Digital Literacies

Towards the social practice of digital pedagogies

by Dr Eva Dakich

Dakich, E. (2008). Towards the social practice of digital pedagogies. In N.J.Yelland, G.Neal & E. Dakich (Eds.), Rethinking education with ICT: New directions for effective practices: Sense Publishers.

A interface linguagem e tecnologia: um olhar a partir dos novos estudos do letramento

by Aparecida De Jesus Ferreira

Baladeli, Ana Paula Domingo; Ferreira, Aparecida de Jesus. A interface linguagem e tecnologia: um olhar a partir dos novos estudos do letramento. Revista Travessias, vol. 6, no.1, p. 463-475, 2012.

Resumo: A popularização da web 2.0 evidencia a consolidação de um novo ethos discursivo que além de favorecer a... more Resumo: A popularização da web 2.0 evidencia a consolidação de um novo ethos discursivo que além de favorecer a interação, possibilita a criação de grupos sociais e afirmação de identidades. Na perspectiva dos estudos do letramento, as práticas discursivas na web ou fora dela não são homogêneas visto que congregam valores e crenças sedimentados em diferentes visões de mundo. Sendo assim, objetivamos com essa revisão da literatura retomar as concepções de letramento e de identidade em face ao crescente uso da web como locus não neutro onde aspectos identitários e culturais se constroem. Para isso dialogamos com autores que abordam a especificidade dos novos letramentos digitais e a ascensão do ciberespaço como arena para novas práticas sociais de leitura e de escrita. A metodologia deste estudo é bibliográfica e partir dela articulamos as práticas de leitura na web com os pressupostos do letramento crítico.

ABSTRACT: The popularity of Web 2.0 show the consolidation of a new discursive ethos that besides favouring the interaction, allows the creation of social groups and affirmation of identity. In view of studies of literacy, discursive practices on the web or elsewhere are not homogeneous as gather constructed values and beliefs in different worldviews. Therefore, we aimed to retrieve this literature review the concepts of literacy and identity in the face of the growing use of the web as non-neutral locus where identity and cultural aspects are built. For this we dialogue with authors who address the specificity of the new digital literacies and the rise of cyberspace as an arena for new social practices of reading and writing. The methodology of this study is to articulate the literature and from it reading practices on the web with the assumptions of critical literacy.

Reading screens: mapping the labyrinth

by Fiona English

Co-authored with John Trushell and Vivienne Cato

Developing literacies and building a learning community at UTS Library

by Sophie McDonald

Co-authored by Jemima McDonald. Peer reviewed conference paper presented at VALA 2012, in Melbourne on 9 February

In 2010, the University of Technology, Sydney (UTS) Library began a major review of online information literacy and... more In 2010, the University of Technology, Sydney (UTS) Library began a major review of online information literacy and learning support. The review was conducted in response to changes in the academic environment. The goal of the project was to develop the digital literacies of our community in this new learning environment and to firm our collaborative relationships with the units that provide assistance to students on campus. The end result was the creation of the Study Skills portal, which saw us combine our information literacy tutorials, redevelop our academic writing modules and introduce new modules on graphics and social media.

Toward an ecology of vidding

by Tisha Turk

Co-authored with Joshua Johnson.

Despite the fan studies emphasis on participatory culture, much of the current work on vids (and in fan studies... more Despite the fan studies emphasis on participatory culture, much of the current work on vids (and in fan studies broadly) treats fans more as readers than as producers. To help us examine the relationships between fannish reading practices and fannish creative processes, we turn to composition studies and Marilyn Cooper's concept of an ecology of writing. We argue for an ecological model of vidding, an approach that enables us to explore the collaborative nature of vidding without erasing individual authorship; to investigate the relationships not only between vids and media texts but also between vidders and their audiences; and to treat fan conversations both as responses to mass media and as sites for the generation and circulation of interpretive conventions that guide both the creation and reception of vids.

Digital Literacies In Two Low Socioeconomic Classrooms: Snapshots of Practice

by Eileen Honan

Developing literate identities with English language learners through digital storytelling

by margaret hagood

Digital storytelling provides an opportunity for children and adolescents to design multimodal narratives that... more Digital storytelling provides an opportunity for children and adolescents to design multimodal narratives that represent and reflect upon their lives and interests. In the article we
look at how two English language learners, Diego, a male Mexican-American kindergartener, and Allie Feng, a female Chinese-American junior in high school, drew upon their sociocultural identities, foundational literacies practices, and new literacies competencies to design and present digital stories.

