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1.
Cathy Burnett 《Journal of Research in Reading》2009,32(1):22-37
While much has been written about the implications for ‘literacy’ of practices surrounding digital technologies, there has been surprisingly little research investigating new literacies in primary classrooms. This review examines the kinds of understandings that have been generated through studies of primary literacy and technology reported during the period 2000–2006. It uses Green's distinction between ‘operational’, ‘cultural’ and ‘critical’ dimensions of primary literacy to investigate the focus and methodology of 38 empirical studies. It explores ways in which research may be informed by assumptions and practices associated with print literacy, but also highlights the kinds of studies which are beginning to investigate the implications of digital texts for primary education. The paper concludes by arguing for further ethnographic and phenomenological studies of classroom literacy practices in order to explore the complex contexts which surround and are mediated by digital texts. 相似文献
2.
Ibrar Bhatt 《Educational Media International》2013,50(4):289-301
Success in educational programmes often depends on learners being able to negotiate and manage a variety of digital literacy practices commensurate with the literacy demands of their course. This paper reports on preliminary findings of a multi-method PhD study which examines the digital literacy practices arising when an adult learner in a UK college completes writing assignments for her course. It explores whether she uses digital tools agentively and decisively in her personal life, in order to transform her classroom practice. Data show that mobilising personal digital literacy practices into classroom-based literacy events allows learners to successfully make the link between their own everyday digital literacy practices and the requirements of their course. It is argued that a “social practice” approach to digital literacies, along with actor-network theory sensibilities, allows researchers to observe the sensitivity of classroom-based digital literacy events to the layered multiplicity of their contexts. 相似文献
3.
Cati V. de los Ríos 《Learning, Media and Technology》2018,43(4):359-373
ABSTRACTThis article presents the critical digital literacy practices of Latinx bilingual youth in the United States enrolled in a secondary ethnic studies course. Despite the expansion of digital tools in classrooms, empirical studies on the pedagogical affordances of such tools, and how they enhance youth’s critical digital literacies and understandings of themselves remain scarce. The author relies on participant observation, interviews, and the analysis of writing within a unit that incorporated students’ twenty-first century language and literacy practices via Vine’s social media platform to explore issues of power and privilege within an exacerbated sociopolitical climate. Findings reveal the ways in which students drew on a range of fluid linguistic and literate practices to make meaning of themselves, problematize oppressive dominant discourses, and negotiate more desired identities and literacies. Attention to young people’s translanguaging and multimodal codemeshing practices on social media platforms can harvest critical insight about what constitutes twenty-first century critical digital literacies. 相似文献
4.
在数字化时代,新的环境、新的技术、新的用途等因素,使得传统的读写活动在网络教育、信息技术、语言教育、科学教育等领域里呈现出新的特点,因此,读写素养（Literacy）的内涵不断丰富和发展,并被学术界称之为“新读写素养”。而且,随着承载阅读和书写的外部环境不断更新和变化,“新”的含义得以继续扩展,并在与读写素养相关的实践中,呈现出种类繁多的术语和解读方式。如果从科学研究的本体论角度出发,探索新读写素养的最基本要素,以Platform （平台）、Participant （参与者）、Potential （潜力）、 Position （立场）和Praxis （反思实践）五个维度为基础,建构并研究新读写素养基本内涵的理论模型,将有助于促进不同学科之间关于读写素养的深层次对话。 相似文献
5.
本研究旨在利用PISA2018跨国学生测评数据,通过多层次模型方法系统刻画与评估个体-学校-国家层级的ICT水平对数字化阅读素养的影响路径及其效应。实证研究发现,不仅各层ICT水平对学生数字化阅读素养具有显著正向效应,且不同层级间存在显著的跨层交互调节效应;同时,“一带一路”国家与发达经济体在ICT水平上的发展差距在短期具有拉大数字化阅读素养差距的“马太效应”,但长期来看“一带一路”国家更快的ICT发展速率又将“平抑”技术分层导致的差异固化问题。中国应积极利用自身ICT发展优势,参与全球教育治理,引领“一带一路”沿线国家ICT水平与国民数字化阅读素养的协同发展,为全球教育发展开辟新的发展道路,贡献中国力量。 相似文献
6.
School inequity is a persistent and ‘wicked’ problem communities have a responsibility to solve. Here, we argue that critical literacy advocacy within community‐based settings provides an unprecedented opportunity to examine and disrupt school inequity and promote sustainable actions towards justice‐based solutions. This article connects critical literacy and equity literacy theoretical frameworks to describe a series of invitations and actions that focused on addressing school inequity in one town. Here, authors offer lessons learned from a community‐led school equity literacy campaign where researchers and participants collectively organised and reflected on a public event series entitled ‘Year of Equity’ (YoE). Three key YoE processes are described: facilitating book clubs, facilitating a community conversation event and forming action committees. These processes relied on critical equity literacies through the promotion of new relationships and shared experiences centring on engagement with a variety of texts, through a focus on incremental change over time. 相似文献
7.
