Digital Literacy Research Papers

Media literacy education has much to offer Lebanon and the Arab region, yet it remains in its infancy struggling to afﬁ rm its importance in academe. Decades of conﬂict, rampant corruption, authoritarian rule, and severe restrictions on... more

This article features a collaborative autoethnographic examination of three adolescent-researchers’ digital literacies. The participatory design punctuates the role of the adolescent-researchers as they explored their meaning-making... more

This thesis aims to deal with the newest Multiliteracies theory on learning and literacy. Much research has indicated that acquiring literacy in out-of-school practices works out in a more effective way than in school fields, but depends... more

This thesis aims to deal with the newest Multiliteracies theory on learning and literacy. Much research has indicated that acquiring literacy in out-of-school practices works out in a more effective way than in school fields, but depends on the children’s social context and the individual way one is handling available resources.
Taking video games for granted as one of the most attractive out-of-school literacy practices of today’s children, the question lies in what exactly happens con-cerning digitally illiterate children’s learning and their engagement in digital litera-cy practices, with regard to four case studies deriving from the specific Muslim community of Thrace - Greece. In order to answer the above question we focused on the “transfer” learning principle, as Gee puts it, which is incorporated in video games structure. The research consisted of two parts: the subjects were recorded while taking part in digital events with video games, while, at the same time, a re-search on their personal background was being run. Data derived from the computer screen were processed with the toolkit Consalvo & Dutton suggest. On the other hand, data from of the children’s everyday life were analyzed with the Gee’s “iden-tities” analysis tool.
According to the research results, what children “transferred” during their engagement with video games was in connection with their social context and the personal way one is able to handle and take advantage of the available resources. An important role was also played by the video games’ genres, as their multimodally designed structure helps players interact with the game. In many cases the mutual influence between the participants went a long way towards “scaffold” learning, as Bruner and Vygotsky put it, and expanded their “zone of proximal development”. In the end, it came of the data that not only did players need to have handling expertise but also to enact “professional identities”. Concluding, practices with video games have a lot to tell us about literacy and learning, provided formal education takes these findings into consideration.

Oddajemy do rąk czytelników monografię, której naczelnym założeniem jest ukazanie złożonej charakterystyki zagrożeń w świecie online. Publikacja wpisuje się w dyskurs podejmowany przez pedagogów mediów wpisany w paradygmat ryzyka, którego... more

The paper is to illustrate a coming of age approach of imparting digital literacy to rural populations of the country, where traditional literacy is still lagging and where knowledge of English—a language that dominates the world of the... more

Information and communication technologies (ICTs) have become increasingly common in community settings, at school and at home; thus, ICT literacy has had a growing importance in the well-being of societies around the world. ICT literacy... more

Information and communication technologies (ICTs) have become increasingly common in
community settings, at school and at home; thus, ICT literacy has had a growing importance
in the well-being of societies around the world. ICT literacy cannot be defined primarily as the
mastery of technical skills. The focus of the present study is the measurement of its most
fundamental component in the 21st century, the effectiveness of an information search in reallife scenarios, using a third-generation test in an educational context. The sample consisted of
sixth- to eleventh-grade students (N=10,064) from 150 primary and secondary schools in
Hungary. A complex online platform, eDia, was used to support the entire assessment process
from third-generation item writing through test delivery and analysing the data to providing
automatic feedback. Cronbach’s α was used to describe the reliability of the 44-item
instrument, the functions of item response theory were used to visualize the appropriateness of
the test from the point of view of difficulty, and structural equation modelling was employed
to check the dimensionality of the measured construct. The internal consistency of the test was
high (α=,904). Students’ mean performance varied between 41,6% (SD=16,13) for Grade 6
and 72,4% (SD=16.1) for Grade 11. Across all grades, development of the accessing
information component of ICT literacy was significant. On average, students’ ability levels
grew by one-third standard deviation per year, suggesting a more rapid development than had
been experienced in other abilities not explicitly improved at school. The development showed
a regular developmental tendency and could be identified with a logistic curve. According to
item/person maps, the test had the right range of task difficulty for measuring sixth- to
eleventh-grade students’ ICT literacy in an educational context. Results from structural
equation models (CFI=0,939, TLI=0,935, RMSEA=0,037) confirmed that the accessing
information component of ICT literacy can be described as a two-dimensional construct,
distinguishing a search for easily accessible information and one requiring more complex
operations. The results suggested that the improved third-generation instrument, which
measures the assessing information component of ICT literacy within a broad age range within
a 40-minute period, is suited to a national educational environment.

