scholarly journals Digital Literacy Learning In Higher Education Through Digital Storytelling Approach

2017 ◽  
Vol 13 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Banny S. K. Chan ◽  
Daniel Churchill ◽  
Thomas K. F. Chiu
Keyword(s):  
Digital Media ◽  
Digital Literacy ◽  
Digital Storytelling ◽  
Literacy Learning ◽  
Digital Transformation ◽  
Literacy Skills ◽  
Small Scale ◽  
Digital Competence ◽  
Classroom Activities ◽  
Purposive Sample

It is necessary to develop digital literacy skills with which students can communicate and express their ideas effectively using digital media. The educational sectors around the world are beginning to incorporate digital literacy into the curriculum. Digital storytelling, one of the possible classroom activities, is an approach which may help engage and motivate students to learn digital literacy skills. To investigate this approach, the present small-scale study employs the methods including interviewing and analysing the artefacts of three students selected from a purposive sample on a multimedia course. The findings indicate that the three students have improved in terms of three aspects of digital literacy skills, namely, digital competence, digital usage and digital transformation regardless of their prior knowledge and levels of digital literacy. 

scholarly journals Using Digital Media in Civics Education Learning Subject to Develop Santri's Digital Literacy at the Age of Technology Disruption

2019 ◽  
Vol 8 (5C) ◽  
pp. 818-823
Keyword(s):  
Data Collection ◽  
Digital Media ◽  
Digital Literacy ◽  
Community Education ◽  
Development Strategies ◽  
Literacy Skills ◽  
Research Subjects ◽  
Digital Competence ◽  
Civics Education ◽  
Data Collection Technique

This research aims to describe the development strategies of students' (Santri) digital literacy skills in modern Islamic boarding schools through Civics Education Learning Community Education. Civics Education is a school subject that has a strategic role in shaping the young citizens' digital competence. The development of digital literacy in Santri discussed in this research is divided into two aspects, among others are the technology literacy and information literacy. This research is designed with qualitative research methods. The data collection technique applied purposive sampling. The research subjects were both students and teachers of Civics Education subject in Modern Islamic Boarding School. The data collection technique carried out by applying interview techniques, observation and document analysis. The data analysis techniques cover the data reduction, data presentation, conclusion, and verification. Before conducting this research regarding the Santri's digital literacy development strategies, researchers first explored santri's digital literacy skills. The results of this research indicated that, there is a digital divide phenomenon among the santri(s)' attitudes and pesantren with regard to current policies using technological advancements. Then, the development of digital literacy skills is identifiable from the learning and evaluation process. The development of digital literacy skills through the learning process of Civics Education carried out through using digital media. It effectively helps santri develop their skills using technology, in addition to developing santri(s') in processing information through digital media. The Santri's learning skills in using digital media using the Civics Education reflects common effective strategies in developing their skills in realizing information, searching, and using information

scholarly journals Turkish Teachers’ Views Regarding the Use of Digital Story Telling in Turkish Lessons

2021 ◽  
Vol 9 (2) ◽  
pp. 111
Author(s):  
Bahar Doğan Kahtali ◽  
Gülşah Gençer
Keyword(s):  
Digital Media ◽  
Digital Literacy ◽  
Digital Storytelling ◽  
Structured Interview ◽  
Literacy Skills ◽  
Detailed Knowledge ◽  
Effective Learning ◽  
Purposeful Sampling ◽  
Basic Language

With some innovations brought by the age of technology and science, storytelling has also gained different dimensions. Digital storytelling has emerged with the addition of elements such as sound, video, image, effect and music to traditional storytelling and sharing these stories on digital media. In this study, it was aimed to determine the views of Turkish teachers about using digital storytelling in Turkish lessons. Case study, one of the qualitative research methods, was used in the study. The participants of the study consisted of 20 Turkish teachers who were determined through easily accessible situation sampling, one of purposeful sampling methods. The “Semi-Structured Interview Form” developed by the researchers was used to determine the teachers’ views on using digital storytelling in their lessons. Teachers’ views were analyzed through content analysis. As a result of the research, it was seen that most of the teachers did not have detailed knowledge about digital storytelling. It was determined that the digital literacy skills of teachers were not at the desired level. Teachers stated that they consider digital storytelling as a suitable teaching tool to be used in Turkish lessons, digital storytelling is an effective learning tool and that can support the development of the four basic language skills, especially listening and writing skills.

