Digital Literacy and the Emergence of Technology-Based Curriculum Theories

2014 ◽  
pp. 15-29 ◽  
Author(s):  
Melissa N. Mallon ◽  
Donald L. Gilstrap
Keyword(s):  
Best Practices ◽  
Digital Literacy ◽  
Theoretical Framework ◽  
First Century ◽  
Learning Theories ◽  
Epistemological Development ◽  
Skill Sets ◽  
Learner Centered ◽  
Educational Environments ◽  
Complexity Theories

A shifting focus in education is resulting in more networked, technology-enhanced classrooms. Contemporary educators need to be aware of the skill sets students require to thrive in twenty-first century educational environments. This developmental and learner-centered approach, known as digital literacy, enables students to use technology to find, evaluate, organize, create, and communicate information. This chapter, therefore, proposes a theoretical framework for teaching digital literacy. The authors examine contemporary learning theories, including connectivism and chaos and complexity theories, in an effort to promote further discussion on the epistemological development of digital literacy. Taking into consideration advantages and barriers to promoting digital literacy in the classroom, the authors propose best practices for educators seeking to incorporate these competencies into their curricula.

Digital Literacy and the Emergence of Technology-Based Curriculum Theories

2017 ◽  
pp. 63-78
Author(s):  
Melissa N. Mallon ◽  
Donald L. Gilstrap
Keyword(s):  
Best Practices ◽  
Digital Literacy ◽  
Theoretical Framework ◽  
First Century ◽  
Learning Theories ◽  
Epistemological Development ◽  
Skill Sets ◽  
Learner Centered ◽  
Educational Environments ◽  
Complexity Theories

A shifting focus in education is resulting in more networked, technology-enhanced classrooms. Contemporary educators need to be aware of the skill sets students require to thrive in twenty-first century educational environments. This developmental and learner-centered approach, known as digital literacy, enables students to use technology to find, evaluate, organize, create, and communicate information. This chapter, therefore, proposes a theoretical framework for teaching digital literacy. The authors examine contemporary learning theories, including connectivism and chaos and complexity theories, in an effort to promote further discussion on the epistemological development of digital literacy. Taking into consideration advantages and barriers to promoting digital literacy in the classroom, the authors propose best practices for educators seeking to incorporate these competencies into their curricula.

Formulating Industry-Academic Collaborations That Work: Best Practices to Ensure a Strong Relationship After the Agreements are Signed

2020 ◽  
Vol 21 (2) ◽  
pp. 169-177
Author(s):  
Michael B. Dilling ◽  
Anne C. DiSante ◽  
Ross Durland ◽  
Christine E. Flynn ◽  
Leonid Metelitsa ◽  
...  
Keyword(s):  
Decision Making ◽  
Best Practices ◽  
Product Development ◽  
Strong Relationship ◽  
Governance Structure ◽  
Collaborative Relationships ◽  
Skill Sets ◽  
Pragmatic Aspects

Collaborations between academia and industry are growing in scope, duration, and sophistication. The best collaborations recognize the unique strengths and skill sets of both parties and are structured to leverage what each party does best. In many cases, these collaborations develop into long-term relationships, and it is important to develop the systems and structures needed to support these relationships to ensure that they meet the needs of both sides. Successful collaborations require the formulation of a governance structure to facilitate communication, decision-making, assessment of progress, and the inevitable changes of direction that accompany product development. This panel explored the pragmatic aspects of successfully structuring collaborations and managing the relationships after the deal is done. Several dominant themes associated with successful collaborative relationships emerged from the discussion, and these will be explored in this article.

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 Environmental influences and individual characteristics that affect learner-centered teaching practices

2020 ◽  
Author(s):  
Nathan Emery ◽  
Jessica Middlemis Maher ◽  
Diane Ebert-May
Keyword(s):  
Professional Development ◽  
Effective Teaching ◽  
Self Efficacy ◽  
Teaching Practices ◽  
Environmental Influences ◽  
Individual Characteristics ◽  
Faculty Teaching ◽  
Learner Centered ◽  
Educational Environments ◽  
Departmental Climate

AbstractResearch-based teaching practices can improve student learning outcomes in a variety of complex educational environments. The implementation of learner-centered teaching practices in STEM can both benefit or be constrained by different factors related to individual instructors and the teaching environment. However, we know little of how the instructional climate varies across institutions and how this climate affects teaching practices. Our study sought to describe the relative importance of environmental influences and individual characteristics on learner- centered teaching practices across institutions. We also assessed departmental climate for 35 US higher education institutions. We found that self-efficacy in teaching and professional development exert a strong influence on faculty teaching practices. While departmental climate did not emerge as a significant predictor of teaching practices, there was consistently low support for teaching, and institution size was negatively correlated with leadership and evaluation of effective teaching. We also found that professional development may prepare instructors to teach learner-centered courses in different collegial teaching climates. Our results suggest that through cultivating self-efficacy and participating in iterative professional development, instructors can implement effective teaching practices across institutional environments.