This article shows part of the research process carried out to corroborate if the presence of the different semiotic processes of representation (video, audio, text, iconography, etc.) allow us to establish if there is a significant... more

Critical pedagogy, education intended to inspire consciousness and action for change, has the potential to become one of the most relevant and powerful tools in urban education today. This course will consider the potential of conceptual... more

Este artigo debruça-se sobre o impacto da utilização de tablets no desenvolvimento de competências digitais, especificamente nas áreas de Literacia de informação e de dados e de Comunicação e colaboração, de 80 alunos do 3.º ciclo do... more

Este artigo debruça-se sobre o impacto da utilização de tablets no desenvolvimento de competências digitais, especificamente nas áreas de Literacia de informação e de dados e de Comunicação e colaboração, de 80 alunos do 3.º ciclo do ensino básico de dois agrupamentos de escola da zona centro de Portugal, no âmbito de um projeto educativo de um-para-um (1:1). Trata-se de um estudo de caso enquadrado pelo DigComp, Quadro Europeu de Competência Digital para Cidadãos, enquanto referencial para a construção dos instrumentos de recolha de dados e sua interpretação. Os dados foram recolhidos por questionário e focus groups. Os resultados sugerem um reduzido impacto da utilização de tablets ao nível do desenvolvimento das competências digitais estudadas, e apontam para razões que lhe podem estar subjacentes (por exemplo, a forma como os tablets foram utilizados pelos professores). Neste sentido são sugeridas recomendações para um uso mais eficaz de tablets e, atendendo ao contexto em que o estudo foi realizado, são também indicados caminhos para investigações futuras. Abstract This article presents results on the impact of the use of tablets in the development of lower secondary students' digital competence, regarding Information and data literacy and Communicaiton and collaboration, within the scope of a one-to-one (1:1) educational project. The case study adopted and adapted the European Digital Competence Framework for Citizens as background and guidance for the construction of data collection instruments. The data were collected through a questionnaire and focus groups. Results suggest a reduced impact of the use of tablets on the development of competences under study and point to reasons that may be underlying it (for example, how tablets were used by the teachers). In this sense, the article suggests recommendations for a more efficient use of tablets and indicates directions for future research. Introdução Nos últimos anos, um pouco por todo o mundo, multiplicaram-se iniciativas de integração de tecnologia digital nas escolas, bem como os projetos de índole pública ou privada que disponibilizam, por exemplo, tablets a professores e alunos, numa lógica de um-para-um (1:1) (Tamim, Borokhovski, Pickup & Bernard, 2015). Alguns autores argumentam que é sobretudo a "moda" criada em torno destes dispositivos, bem como interesses económicos, que conduzem tais iniciativas, ao invés de quadros teóricos sólidos e evidências baseadas em investigação (Player-Koro, Rensfeldt & Selwyn, 2017; Tamim et al., 2015). Contudo, outros autores defendem que esses dispositivos ajudam a induzir a inovação no ensino e aprendizagem e a

In this article, we examine the sociopolitical implications of AI technologies as they are integrated into writing instruction and assessment. Drawing from new materialist and Black feminist thought, we consider how learning analytics... more

This article investigates the civic writing practices of more than 11,000 students writing letters to the next president in the lead up to the 2016 U.S. election. We analyze how letter topics are associated with socioeconomic factors and... more

Seminar, UJ School of Languages, 9/9/2019

In this meta-ethnography, the authors analyze the metaphors that inhabit highly cited examples of family literacy scholarship. Meta-ethnography is a methodology, as described by Noblit and Hare, in which metaphors are analyzed as... more

