Multilingual Writing in Digital World

2022 ◽  
pp. 969-986
Author(s):  
Maha Alawdat
Keyword(s):  
Digital Literacy ◽  
Literacy Skills ◽  
Digital Tools ◽  
Digital Writing ◽  
Writing Classes ◽  
Digital World ◽  
Multilingual Writing ◽  
Students Attitudes ◽  
The Impact ◽  
Supporting Teachers

This chapter examines teachers' practices and strategies while using digital tools for writing. The chapter argues that when teachers use digital writing, they need to change their teaching strategies in order to ease their students' writing tasks. It also highlights the purposes of integrating digital tools for the writing classes and the challenges they face while adapting digital writing. The data are collected from teachers who work at schools, colleges, and universities, through a survey generated by Google forms. The findings show that integrating suitable digital tools requires mastering the use of technologies by supporting teachers' digital literacy skills before integrating them into classes to overcome any emerging challenges. This is to reinforce students to improve their writing levels. The chapter suggests more extended studies to examine students' attitudes and experiences with using digital tools and the impact of coronavirus pandemic on education.

Multilingual Writing in Digital World

2021 ◽  
pp. 84-101
Author(s):  
Maha Alawdat
Keyword(s):  
Digital Literacy ◽  
Literacy Skills ◽  
Digital Tools ◽  
Digital Writing ◽  
Writing Classes ◽  
Digital World ◽  
Multilingual Writing ◽  
Students Attitudes ◽  
The Impact ◽  
Supporting Teachers

This chapter examines teachers' practices and strategies while using digital tools for writing. The chapter argues that when teachers use digital writing, they need to change their teaching strategies in order to ease their students' writing tasks. It also highlights the purposes of integrating digital tools for the writing classes and the challenges they face while adapting digital writing. The data are collected from teachers who work at schools, colleges, and universities, through a survey generated by Google forms. The findings show that integrating suitable digital tools requires mastering the use of technologies by supporting teachers' digital literacy skills before integrating them into classes to overcome any emerging challenges. This is to reinforce students to improve their writing levels. The chapter suggests more extended studies to examine students' attitudes and experiences with using digital tools and the impact of coronavirus pandemic on education.

scholarly journals An assessment of the interplay between literacy and digital Technology in Higher Education

2021 ◽  
Author(s):  
Shahrokh Nikou ◽  
Milla Aavakare
Keyword(s):  
Higher Education ◽  
Digital Literacy ◽  
Structural Equation ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Literacy Skills ◽  
Intention To Use ◽  
University Staff ◽  
Willingness To Use ◽  
The Impact

AbstractDigital technologies fundamentally transform teaching and learning in higher education environments, with the pace of technological change exacerbating the challenge. Due to the current pandemic situation, higher education environments are all now forced to move away from traditional teaching and learning structures that are simply no longer adaptable to the challenges of rapidly changing educational environments. This research develops a conceptual model and employs Structural Equation Modelling (SEM) using Partial least Squares (PLS) to examine the impact of information and digital literacy on 249 Finnish university staff and students’ intention to use digital technologies. The findings show the complex interrelationship between literacy skills and digital technologies among university staff and students. The results illustrate that information literacy has a direct and significant impact on intention to use; while, unlike our expectation, digital literacy does not have a direct impact on the intention to use. However, its effect is mediated through performance expectancy and effort expectancy. The authors suggest that to understand the changes that are taking place in higher education environment, more attention needs to be paid to redefining policies and strategies in order to enhance individuals’ willingness to use digital technologies within higher education environments.

scholarly journals The Rise of Misinformation in the Digital Age: Moroccan Students' Attitudes and Perceptions of Fake News Online

2018 ◽  
Vol 3 (2) ◽  
pp. 117
Author(s):  
Isam Mrah ◽  
Hicham Tizaoui
Keyword(s):  
Digital Literacy ◽  
Information Overload ◽  
Primary Source ◽  
Literacy Skills ◽  
Accurate Information ◽  
Fake News ◽  
Attitudes And Perceptions ◽  
Teachers And Students ◽  
Processing Information ◽  
Students Attitudes

<em>As today’s students spend substantial time online, there is an increasing tendency to utilize the Internet as their primary source of information. With the proliferation of user-generated content platforms and the shrinking influence of traditional gatekeeping, there is a growing abundance of misinformation available to the public that coexists alongside accurate information. In this paper, we explored the attitudes and perceptions of teenage students towards misinformation online. To this end, a web-based survey was administered to both Moroccan high school teachers and students to collect and analyze their responses regarding the issue being debated. Additionally, the present study investigated the extent to which EFL textbooks in Morocco enable learners to build skills necessary for identifying fake news. The study adopted content analysis as the primary research method for data analysis and interpretation. The results obtained are in line with the hypothesis guiding this research that a fair majority of teenage students are vulnerable to misinformation online due in large to the overwhelming information overload available at the touch of a button along with their lack of exposure to effective strategies for processing information online.  Based on the findings obtained, schools are required to develop appropriate approaches to teach digital literacy skills, particularly in empowering young learners to distinguish credible sources from unreliable ones. Equally important, teachers are called upon to help students keep up with the new, fast-moving knowledge economy, which is driven by information and technology.</em>

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.