Judaean Apocalypticism and the Unmasking of Ideology: Foreign and National Rulers in the Testament of Moses

2013 ◽  
Vol 44 (3) ◽  
pp. 301-338 ◽  
Author(s):  
G. Anthony Keddie
Keyword(s):  
Physical Violence ◽  
Theoretical Framework ◽  
First Century ◽  
Ruling Class ◽  
Apocalyptic Literature ◽  
Louis Althusser

Abstract The current study attempts to move beyond the fashionable scholarly opinion that apocalyptic literature is essentially posed “against empire” by critically analyzing the ideologies evaluated and advanced by the Testament of Moses. The author employs a theoretical framework derived from the work of the Marxist philosopher Louis Althusser to argue that the schematization of history in the Testament of Moses exposes and criticizes the domination of national rulers and foreign rulers, but for different reasons. While ideology is depicted as a strategy of domination used by both types of rulers, repressive physical violence is typically only associated with foreign domination. Yet, the text is not simply “against empire.” Rather, the ideology of the Testament of Moses is primarily opposed to the priestly ruling class of Judaea, the group thought to be responsible for the socioeconomic hardships experienced by the Judaean masses in the early first century C.E.

DIGITAL LITERACY IN EUROPE: BEST PRACTICES IN SIX COUNTRIES

2018 ◽  
Author(s):  
Maria João Couto ◽  
Catarina Lucas ◽  
Maria José Brites ◽  
Luís Pereira
Keyword(s):  
Best Practices ◽  
Digital Literacy

Interactive Generation Brazil Research

2014 ◽  
pp. 284-303 ◽  
Author(s):  
Brasilina Passarelli ◽  
Alan César Belo Angeluci
Keyword(s):  
Data Analysis ◽  
Information And Communication Technologies ◽  
Mobile Phones ◽  
Digital Literacy ◽  
Methodological Approach ◽  
Communication Technologies ◽  
Theoretical Framework ◽  
Digital Natives ◽  
Educational Policies ◽  
Information And Communication

The contemporary hybridism has led new generations to a connected-based society in which relations among individuals are even more mediated by the arising Information and Communication Technologies (ICT). Some aspects of these mediations need to be deeply understood since new and different usages, habits, and practices with media are being observed among those born since the nineties – the digital natives. Aiming to investigate this context, a study was carried out to better understand how children and teenagers interact with four screens: computers, TV, games, and mobile phones. From a quantitative methodological approach, data was collected using a survey applied in Brazilian schools. A theoretical framework on digital literacy concepts was used as base for two-layer of data analysis on these four media, and the results were organized in five topics that show the main outcomes. They can be the basis of further educational policies grounded in real diagnosis.

The MORE Model for Faculty Development

2010 ◽  
pp. 505-516
Author(s):  
Walter Wager
Keyword(s):  
Best Practices ◽  
Faculty Development ◽  
Change Agents ◽  
Learner Centered ◽  
Integration Of Technology ◽  
Improving Instruction ◽  
Faculty Success ◽  
Instructional Best Practices ◽  
Faculty Development Centers ◽  
Innovation And Change

For many faculty the integration of technology and learner-centered teaching strategies or the adoption of instructional “best practices” represents innovation and change. The author visited fifteen research intensive university faculty development centers, looking at what they considered best practices with regard to improving instruction. The practices and programs described had one or more of the following components: Motivation, Opportunity, Resources and Evaluation, what I am calling here the MORE model. This paper discusses these four factors important to instructional change agents. The paper ends with a list of implications, based on the model, for that would enable faculty development centers to have more control over the factors that are important to faculty success and systemic change.

Social or Group Learning Theories

2011 ◽  
pp. 1630-1633
Author(s):  
Gary A. Berg
Keyword(s):  
Distance Learning ◽  
Learning Process ◽  
Group Learning ◽  
Social Activity ◽  
Learning Theories ◽  
Learning Approaches ◽  
Self Reliance ◽  
Educational Environments ◽  
Computer Based ◽  
Learning Institutions

In both computer-based and traditional educational environments, there has been a growing organization of learning in groups with an increased use of teams and group projects (Berg, 2003). Goldman (1999) claims that traditionally education is seen as an activity of isolated thinkers pursuing truth in a spirit of American self-reliance. However, in practice education is very much a social activity, especially the research component that is heavily dependent on colleagues. In fact, some argue that the key to the learning process as a whole is the interaction among students, and between faculty and students (Palloff & Pratt, 1999). Group learning approaches have been widely adopted by many of the leading distance learning institutions, and consequently an understanding of this approach is important.

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