In this meta-ethnography, the authors analyze the metaphors that inhabit highly cited examples of family literacy scholarship. Meta-ethnography is a methodology, as described by Noblit and Hare, in which metaphors are analyzed as linguistic tools; in this article, they are used to compare and synthesize understandings across existing ethnographic family literacy studies. Specifically, the authors identified and translated key metaphors in highly cited family literacy research studies to trace the development, refinement, and expansion of epistemological stances that have informed and continue to frame family literacy scholarship. This meta-ethnography makes visible changes in understandings and emerging lines of argument related to family literacy practices that generally are not visible. Specifically, this analysis led to the identification of a problematic silence related to racism and systemic oppression, which the authors take up as a significant meta-ethnographic finding. Metaphors must be studied for how they are presenting the world. (Jensen, 2006, p. 41) O ver the past four decades, family literacy studies have presented rich, descriptive ethnographic accounts of literacy practices in families and communities. As family literacy researchers, we have been deeply influenced by many of these ethnographic studies (Taylor, 1981) and recognize the collective impact of their work. These studies helped us understand how literacy functions in communities across space and time. Like other scholars who share our interest in knowledge development across a body of scholarship (Suri, 2014; Thorne, Jensen, Kearney, Noblit, & Sandelowski, 2004), we sought to synthesize what we know about family literacy and turned to meta-ethnography as an important research design. As Suri (2014) reported, "the purpose of a research synthesis is to produce new knowledge by making explicit connections and relations between individual studies that were not visible before" (p. 1). As a research design, meta-ethnography (Noblit & Hare, 1988) involves analyzing metaphors across ethnographic studies to compare , synthesize, and create new understandings. In this meta-ethnography, we focused on highly cited studies that have contributed to a body of research known as family literacy. By focusing on highly cited studies, we attended to texts that have significantly impacted the field. Specifically, we asked two research questions:

This article discusses the development of the concept of literacy in the context of IC technologies and English language teaching stressing the idea that literacy is no longer a stable concept which was always connected with the basic... more

Drawing from theory and research on participatory practices, fan communities and their role in the identity and social work of teenagers, the paper contributes to the debate by analyzing how Italian teenagers take part in a... more

Purpose – Many of today’s information and technology systems and environments facilitate inquiry, learning, consciousness-raising and knowledge-building. Such platforms include e-learning systems which have learning, education and/or... more

Purpose – Many of today’s information and technology systems and environments facilitate inquiry, learning, consciousness-raising and knowledge-building. Such platforms include e-learning systems which have learning, education and/or training as explicit goals or objectives. They also include search engines, social media platforms, video-sharing platforms, and knowledge sharing environments deployed for work, leisure, inquiry, and personal and professional productivity. The new journal, Information and Learning Sciences, aims to advance our understanding of human inquiry, learning and knowledge-building across such information, e-learning, and socio-technical system contexts.
Design/methodology/approach – This article introduces the journal at its launch under new editorship in January, 2019. The article, authored by the journal co-editors and all associate editors, explores the lineage of scholarly undertakings that have contributed to the journal's new scope and mission, which includes past and ongoing scholarship in the following arenas: Digital Youth, Constructionism, Mutually Constitutive Ties in Information and Learning Sciences, and Searching-as-Learning.
Findings – The article offers examples of ways in which the two fields stand to enrich each other towards a greater holistic advancement of scholarship. The article also summarizes the inaugural special issue contents from the following contributors: Caroline Haythornthwaite; Krista Glazewski and Cindy Hmelo-Silver; Stephanie Teasley; Gary Marchionini; Caroline R. Pitt; Adam Bell, Rose Strickman and Katie Davis; Denise Agosto; Nicole Cooke; and Victor Lee.
Originality/value – The article, this special issue, and the journal in full, are among the first formal and ongoing publication outlets to deliberately draw together and facilitate cross-disciplinary scholarship at this integral nexus. We enthusiastically and warmly invite continued engagement along these lines in the journal’s pages, and also welcome related, and wholly contrary points of view, and points of departure that may build upon or debate some of the themes we raise in the introduction and special issue contents.

Fifth-and sixth-grade students provided six criteria for what teachers should do to give an effective book talk that will inspire them to read.

An Australian higher education experience often includes group work as an important social learning opportunity. For international students, taking part in a group assignment can positively influence learning and adjustment to the new... more

Digital Literacy

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