Children learning to read in a digital world

First Monday ◽  
2018 ◽  
Author(s):  
Mirit Barzillai ◽  
Jenny M. Thomson
Keyword(s):  
Research Evidence ◽  
Literacy Skills ◽  
Written Language ◽  
Digital Text ◽  
Potential Harm ◽  
Digital World ◽  
Digital Environments ◽  
Nuanced Understanding ◽  
The One ◽  
The Impact

Children’s earliest experiences of written language increasingly involve digital text — on phones, tablets and computers. This shift has triggered worry about the potential harm to children’s ability to read in a deep, focused manner on the one hand, and optimism for the potential of technology to support reading among different groups on the other.In this article, we explore research evidence concerning the impact of digital text on children’s developing literacy skills. Our review advocates the need for a more nuanced understanding regarding the challenges and potential of digital environments and highlights the uniqueness of each child’s digital reading experience.

scholarly journals Network Project Activities and Digital Tools for their Implementation

2020 ◽  
Vol 24 (4) ◽  
pp. 22-31
Author(s):  
A. A. Belolobova
Keyword(s):  
Digital Literacy ◽  
Digital Tools ◽  
The Internet ◽  
Internet Safety ◽  
Educational Environments ◽  
Ict Competence ◽  
Work Done ◽  
The Impact ◽  
Network Project ◽  
Modern Technologies

The paper considers the evolution of project activities and the impact of modern technologies on the form of project presentation. Features of the network project are considered, digital tools that are suitable for organizing network activities are described. The stages of project organization and digital tools for conducting a telecommunication project are described, as well as the features of creating a website for a network educational project. The article offers a description of the network project “Internet Safety”. The purpose of this article is to describe a method for creating a modern telecommunication project based on modern cloud and network tools. Based on this goal, the following tasks can be identified: • Consider the evolution of project activities. • Review the stages of project development. • Analyze modern digital tools that are suitable for transferring educational activities to the Internet. To pick up modern tools for the implementation of the network project. • Identify the features of the organization of project activities in the network. • Conduct testing and draw conclusions about the work done. The relevance of this work is that the services used in the course of studying the discipline “Informatics and ICT” must constantly change to the most modern ones and demonstrate to students the relevant tools necessary for a modern graduate and specialist. Materials and methods. The conclusions are based on a theoretical analysis of scientific and methodological literature on the use of the project method in education. The article was prepared using the materials and conclusions made by the author when creating the website of the telecommunication project “Internet Safety”. The telecommunication project took place in 2019 (May-June) at the College of Omsk State Technical University, as part of the study of the discipline “Information Technology”. Conclusion. The modern telecommunication project has a number of distinctive features. The process of preparing for the launch of the project is quite time-consuming and requires sufficient digital literacy from the teacher. The use of modern educational environments can make the process of organizing and conducting a project as comfortable as possible for all project participants. The analysis of modern educational tools, based on the description of the key features of the telecommunication project, allowed us to offer fairly easy-to-use services that can fully take advantage of network project activities. The proposed services were tested as part of the network project “Internet Safety”. As part of the research, a method of telecommunication projects has been developed and tested, which, thanks to the use of modern services, is capable of not only acquainting students with the topic of the project, but also developing the ICT competence of students, as well as increasing students' interest in studying modern technologies and improving the ability to navigate the information space. Results. The method of telecommunication projects is an effective pedagogical technology that has found a new life in the digital age. A modern project carried out on the Internet has a number of features, but due to the fact that this type of work is based on modern services and technologies, we can say that it develops the ICT competence of students and their skills to work in the network.

scholarly journals Opinions of academicians on digital literacy: A phenomenology study

2020 ◽  
Vol 15 (3) ◽  
pp. 469-478 ◽  
Author(s):  
Ezgi Pelin Yildiz
Keyword(s):  
Digital Literacy ◽  
Structured Interview ◽  
Literacy Skills ◽  
Digital Tools ◽  
Analysis Method ◽  
Data Collection Tool ◽  
Related Concept ◽  
Learning To Read ◽  
Content Analysis Method ◽  
New Generation

