Chapter 1. Global, Local/Public, Private: Young Children’s Engagement in Digital Literacy Practices in the Home

2006 ◽  
pp. 19-38 ◽  
Author(s):  
Jackie Marsh
Keyword(s):  
Digital Literacy ◽  
Literacy Practices

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.

Fostering Collaboration and Digital Literacy with Mobile Technology

2014 ◽  
pp. 43-57 ◽  
Author(s):  
Michael S. Mills
Keyword(s):  
Mobile Technology ◽  
21St Century ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Learning Experience ◽  
Traditional Classroom ◽  
Multimodal Literacy ◽  
21St Century Classroom ◽  
Cognitive Benefits ◽  
Collaborative Activities

Multimodal literacies are an essential construct of the 21st century classroom, and mobile technology will serve to facilitate the collaborative creation of multimodal digital content. The mission of this chapter is to highlight the potential of mobile technology as a means for enabling collaborative activities and fostering effective communication. Over the past several decades, there has been a tremendous shift in how educators and students communicate, learn, and share ideas. The proliferation of mobile computing devices to a near-ubiquitous level has amplified this shift and compels educators to seek ways to harness the power of these devices to break down the barriers of the traditional classroom in an effort to make way for a more collaborative, reflective learning experience. Drawing on recent research on the cognitive benefits of multimodal literacy instruction and its potential for increasing opportunities for student engagement, this chapter provides a rationale for and subsequently sketches a practical approach for fostering collaborative, multimodal literacy practices through mobile technology.

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.

LITERACY DEVELOPMENT IN A MULTILINGUAL CONTEXT: CROSS-CULTURAL PERSPECTIVES.Aydin Durgunoglu and Ludo Verhoeven (Eds.). Mahwah, NJ: Erlbaum, 1998. Pp. xviii + 308. $29.95 paper.

2000 ◽  
Vol 22 (2) ◽  
pp. 284-285
Author(s):  
Vai Ramanathan
Keyword(s):  
Teaching And Learning ◽  
Literacy Practices ◽  
Mother Tongue ◽  
Cross Cultural ◽  
Dominant Culture ◽  
Home Culture ◽  
English Only ◽  
Learning Contexts ◽  
Majority Culture

Simultaneously theoretical and data-rich, this volume explores ways in which ethnic minorities grapple with conflicts related to the literacy practices of their home culture as well as those practices demanded by the dominant culture. Truly multicultural in nature, the book offers in-depth glimpses into a variety of teaching and learning contexts: how young Gujarati teenagers in England learn Gujarati (chapter 3), how Hmong parents wish their children to retain fluency in Khmer while also insisting that they attend “English only” schools (chapter 4), how Finns in Sweden and Karelias in Russia grapple with the literacy demands of the majority culture (chapter 1), how “usefulness” becomes the most crucial variable in determining the language of schooling in bi- and multilingual contexts (chapter 2), and how Vietnamese people wrestle with learning their mother tongue in Norway (chapter 8).

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