scholarly journals Social Bots and Fake News as (not) seen from the Viewpoint of Digital Education Frameworks

2017 ◽  
Vol 2017 (Occasional Papers) ◽  
pp. 61-80 ◽  
Author(s):  
Dietmar Janetzko
Keyword(s):  
Digital Media ◽  
Digital Literacy ◽  
Global Scale ◽  
Academic Disciplines ◽  
Fake News ◽  
Digital Competence ◽  
Digital Education ◽  
Research Activities ◽  
Set Up ◽  
The Eu

Over recent years, international organisations like the EU and UNESCO have set up a number of proposals, models and frameworks that seek (i) to map and to conceptualize digital literacy and related concepts, e. g. information, digital or media literacy, digital competence, digital skills and (ii) to formulate policies and recommendations based on the conceptualizations developed. The resulting frameworks, such as Digital Competence (DigComp) developed by the EU, or Media and Information Literacy (MIL) developed by UNESCO, have a strong formative power on a global scale. Affected are policies, laws, regulations, research activities, and academic disciplines like media pedagogy and mindsets. Do these frameworks consider the effects of disruptive attempts by digital media to intervene in public debates e. g. social bots, fake news and other manifestations of biased or false information online? Do they offer avenues for reflection and action to address them? Guided by these questions, this paper studies the flagship frameworks on digital education of the EU and UNESCO, DigComp and MIL. It finds biases in both frameworks. To different degrees, both tend to overemphasize the practical and instrumental use of digital literacy.

How to Use Parody and Humour to Teach Digital Literacy

2016 ◽  
pp. 423-435
Author(s):  
Luis Pereira
Keyword(s):  
Critical Thinking ◽  
Young People ◽  
Digital Media ◽  
Digital Literacy ◽  
Literacy Skills ◽  
Practical Approach ◽  
Digital Skills ◽  
The Impact

Based on the assumption digital literacy needs a practical approach and actions, this chapter presents an initiative that intends to develop digital skills in a very creative way. Considering the challenge educators (for instance, teachers or librarians) face to promote digital literacy skills especially to young people in a very engaging way, some training was developed to create a possible answer to that problem. This chapter discusses the impact of that initiative that highlights the potential of humour and parody that we can find on digital media to teach digital literacy. According to some attendants, this approach was creative, engaging and built in their minds alternative paths to explore digital literacy and critical thinking.

scholarly journals Information literacy and digital competence of teachers in the age of digital transformation

2021 ◽  
Vol 273 ◽  
pp. 12077
Author(s):  
Konstantin Zakharov ◽  
Aleksandra Komarova ◽  
Tatiana Baranova ◽  
Elena Gulk
Keyword(s):  
Digital Literacy ◽  
Teaching And Learning ◽  
Digital Transformation ◽  
Diagnostic Tools ◽  
Traditional Teaching ◽  
Digital Competence ◽  
Engineering Programs ◽  
Digital Resource ◽  
Ict Competence ◽  
Digital Competency

The study discusses the specifics of digital literacy and digital competence of a big community of teachers in one of the regions of St. Petersburg. It contains the calculations of digital literacy indices and digital competency index of the teachers that were made using the range of diagnostic tools of NAFI research center. It was found that today teachers are most advanced in content and assessment, while digital resource technology and management is the least developed field of pedagogical activity where digital technologies are applied. Two levels of digital transformation are introduced in the teaching and learning process - replacement and improvement, to ensure that the zone of traditional teaching is operative. For teachers to be able to transfer successfully to the zone of pedagogical engineering, programs have to be developed to provide psychological and pedagogical support as they improve their ICT competence.

