools, digital interactions, and online resources applied classrooms.

Establishing reliability and validity of an instrument to measure digital literacy practices and perceptions in higher education

2021 ◽  
pp. 33-37
Author(s):  
B. Braktia ◽  
L. E. Haas ◽  
A. M. Montenegro Sanchez ◽  
A. V. Koptelov
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Faculty Perceptions ◽  
Reliability And Validity ◽  
Digital Literacies ◽  
University Professors ◽  
Relationship Patterns ◽  
Valid Instrument

The purpose of this study was to develop a reliable and valid instrument to explore the perceptions and practices of university professors and instructors with regards to digital literacy practices in the field of education. The Exploratory Factor Analysis (EFA) revealed four factors with eigenvalues greater than one. The 20-item instrument explained 65.08 % of the variance in relationship patterns among items: 36.49 % — F1: “Digital literacies help me teach”, 11.02 % — F2: “I have digital literacy competency and resources”, 8.99 % — F3: “Digital literacies support student learning”, and 8.58 % — F4: “Students are competent with digital literacy”. The instrument was deemed as reliable in determining faculty perceptions and practices.

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 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.

Digital Literacies in Early Childhood

2018 ◽  
Author(s):  
Fiona Scott ◽  
Jackie Marsh
Keyword(s):  
Early Childhood ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Early Years ◽  
Digital Literacies ◽  
Diverse Range ◽  
Communicative Practices ◽  
Theoretical Approaches ◽  
Starting Point ◽  
Children's Literacy

The study of digital literacies in early childhood (0–8 years) is an emergent and fast-growing area of scholarship. Young children’s communicative practices are today more complex and diverse in scope than ever before, encompassing both “traditional” reading and writing and a growing range of “new” communicative competencies across multiple digital media contexts. Scholars are increasingly interested in children’s literacy practices outside traditional print-based texts, and the theory of multimodality helps them to understand children’s communicative practices in relation to a range of modes, including those present in digital technology. At the same time, the boundaries between what constitutes “digital” and “traditional” literacies are themselves blurred. Multiple academic disciplines have contributed to our understanding of children’s digital literacy practices. Numerous definitions for digital literacy or literacies exist, and scholars have proposed a range of theoretical approaches to the topic. Bill Green’s “3D model” of literacy provides a useful starting point for understanding the different dimensions of children’s digital literacy: operational, cultural, and critical. It is acknowledged that children’s digital literacy practices are specific to particular social and cultural contexts. In particular, scholars have identified important differences between accepted literacy practices in schools and early years’ settings (“school literacies”) and children’s literacy practices in a socioculturally diverse range of home settings (“home literacies”). A growing field of research is explicitly concerned with the unique skills developed at home, as children learn to produce and interpret a range of “new” digital and multimodal texts. At the same time, numerous scholars have suggested that there is still a general lack of progress with regard to early years’ practitioners’ use of technology in the curriculum. Gaps and absences in knowledge still exist, and it will be important for scholars over the coming years to continue research into young children’s digital literacy practices, both in homes and communities and across early years’ settings.

Pre-Service Teachers' Digital Competencies to Support School Students' Digital Literacies

2020 ◽  
pp. 29-46 ◽  
Author(s):  
Damian Maher
Keyword(s):  
Young People ◽  
Digital Literacy ◽  
Literacy Development ◽  
Literacy Practices ◽  
Digital Games ◽  
Digital Literacies ◽  
School Students ◽  
Digital Competencies ◽  
Critical Understanding ◽  
University Training

The chapter has two main foci. The first focus is on the types of literacy practices needed by young people to work in a contemporary digital environment. Policies that impact on the development of digital literacy development are explored. The aspects underpinning digital literacy are examined and a sociocultural approach explained. Aspects of safety and ethics are focused on. The first half concludes by discussing digital games and ways these can be used to develop digital literacies in schools. The second focus is on the digital competencies that pre-service teachers can develop to support teaching of digital literacies. Different models for developing digital competencies are outlined. The aspect of critical understanding is then examined. This is followed by exploring digital story telling. Important considerations for developing digital competencies within and beyond university training are examined. The chapter then provides some suggestions for further research in this field.

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 The role of libraries in teaching doctoral students to become information-literate researchers

2019 ◽  
Vol 120 (3/4) ◽  
pp. 158-172 ◽  
Author(s):  
Sharon Ince ◽  
Christopher Hoadley ◽  
Paul A. Kirschner
Keyword(s):  
Graduate Students ◽  
Doctoral Students ◽  
Information Literacy ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Empirical Studies ◽  
Literacy Skills ◽  
Content Type ◽  
Skill Sets ◽  
Types Of Information

PurposeThis paper aims to review current literature pertaining to information literacy and digital literacy skills and practices within the research workflow for doctoral students and makes recommendations for how libraries (and others) can foster skill-sets for graduate student research workflows for the twenty-first century scholarly researcher.Design/methodology/approachA review of existing information literacy practices for doctoral students was conducted, and four key areas of knowledge were identified and discussed.FindingsThe findings validate the need for graduate students to have training in information literacy, information management, knowledge management and scholarly communication. It recommends empirical studies to be conducted to inform future practices for doctoral students.Practical implicationsThis paper offers four areas of training to be considered by librarians and faculty advisers to better prepare scholars for their future.Originality/valueThis paper presents a distinctive synthesis of the types of information literacy and digital literacy skills needed by graduate students.

scholarly journals Using playful methods to understand children’s digital literacies

2021 ◽  
Author(s):  
Pekka Mertala
Keyword(s):  
Digital Literacy ◽  
Research Data ◽  
Research Approach ◽  
Research Projects ◽  
Digital Literacies ◽  
Research Project ◽  
Childhood Education ◽  
Context Sensitive ◽  
The Individual ◽  
Meaningful Research

This chapter is the final for Section 3 and in many ways stands as an example of how many of the individual elements presented thus far in the book, can come together in a holistic way. This chapter demonstrates how we can adopt play, make it unique to the project and the children and still arrive at meaningful research data. This chapter describes a research project wherein 3- to 6-year-old Finnish children’s digital literacies were studied and supported via playful methods. The key theses this chapter advocates are:-The use of playful methods in early childhood education (ECE) research is one way to acknowledge and respect the characteristics of the research context.-The ambiguity of play should be acknowledged when planning, conducting, and evaluating playful research projects.-Studying and supporting children’s digital literacies do not always require digital devices.The chapter is structured as follows. First, a reflective discussion on the ambiguity of play and the use of playful methods as a context-sensitive research approach is presented. Then, an overview of the research project and its objectives are provided. In the end, three concrete examples of how the children’s digital literacy was studied and supported using playful methods are given.

Sign in / Sign up

Export Citation Format

Share Document