《The Educational forum》2012,76(4):418-420
Abstract This article argues that both traditional literacy (reading and writing print) and new digital literacies (for example, playing video games) come in two grades or forms, one of which can lead to success in the modern world and one of which is less likely to do so. In both cases, the role of “academic” or “specialist” language is crucial in distinguishing between the two grades 相似文献
8.
This paper examines some intersections among school literacy events and practices, identity formation, and the institutional practice known in the US as tracking. During a year‐long, critical ethnographic study to examine how a team‐taught, interdisciplinary curriculum impacted the development of students’ literacies, it was found that not only the literacies, but also identities, were being shaped and developed. Particular literacy events led the students to perceive that they were being encouraged to think of and comport themselves in distinct ways, based on their status as ‘honours students’. Classroom practices created a culture of privileged performativity for the students through which they came to perceive that recognition as an ‘honours student’ had less to do with deep, intellectual, and critical understanding and communication of important ideas than with the ability to perform in specific, rather superficial ways. For the participants, ‘honours’ identity was tied discursively and materially to a set of constructs that stemmed from competing and contradictory views about how one becomes an ‘honours student’. Key literacy events and practices through which ‘honours’ identity was recruited and enacted were inherently undemocratic, despite the teachers’ stated commitment to democratic pedagogies. 相似文献
9.
Kathryn Yankura Swacha 《Technical Communication Quarterly》2018,27(3):261-282
Drawing from literature on communication as a physical, material experience, this article expands Cargile Cook’s “layered literacies” (2002) pedagogical framework to include a seventh literacy—embodied literacy. The article uses a classroom case study in which students coproduced a cookbook with low-income, elderly, disabled users, to demonstrate how students can become more responsible and effective technical communicators by recognizing users’ divergent embodied experiences. The article includes suggestions for concrete classroom practices that encourage such embodied literacy. 相似文献
10.
Michael Dezuanni 《Learning, Media and Technology》2018,43(3):236-249
This article aims to contribute new knowledge about the media literacies children assemble as they play the digital game Minecraft which it describes as a children's digital making platform. The article argues media literacy's tendency to use socio-cultural and humanist accounts of media participation limit its ability to fully explain digital making practices. Socio-material and performative literacy theories are used to introduce a framework for exploring digital media literacies across four nodes: digital materials, media production, conceptual understanding and media analysis [Dezuanni, M. 2015.“The Building Blocks of Digital Media Literacy: Socio-material Participation and the Production of Media Knowledge.”Journal of Curriculum Studies 47 (3): 416–419]. The article's second half outlines how the author uses digital ethnography in his home to understand children's Minecraft digital making and the article's theoretical claims are explored using empirical data. The conclusion considers the ramifications of digital making for media literacy research and practice. 相似文献
11.
This article argues that digital games and school‐based literacy practices have much more in common than is reported in the research literature. We describe the role digital game paratexts – ancillary print and multimodal texts about digital games – can play in connecting pupils’ gaming literacy practices to ‘traditional’ school‐based literacies still needed for academic success. By including the reading, writing and design of digital game paratexts in the literacy curriculum, teachers can actively and legitimately include digital games in their literacy instruction. To help teachers understand pupils’ gaming literacy practices in relation to other forms of literacy practices, we present a heuristic for understanding gaming (HUG) literacy. We argue our heuristic can be used for effective teacher professional development because it assists teachers in identifying the elements of gameplay that would be appropriate for the demands of the literacy curriculum. The heuristic traces gaming literacy across the quadrants of actions, designs, situations and systems to provide teachers and practitioners with a knowledge of gameplay and a metalanguage for talking about digital games. We argue this knowledge will assist them in capitalising on pupils’ existing gaming literacy by connecting their out‐of‐school gaming literacy practices to the literacy and English curriculum. 相似文献
12.
Wolff‐Michael Roth 《课程研究杂志》2013,45(4):377-398
Received conceptualizations of scientific literacy are grounded in (1) the notions of ‘knowledge’, ‘concepts’, and ‘skills’ that science students have to ‘acquire’, ‘appropriate’, or ‘construct’ or (2) the notion of ‘practices’ to which they have to be ‘enculturated’ so that they become part of a ‘community of practice’. All such notions articulate scientific literacy in a static form, which does not correspond to the dynamic nature of the literacies that can be observed in society. This study proposes a dialectical notion of scientific literacy, which makes thematic its nature as a situated, distributed, collective, emergent, indeterminate, and contingent process. It articulates the idea that knowing a (scientific) language is indistinguishable from knowing one's way around the world. As a consequence, the goal of science education can no longer be to make individual students exhibit particular forms of knowledge but to provide them with contexts in which it is more important to deal with, select, and negotiate different forms of expertise and knowledgeability. This leads one to think of science education as but a part of a democratic liberal education that allows students to become competent to participate in any conversation that includes others with different forms and levels of expertise than their own. 相似文献
13.