Middle School Teachers’ Successes and Challenges of Navigating Web 2.0 Technologies in a Web 1.0 Middle School

by margaret hagood

NOT THE FINAL VERSION. PLEASE DO NOT CITE.

Coiro, J. (2003). Reading Comprehension on the Internet: Expanding our understanding of reading comprehension to encompass new literacies. The Reading Teacher, 56, 458-464.

by Julie Coiro

Das, R., 2010. Digital youth, heterogeneity and diversity. Journal of Media Practice 11/3

by Ranjana Das

In a rapidly diversifying media environment, where children and young people commute rapidly between multiple... more In a rapidly diversifying media environment, where children and young people commute rapidly between multiple platforms, genres and devices, critical attention is increasingly paid to youthful digital literacies, the nature and quality of young people’s engagement with the media and the problems and prospects offered by media environments. While children and young people do often lead the take-up of and experimentation with a range of new technologies and genres, within academia, there seems to be some amount of scepticism about phrases such as digital natives, digital generations and so forth – all terms that speak of perhaps homogenous youthful expertise with new technologies.
The attempt in rethinking these phrases is not to paint a bleak picture that deletes youthful agency in navigating digital everyday lives, but to balance a conversation focused on celebrating expertise, with reminders of inexpertise, confusion, occasional stumbling and importantly the affordances and design of the media itself.This paper emphasizes that it is through recognizing – the importance of the conditions of legibility, the huge difference between technical natives and critical participants, and the diversity and difference that characterizes this deceptively monolithic category called ‘youth’ – that the assumption of homogenous youthful expertise can be constructively questioned.

Das, R (2010). Meaning at the Interface: new genres, new modes of interpretative engagement? Communication Review 13: 2, 140-159

by Ranjana Das

As audience reception scholars commute from audiences to literacies, both of which share the concept of... more As audience reception scholars commute from audiences to literacies, both of which share the concept of interpretation, this article sets out to draw together themes around the changing nature of interpretive work, from 6 texts that have reflected recently, in different ways, on interpretation in new media environments. In reviewing a multithreaded conversation across 4 books from literacy studies, media and communications, and user studies, I select 2 essays, written at a crucial moment for reception studies, to provide a narrative. Speaking from diverse fields, these works suggest a widespread agreement that there is a need to rethink terminologies and concepts from mass-mediated communication in the age of interactive media, not because they no longer prove useful, but because they provide constructive intellectual challenges in thinking through the changing natures of texts and readers, genres and interpretation, literacies, and legibilities, as we await new modes every day, for all of these, but also perhaps, new modes of interpretative engagement.

Das, R. (2011). Converging perspectives in audience studies and digital literacies. European Journal of Communication, 26 (4) 343-360

by Ranjana Das

Engaging with a set of ideas proposed in an essay carried in this journal in 2004, this paper begins to carry concepts... more Engaging with a set of ideas proposed in an essay carried in this journal in 2004, this paper begins to carry concepts from one mediated condition to another, as it converges selected concepts from audience reception studies with media and digital literacies research. In approaching multi-method qualitative data from a project that researched youthful digital literacies on social networking sites, the paper presents a discussion in terms of anticipations of genre and modes of interpretative engagement. It is concluded that the text-reader framework of audience reception studies pushes the digital literacies discussion away from treating literacies as practical skills, encouraging a critical examination of people‟s interpretative engagement with media texts. By doing this, the paper also explores how concepts lying at the core of the reception studies repertoire need to be retained and revised in the age of the internet.

Koutsogiannis D. (2007) A Political Multi-layered Approach to Researching Children’s Digital Literacy Practices

by Dimitrios Koutsogiannis

Koutsogiannis, D. (2007). A political multi-layered approach to researching children’s digital literacy practices, Language and Education 21(3), 216-231

This paper attempts to present a theoretical framework for researching the out-ofschool digital literacy practices of... more This paper attempts to present a theoretical framework for researching the out-ofschool digital literacy practices of Greek adolescents. The broader aim, however, is to discuss the theoretical and methodological issues concerning research designs to investigate literacy practices in the globalisation era. Based on data representing local and global developments in a material region (Greece), it is suggested that it is necessary
to make use of historical and geographical dimensions as well as recent global developments.To capture the full complexity of the situation, a combination of key understandings from the New Literacy Studies tradition, recent social linguistic research and Critical Semiotic Analysis, used from a self-consciously political perspective, is suggested.

