digital literacy
149828421
Just Google it! Digital literacy and the epistemology of ignorance
ABSTRACT In this paper we examine digital literacy and explicate how it relates to the philosophical study of ignorance. Using data from a study which explores the knowledge producing work of undergraduate students as they wrote course assignments, we argue that a social practice approach to digital literacy can help explain how epistemologies of ignorance may be sustained. If students are restricted in what they can know because they are unaware of exogenous actors (e.g. algorithms) and how they guide choices and shape experiences online, then a key issue with which theorists of digital literacy should contend is how to educate students to be critically aware of how power operates in online spaces. The challenge for Higher Education is twofold: to understand how particular digital literacy practices pave the way for the construction of ignorance, and to develop approaches to counter it.
Teaching in Higher Education
Ibrar Bhatt Alison MacKenzie
133024470
Defining digital literacy development: An examination of pre service teachers' beliefs
Abstract We identify three conceptions of digital literacy development populating the literature: digital natives, skill based, and sociocultural perspectives. We adopt a qualitative approach to examine pre service teachers' beliefs about digital literacy development as aligned with each of these three perspectives. While pre service teachers were most commonly found to hold skill based perspectives on digital literacy development, digital natives aligned and sociocultural perspectives were also well represented. We further identify perspectives on digital literacy development uniquely appearing in students' responses. These include pre service teachers' conception of digital literacy development as autonomously developed, technology driven, or project based. We further examine the contexts within which pre service teachers situate digital literacy as emerging; these include both formal and informal settings. The article concludes with a discussion of implications for instruction.
Comput. Educ.
Alexandra List
150315779
Design Features of a Professional Development Program in Digital Literacy.
We had been together for five years before we decided to celebrate. Instead of celebrating with a party, we wrote this article to reflect on, wonder about, and consider what we have built together with the help of many willing hands, including 25 faculty colleagues from around the country and around the world. Every summer since 2013, we have worked with K 12 educators, youth media professionals, school leaders, college faculty, and librarians who share our interests in the intersection of education, information, communication, and media studies. Through designing, implementing, and assessing a professional development (PD) program, we have conceptualized digital literacy in relation to the needs of experienced adult learners whose motives for wanting to incorporate digital texts, tools, and technologies into the curriculum vary widely. Our collaborative work in digital literacy is thus located in pragmatic action focused on PD. Over time and as a result of sustained exposure to the many more than 500 adult learners who have participated in an intensive PD program at the University of Rhode Island's Summer Institute in Digital Literacy (SIDL) we have collaboratively built a joint understanding of digital literacy education. In developing the program, we have taken time to consider the interplay among elementary, secondary, higher education, and informal learning contexts, and our approach spans the disciplines of both literacy education and communication/media studies. A little context may be useful here: The first SIDL was held in July 2013, and the program has run annually since then. As a weeklong, 42hour PD program, the SIDL has enrolled participants from 25 states and 15 countries. Each year, 60 to 120 people have enrolled in the program. It was one of three PD programs showcased in the U.S. Department of Education's (2016) National Educational Technology Plan. The program has included keynote lectures from authors, educators, and activists such as Douglas Rushkoff, Howard Rheingold, Joyce Valenza, Christopher Lehman, Dan Gillmor, and Nuala and Len Cabral. During the week, participants select from among 40 workshops in which they can experiment with digital platforms, tools, and texts and learn about research and program development in digital literacy. Each afternoon, participants collaborate with a partner to develop a Design Studio project that is relevant to their needs, showcasing this work to their peers at the end of the week. A variety of facetoface and online learning activities encourage collaboration and metacognitive reflection on one's identity as an educator, learner, team member, and leader. In the summer and extending all year, the learning community shares ideas and
Renee Hobbs Julie Coiro
202247627
Digital Literacy, Digital Competence and Research Productivity of Educators
This study determined the relationship between digital literacy, digital competence and research productivity of educators. This research employed the descriptive correlational research design. The respondents of the study were the permanent faculty members of the university. The research instruments utilized were the standardized scales of Being Digital: Digital Literacy Checklist of The Open University (c) 2012 United Kingdom, measured the digital literacy of the respondents. And the digital competence was assessed through the Self Assessment Tool of the European Digital Competence Framework for Educators (DigComEdu) The statistical tools used were the weighted mean, Standard Deviation and Chi Square. The findings revealed that there is a strong and significant relationship between faculty members' digital literacy and research productivity. This means that the increase in understanding, finding, using, and creating information using digital technologies is positively related to faculty members' ability to conduct, complete, present and publish a research article. Likewise, faculty member's digital competence is strong and significantly correlated to their research productivity, which clearly indicates that as their knowledge, skills and attitudes for working, living and learning in the knowledge society increases, there is also a significant increase in their ability to produce publishable research outputs.
