scholarly journals CRITICAL DIGITAL LITERACIES AND ONLINE SURVEILLANCE

2021 ◽  
pp. 17-35
Author(s):  
Colleen A. Reilly
Keyword(s):  
Digital Literacies

"Make an Educated Choice!" Capabilities für eine digital resiliente Gesellschaft

MedienJournal ◽  
2020 ◽  
Vol 43 (4) ◽  
pp. 4-18
Author(s):  
Ursula Maier-Rabler ◽  
Corinna Peil ◽  
Thomas Steinmaurer
Keyword(s):  
Digital Literacies

Der Beitrag zielt darauf ab Prozesse der Datafication und damit entstehende neue Untersuchungs- und Problemfelder in einer Form untersuchbar zu machen, die einen analytischen Zugang zu aktuell sich eröffnenden Fragestellungen möglich macht. Dabei wird auf bereits existierende Forschungstraditionen im Zusammenhang mit dem Konzept der Digital Literacies zurückgegriffen und es werden diese um die Perspektive des Capabilitiy Approaches erweitert. Die Zusammenführung dieser beiden Denkrichtungen dient der Weiterentwicklung eines Konzepts von digitaler Resilienz, das als Rahmenmodell die Analyse der Qualität des aktuell gegebenen digitalen Strukturwissens und der digitalen Handlungs- und Reflexionskompetenzen in der Gesellschaft ermöglichen kann. Als ein an normativen Zielpunkten und an einer digitalen Ethik orientiertes Modell ist digitale Resilienz nicht nur auf der Mikroebene des Individuums wirksam, sondern spielt in der Beschäftigung mit Risikodynamiken und Potenzialen der gegenwärtigen digitalen Transformation auch auf der Ebene von Organisationen sowie auf der Makroebene der Gesellschaft eine wichtige Rolle.

scholarly journals Wag the Dog: A Digital Literacies Narrative

2021 ◽  
pp. 238133772110275
Author(s):  
Elizabeth (Betsy) A. Baker
Keyword(s):  
Information And Communication Technologies ◽  
Presidential Address ◽  
Educational Leaders ◽  
Communication Technologies ◽  
Research Association ◽  
Digital Literacies ◽  
Reading And Writing ◽  
Digital World ◽  
Digital Texts ◽  
Information And Communication

In the spring of 2020, schools across the country and world closed. COVID-19 reached pandemic proportions. Were schools prepared? Was there a research base available to help schools prepare students for reading and writing digital texts? The ability to read, analyze, compose, and communicate with digital texts requires digital literacies. However, the rapid-fire development of information and communication technologies (ICTs) makes the identification of digital literacies and the development of curriculum and instruction a moving target. In her Literacy Research Association Presidential Address, Dr. Betsy Baker asserts that digital literacies are no longer an entity separate from reading and writing instruction, they are no longer a technology issue, students live in a digital world, and digital literacies are not optional. Digital literacies have become the literacies of our culture. Baker synthesizes over 25 years of research to propose that digital literacies are persistently public, semiotic, product-oriented, and transitory. Researchers, educational leaders, and teachers can leverage these characteristics as footholds to identify ever-changing digital literacies, design curricula, and provide instruction so that all students can be autonomous as they seek to thrive in a digital world. Dr. Baker’s Presidential Address is available online (see https://youtu.be/Avzup21ZnA4 ).

What More Can We Do? A Scalar Approach to Examining Critical Digital Literacies in Teacher Education

2021 ◽  
Vol 16 (2) ◽  
pp. 125-137
Author(s):  
Olivia G. Stewart ◽  
Betina Hsieh ◽  
Anna Smith ◽  
Jessica Zacher Pandya
Keyword(s):  
Teacher Education ◽  
Digital Literacies

Calling for a Global Turn to Inform Digital Literacies Education

2021 ◽  
Vol 64 (4) ◽  
pp. 371-377
Author(s):  
Jayne C. Lammers ◽  
Puji Astuti
Keyword(s):  
Digital Literacies

“It’s a Black Hole . . .”: Exploring Teachers’ Narratives and Practices for Digital Literacies in the Adult EAL Context

2021 ◽  
pp. 074171362199151
Author(s):  
Ekaterina Tour ◽  
Edwin Creely ◽  
Peter Waterhouse
Keyword(s):  
Black Hole ◽  
Professional Learning ◽  
Teaching Practices ◽  
English Language ◽  
Language Education ◽  
Ethnographic Study ◽  
Digital Literacies ◽  
Strength Based ◽  
Approach To Teaching ◽  
Teachers Perspectives

A strength-based approach to teaching digital literacies can advance language education for adults from refugee and migrant backgrounds, preparing them for life in a new country. This article draws on a 6-month ethnographic study at an adult English language center in Australia and explores teachers’ perspectives and practices related to teaching digital literacies to understand how prepared they are to employ learners’ own resources. Using sociomaterial theory, this research found that English as an Additional Language (EAL) teachers’ narratives about learners focused on what they lacked rather than what they brought to learning. It also found that while teaching practices utilized some strength-based pedagogical principles, the teachers viewed their work as being deficient. They did not always recognize their agential power nor did they overtly understand that the technology itself afforded this power. The article concludes with implications for EAL practice and professional learning of teachers who work in the adult sector.

scholarly journals Social Class and The Unequal Digital Literacies of Youth

2018 ◽  
Vol 20 (3) ◽  
pp. 26-45 ◽  
Author(s):  
Ron Darvin
Keyword(s):  
Social Class ◽  
Parental Involvement ◽  
Digital Divide ◽  
Peer Networks ◽  
Digital Literacies ◽  
Class Differences ◽  
The Third ◽  
Educational Implications ◽  
Spatial Configurations

Recognizing the importance of technology to achieve agentive participation in the knowledge economy, this paper examines to what extent social class differences between youth shape their digital literacies. Drawing on a case study of adolescents of contrasting social positions, it discusses how the material and relational differences of home environments, manifested by spatial configurations, parental involvement and peer networks, can help develop diverse practices and dispositions towards technology. By demonstrating how the inequities of digital use can lead to the unequal accumulation of cultural and social capital, this paper concludes with the educational implications of the third digital divide.

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.

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