Assessing New Literacies and Digital Literacies

by Rebecca Shapiro

21 st century digital literacies for teachers

by Christopher Walsh

From the book:

English for a New Millennium: Leading Change

Edited by Cal Durrant and Karen Starr
Wakefield Press

Many school literacy practices continue to ignore youths' digitally mediated subjectivity as it has been shaped by the... more Many school literacy practices continue to ignore youths' digitally mediated subjectivity as it has been shaped by the new media age. Providing teachers with assistance to incorporate digital literacies in the classroom is not always readily available. This guide works to counter that reality by presenting tutorials that provide teachers with the knowledge and know-how to digitise aspects of their classroom practice. The tutorials aim to help teachers design classrooms where students can use their imagination and creativity to combine print, visual and digital modes in combinations that can be applied to new educational, civic, media and workplace contexts. Classrooms can recognise and validates students' design skills as they are encouraged to critically re-represent curricular knowledge through multi-modal design alongside traditional print based literacies still required for academic success. Through using this guide, teaching and assessment - rather than privileging print-only representations - can be redesigned to harness students' creativity as classroom teaching and learning practices integrate and adapt to the new digital affordances they acquire through their out-of-school literacy practices making teaching and learning relevant to their lifeworlds.

Constructivist instructional design and development of a networked learning skills (NICLS) module for continuing professional education distance learning

by Marmara Mar

A New Generation Gap? Some thoughts on the consequences of increasingly early ICT first contact

by Marmara Mar

Information literacy experts or expats?

by Pru Mitchell

Presented at the SLANZA 2007 Conference

This paper challenges library staff to reconsider their role in information literacy and how we ensure students and... more This paper challenges library staff to reconsider their role in information literacy and how we ensure students and teachers are equipped to navigate the new information landscape. Are we experts in contemporary information literacy issues – issues such as online identity, digital rights, wikis, social networking, personalisation and collaborative content? Or are we in danger of becoming more like expatriates - continuing to do things like we did in ‘the old country’? The landscape and culture is changing, and this paper aims to assist library staff to start tackling emerging technologies as part of a personal and school-wide information literacy programme

Coiro, J. (2008). A beginning understanding of the interplay beween offline and online reading comprehension when adolescents read for information on the Internet. Invited speaker at the Reading Research Conference at the annual meeting of the International Reading Association, Atlanta, GA.

by Julie Coiro

This mixed-method study investigated the extent to which new reading comprehension proficiencies may be required on... more This mixed-method study investigated the extent to which new reading comprehension proficiencies may be required on the Internet. It also explored the nature of online reading comprehension among adolescent readers who read online at different levels of proficiency. Results of a hierarchical regression analysis of data from a stratified random sample of 109 seventh graders indicated performance on one measure of online reading comprehension ability accounted for a significant amount of the variance in performance on a second measure of online reading comprehension ability over and above offline reading comprehension ability and a measure of topic-specific prior knowledge. Further, a developmental, contrastive case study analysis of retrospective think-aloud protocol data obtained from three purposefully selected focal students revealed a developmental progression of online reading skills and strategies that appeared to distinguish three diverse readers’ performance within six observed phases of online reading comprehension.

Critical Media Literacy: Research, Theory, and Practice in New Times

by Donna Alvermann

Co-authored with Margaret C. Hagood and published in The Journal of Educational Research (2000), vol. 93, no. 3, pp. 193-205.

A review of the literature on media literacy, drawing from work on critical theory, popular culture, and mass media in... more A review of the literature on media literacy, drawing from work on critical theory, popular culture, and mass media in a variety of fields, including literacy education, technology, film and psychoanalytic theory, cultural studies, social linguistics, and poststructural feminist pedagogies. Arguing that the discourse of schooling in the United States is ill-equipped to support the incorporation of critical media literacy in the curriculum, Alvermann and Hagood call for blurring the binaries of in-school and out-of-school literacies.