Universal Journal of Educational Research
Alberto D Yazon Karen Ang-Manaig Chester Alexis C Buama J Tesoro
55092491
Digital competence and digital literacy in higher education research: Systematic review of concept use
Abstract Digital competence and digital literacy are concepts that are increasingly used in public discourse. However, how the concepts are used and how they are defined remains unclear. This paper presents a systematic review of research where these concepts are used in higher education research. The aim is to establish an understanding of referencing strategy to digital literacy and digital competence over time, disciplines, countries, methods and level of analysis. Three databases were used in the systematic literature review: Web of Science, Scopus and Education Resources Information Centre. We delimited the search to title, abstract and keywords in the databases. Inclusion criteria were peer reviewed publications written in English. Initially 107 publications between 1997 and 2017 were found, with 28 addressing digital competence and 79 digital literacy. Our review demonstrates that there is a range of definitions used in higher education research. They vary depending on if the concepts are defined by policy, research or both and whether they focus on technical skills or social practices. This review indicates directions for further research in higher education i) do more research based on critical perspectives to avoid commonsensical use of the concepts, ii) take the development of definitions of these concepts seriously iii) avoid cross referencing incompatibilities and finally iv) engage in critical investigations regarding the legitimacy of policy over research in the domain of higher education research.
Maria Spante Sylvana Sofkova Hashemi Mona Lundin Anne Algers
64549646
Bridging the digital divide: measuring digital literacy
Abstract To promote digital transformation, equal emphasis needs to be placed on digital skills development as to infrastructure development. Integral to investment in digital skills development is the subsequent management and evaluation of digital training programmes. This paper assesses mechanisms to ensure digital training programmes are adequately managed using a standardized data collection framework to measure an internationally accepted digital literacy index. Such an index requires an agile definition of digital literacy, responsive to the fluid nature of the digital economy. The paper also explores the extent to which a G20 advisory body may inform a nationally representative data collection strategy within the context of a data collection process that is cognizant of the evolving demands of businesses and users alike.
Krish Chetty Liu Qigui Nozibele Gcora Jaya Josie Li Wenwei Chen Fang
67160292
The uses of (digital) literacy
ABSTRACT This article shares research facilitated by a multinational technology provider, converging mobile networked technology (tablets) used across school and home, a technology enhanced community 'third space' providing workshops for students aged 6 9 with their parents/carers. The approach taken avoids the instrumental measurement of functional digital literacy competences, but instead seeks to negotiate a more nuanced and complex understanding of the 'uses of literacy' [from Hoggart, R. 1957. The Uses of Literacy. London: Pelican] in digital contexts and in a deeply situated, specific local setting. Working with our findings, we later put Amartya Sen's concept of capability [Sen, A. K. 2005. "Human Rights and Capabilities." Journal of Human Development 6 (2) 151 166; Sen, A. K. 2008. "Capability and Well Being." In The Philosophy of Economics, edited by D. M. Hausman, 3rd ed. 270 293. Cambridge: Cambridge University Press] to work on our data in order to provide a discussion on how the digital literacy community might distinguish digital competences as functionings from the 'uses' of such competences for a broader range of capabilities.