Social media has become an indispensable part of our lives in recent days, in which a new concept has emerged. This concept is Digital Literacy. We can define digital literacy as the ability to produce information using digital technologies. Digital literacy skills are among the most important skills that individuals should have in our age. Today, children are introduced to digital tools and started to use, before learning, to read and write. According to the researches, teachers and/or academics are not able to keep up with this digital progress of the new generation, but they fall behind. In this context, teachers and/or academics are expected to use digital tools effectively and have digital literacy skills in order to keep up with the digital transformation. The aim of this study is to apply the opinions of academicians about the concept of digital literacy which is rapidly entering our lives and to reveal the level of awareness about the related concept. Phenomenology design, one of the qualitative research methods, was used in the study. Phenomenology is a research design that is used to reveal cases that we are aware of but we do not have in-depth knowledge of it. For research purposes, the sample of the research consists of 10 academicians working as lecturers in various departments with a Vocational School of Technical Sciences of a university in Turkey. As a data collection tool, Semi-Structured Interview Form on Digital Literacy developed by Kozan (2018) was used with the permission of the researcher. In the context of the conceptualisation of the collected data, the thematic content analysis method was used. At the end of the study, it was revealed that all of the academicians who are working in the study group are familiar with the concept of digital literacy and they are ready to participate in the training to be given to them by relevant institutions and organisations.   Keywords: Digital literacy, Academics, 0pinion, Phenomenology Study.

Technology Access Gap for Postsecondary Education

2017 ◽  
pp. 20-40
Author(s):  
Victoria Brown
Keyword(s):  
Socioeconomic Status ◽  
Postsecondary Education ◽  
Low Socioeconomic Status ◽  
Digital Literacy ◽  
High Speed ◽  
Literacy Skills ◽  
Postsecondary Institutions ◽  
Technology Access ◽  
Low Socioeconomic ◽  
The Impact

Technology to learn the digital literacy skills required to attend postsecondary institutions or to access distance learning courses. Three groups of students are impacted by the lack of access to technology: (a) without broadband access, (b) students' low socioeconomic status, and (c) students' primary language is not English. Without digital literacy skills, selecting, applying, and fully participating in a postsecondary education is difficult. This chapter will outline the challenges these three groups of students have in accessing broadband, the impact the lack of access created in Florida, and solutions that were suggested to address lack of high speed broadband.

Tapping into Digital Literacy with Mobile Devices

2009 ◽  
pp. 436-456 ◽  
Author(s):  
Mark van‘t Hooft
Keyword(s):  
Mobile Devices ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Literacy Skills ◽  
Learning Activities ◽  
Digital Tools ◽  
Full Potential ◽  
Educational Activities ◽  
Pedagogical Changes ◽  
Wireless Mobile

This chapter describes the use of wireless mobile devices for teaching and learning, and their impact on digital literacy. Following a brief description of these digital tools for education, a sampling of short narratives is used to illustrate what types of educational activities are possible above and beyond what is possible without them, what pedagogical changes need to be made to effectively integrate wireless mobile devices in teaching and learning activities, how these devices can be adapted to harness their full potential as ubiquitous devices for teaching and learning, and how digital literacy skills influence and are being influenced by this technology. The ultimate goal of this chapter is to provide evidence of the potential that wireless mobile devices have for teaching and learning.

Digital literacy in the marketing curriculum

2017 ◽  
Vol 31 (3) ◽  
pp. 204-211 ◽  
Author(s):  
Karen E. Mishra ◽  
Kelly Wilder ◽  
Aneil K. Mishra
Keyword(s):  
Digital Literacy ◽  
Female Students ◽  
Digital Tools ◽  
Job Market ◽  
Future Career ◽  
Technological Competence ◽  
Hands On ◽  
Digital Skills ◽  
Students Attitudes ◽  
Theoretical Foundations

Employers seeking to capitalize on current marketing graduates’ technological savvy may find a disappointing gap between their expectations and students’ digital preparedness. This study examines these issues by investigating female students’ attitudes and expectations with regard to using digital tools in marketing coursework and in a future career. Although students often claim they are confident about using technology, many actually feel discomfort about their preparedness for using technology in career contexts. Females in particular struggle to feel confident about their technological competence. This presents a challenge for marketing instruction, because employers have indicated that digital tools are critical for new marketing careers. Thus, it is incumbent upon marketing faculty to help prepare students for the job market not only by offering instruction on marketing’s theoretical foundations but also by providing hands-on opportunities for students to improve their digital skills and confidence.

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