Digital Storytelling and Digital Literacy

2017 ◽  
pp. 151-171 ◽  
Author(s):  
Kijpokin Kasemsap
Keyword(s):  
Communication Technology ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Digital Technologies ◽  
Technical Skills ◽  
Literacy Skills ◽  
Learning Performance ◽  
Modern Education ◽  
Information And Communication

This chapter reveals the overview of digital technologies; the overview of digital storytelling in education; and the overview of digital literacy in education. Digital storytelling and digital literacy are very important in modern education. Digital storytelling is used to improve student's learning through multimedia in the modern classrooms. Digital storytelling is the expressive medium that can explain even the most intricate topics in depth, integrating it with the rest of the curriculum. Digital literacy is the ability to use Information and Communication Technology (ICT) to find, evaluate, create, and communicate information, requiring both cognitive and technical skills. Digital literacy leads to the great increases in information that can be conveniently accessed. The chapter argues that developing digital storytelling and digital literacy skills has the potential to improve both teaching and learning performance in modern education.

Navigating 21st Century Multimodal Textual Environments

2017 ◽  
pp. 1131-1151
Author(s):  
Muriel Wells ◽  
Damien Lyons
Keyword(s):  
21St Century ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Literacy Learning ◽  
Literacy Skills ◽  
Contextual Understanding ◽  
The World ◽  
Constant State ◽  
Technological World

In the 21st century young people live and learn in a technological world that is fast paced and in a constant state of change. As technology becomes more and more accessible outside of the classroom, educators are challenged to re-consider the literacy skills required to be successfully literate. Enacting literacy teaching and learning in and for the 21st century requires teachers to update their pedagogical knowledge, skills and contextual understanding of the world children live and learn in. This chapter offers a brief overview of the Australian Curriculum, locating it within a 21st century learning discourse. The authors interpret and analyse one young student's creation of a digital text in a movie modality. Attention is paid to how the case study teacher created meaningful digital literacy learning experiences and opportunities for children to create and interact in social, multimodal textual environments, both within and beyond the school.

scholarly journals Pengembangan Literasi Digital untuk Meningkatkan Kemampuan Membaca

2020 ◽  
Vol 3 (4) ◽  
pp. 690
Author(s):  
Sri Fatikha Khoeriyah
Keyword(s):  
Digital Media ◽  
Digital Literacy ◽  
Rapid Development ◽  
Literacy Skills ◽  
Knowledge Development ◽  
Reading Literacy ◽  
Global Competition ◽  
Student Knowledge ◽  
Good Reading

<p><em>The rapid development of technology today should be the main key in efforts to develop students' abilities and skills in the field of education and the learning process in dealing with the world of technology and information. The support and role of education is expected to increase the nation's competitiveness in the midst of global competition. The openness of information technology should be balanced with the progress of good reading literacy, but in Indonesia in particular, reading literacy skills for children are still at the bottom. Therefore, the development of digital literacy is expected to be a benchmark and a supporting factor in the development of student knowledge that can be accessed by digital media around the environment such as mobile phones, computers, laptops, etc. This article proposes a new conceptual framework for the concept of digital literacy, combining five types of literacy: (a) photovisual literacy; (b) reproductive literacy; (c) information literacy; (d) branched literacy; and (e) socio-emotional literacy that can support knowledge development.</em></p>

Talk Around Digital Texts

2018 ◽  
Vol 9 (3) ◽  
pp. 39-51
Author(s):  
Jonathon Adams
Keyword(s):  
Digital Media ◽  
Digital Literacy ◽  
English Language ◽  
Interaction Analysis ◽  
Multimodal Interaction ◽  
Literacy Skills ◽  
Web Based ◽  
Face To Face ◽  
Language Class ◽  
Wide Range

Digital, web-based texts as a resource for the classroom present new ways of making meaning as learners draw on a wide range of communicative resources such as gaze and gesture to access and read them. This study employed a multimodal interaction analysis framework to examine an English language class of Japanese university students explaining online video stories face-to-face in a university in Japan. The findings identified a gap in the digital literacy skills the teacher assumed the learners possessed and the actual digital literacy skills required for successful completion of the classroom activity. The findings challenge the assumption that young learners are ‘digital natives', being capable of using technology for the specific purposes required in the class task. Implications for the planning and implementation of digital media for talk in language classroom tasks are discussed.

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