Julian McDougall Mark Readman Phil Wilkinson
67234243
Towards an inclusive digital literacy framework for digital India
The purpose of this paper is to illustrate an Inclusive Digital Literacy Framework for vulnerable populations in rural areas under the Digital India program. Key challenges include addressing multiple literacies such as health literacy, financial literacy and eSafety for low literate learners in low resource settings with low internet bandwidth, lack of ICT facilities and intermittent electricity.,This research implemented an educational model based on the proposed framework to train over 1,000 indigenous people using an integrated curriculum for digital literacies at remote settlements. The model uses mobile technology adapted for remote areas, context enabled curriculum, along with flexible learning schedules.,The education model exemplifies a viable strategy to overcome persistent challenges by taking tablet based digital literacies directly to communities. It engages different actors such as existing civil societies, schools and government organizations to provide digital literacy and awareness thereby improving both digital and life skills. It demonstrates the potential value of a comprehensive Digital Literacy framework as a powerful lever for Digital Inclusion.,Policy makers can use this transformational model to extend the reach and effectiveness of Digital Inclusion through the last mile enhancing existing training and service centers that offer the traditional model of Digital Literacy Education.,This innovative mobile learning model based on the proposed Digital Framework for Inclusion instilled motivation, interest and confidence while providing effective digital training and conducting exams directly in the tribal settlements for low literate learners in remote settings. Through incorporating multiple literacies, this model serves to empower learners, enhance potential, improve well being and reduce the risk of exploitation.
Prema Nedungadi Rajan Menon Georg Gutjahr Lynnea Erickson Raghu Raman
20669604
Beyond knowledge: Examining digital literacy's role in the acquisition of understanding in science
Abstract Today's students must learn to be critical consumers of the digital learning technologies that are rapidly populating their world. Digital literacy is not an innate skill, and comprises more than facility using the Internet, word processing programs, or social media. Likewise, literacy itself has been redefined as the acquisition of not just knowledge, but also understanding including reasons and evidence for knowing. We wished to build upon Greene et al.'s (2014) research on the role of digital literacy when acquiring knowledge by conducting a similar study with a learning task focused on acquiring understanding. Using a similar single group pretest posttest correlational design with a larger sample of 53 college students but a different learning task focused on understanding, we found evidence of significant differences in digital literacy processing. In this study, participants engaged in more planning, monitoring, and epistemic cognition processing than participants in the previous study. Our findings have important implications for studying and promoting digital literacy, while also illustrating the importance of investing in resource intensive work on differences in digital literacy processing across a variety of domains, contexts, and educational goals.
Comput. Educ.
Jeffrey Alan Greene Dana Z Copeland Victor M Deekens Seung B Yu
54982507
The praxis of digital literacy in the EFL classroom: Digital immigrant vs digital native teacher
Myriads of theories account for the primacy of digital literacy on ELT as the demand of the 21 st century, yet studies on digital media literacy of distinct English teacher generations are thin on the ground. Thus, this descriptive qualitative study investigated the utilization of digital literacy in the EFL classroom of senior high school teachers from two generations (digital immigrant and digital native) and their students' responses to the use of digital media in the English classroom in Indonesia. Three instruments were utilized including classroom observations, questionnaires, and interviews. Following ACOT's (Apple Classroom of Tomorrow) framework, the findings show that both teachers were at the adaptation stage in terms of digital literacy and this was reflected on the utilization of digital media in assisting students' learning. Yet, the digital immigrant teacher appeared to be practically more adept in the implementation of digital media. As for the second issue, the students responded positively to the use of digital technology by the teachers to make English class more fun and comprehensible. However, when it comes to an ideal teacher, the students still considered good characters as the main criteria for an ideal teacher. Technology does support teachers in delivering the materials, but the way they behave and treat the students still also plays crucial part in maintaining a good relationship between teachers and students. The results show that the English teachers need to develop their digital literacy to keep up with the current demand to be professional English teachers in the digital era.
Nia Kurniawati Elis Homsini Maolida Agung Ginanjar Anjaniputra