Luciana Pangrazio 《Discourse: Studies in the Cultural Politics of Education》2016,37(2):163-174
While it has proved a useful concept during the past 20 years, the notion of ‘critical digital literacy’ requires rethinking in light of the fast-changing nature of young people's digital practices. This paper contrasts long-established notions of ‘critical digital literacy’ (based primarily around the critical consumption of digital forms) with the recent turn towards ‘digital design literacy’ (based around the production of digital forms). In doing so, three challenges emerge for the continued relevance of critical digital literacy: (1) the challenge of critiquing the ideological concerns with the digital without alienating the individual's personal affective response; (2) connecting collective concerns to do with social and educational inequalities to individual practices; and (3) cultivating a critical disposition in a context in which technical proficiency is prioritised. The paper then concludes by suggesting a model of ‘critical digital design’, offering a framework that might bridge the divide between critical literacy models and the more recent design-based literacy models. 相似文献
14.
严佳代 《宁波大学学报(教育科学版)》2019,(6):24-032
海洋教育经过50多年的发展,在2010年公布《海洋素养范畴与K-12年级内涵》报告后,海洋教育正式进入海洋素养时代,加上2017年联合国教科文组织确定以海洋素养为主的海洋教育方针,引领全球海洋教育者对于海洋素养研究的趋势,也带动海洋教育的快速发展。亚洲海洋教育者协会自2015年在日本东京成立以来,陆续举办了三届海洋教育研讨会,同时也建立一个海洋教育交流的平台,该协会除了搭起亚洲海洋教育者的交流外,在交流过程中体现出多元的海洋教育内涵,第三届亚洲海洋教育者研讨会,成为带动未来亚洲海洋教育发展的契机。文章通过汇整国际海洋教育者社群的发展、海洋素养架构发展、海洋素养评量以及海洋教育内涵四个部分,以文献回顾的方式探讨亚洲海洋教育合作与发展契机,以期让人们更进一步了解海洋教育过去与现况,共同推动和发展未来的海洋教育。 相似文献
15.
《Journal of Further & Higher Education》2012,36(9):1163-1180
AbstractStudent difficulties with the transition to writing in higher education are well documented whether from a ‘study skills’, an ‘academic socialisation’ or an ‘academic literacies’ perspective. In order to more closely examine the challenges faced by students from widening participation backgrounds and diverse routes into undergraduate study, this project focuses on first-year undergraduate experiences of developing academic literacies on an Education Studies programme at one university in England. It highlights the impact of different support and guidance within and beyond their degree programme where attempts to embed academic literacy development are part of subject modules. The paper reports the findings generated using a mixed methods interpretive approach. Questionnaires were collected at the beginning (n = 48) and end of the students’ first year (n = 44), and interviews and visual data collection methods (n =19) were used at the mid-point of the academic year. Key findings highlight students’ expectations of achievement on entry to university and the influence of the emotional journey of students as they begin to make progress as academic writers. Identifying, selecting and applying academic reading were an enduring concern whilst some students struggled with the digital literacy implicit in undergraduate work. Importantly, some strategies developed to support student transition to academic writing in higher education may have unintended consequences as they progress through the first year. 相似文献
16.
James Nahachewsky Deborah Begoray 《Changing English: An International Journal of English Teaching》2010,17(4):421-431
This article explores language and literacy teachers’ classroom experiences in a digital age. Drawing on multi‐literacies and new literacy studies frameworks, we use metaphors of classroom as text and teacher as author to build an understanding of the challenges and changes examined in the findings of two separate studies. The teachers were challenged to reconsider conceptions of individual ‘knowers’ and textual authority/authorship in their classrooms and how they engage students critically in an exploration of the word and the world beyond the edges of the page and the walls of the English language arts classroom. 相似文献
17.
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. 相似文献
18.
Jon Smidt 《Scandinavian Journal of Educational Research》2013,57(6):655-669
What are the “key competencies” needed in our time? What literacy is needed to make students active participants in their societies and contributors to changing cultures? This article offers a contribution to the ongoing discussion about these questions. It takes as its point of departure the “key competencies” formulated in the OECD program Definition and Selection of Competencies (DeSeCo) in response to educational challenges in a changing world, and the five “basic skills” to be developed in all school subjects from year 1 to year 13 in the Norwegian curriculum of 2006 (LK06). It argues, first, for the need to understand “basic skills” in the perspective of DeSeCo “key competencies”, with a focus, as formulated in DeSeCo, on using tools interactively, acting autonomously, and interacting in heterogeneous groups. Secondly, the aims and purposes of the school subject “Norwegian” in Norway, as formulated in LK06, are discussed in relation to the aims of the DeSeCo key competencies and the concepts of critical literacy and Bildung. Thirdly, the article offers a discussion of how standard language education can become a site for the development of key competencies and critical literacies, drawing on Mikhail Bakhtin's ideas about utterances and voices and Roz Ivanic's about discoursal identities, and talking about the StLE subject as a potential public space, a stage, a resonance room, and a cultural workshop. Finally, some concluding remarks are made about the crucial role of the teacher in such a curriculum, and about the role of standard language education in relation to other school subjects. 相似文献
19.
This pilot study uses ‘day in the life' methodology to observe the everyday literacy practices of a self‐identified thriving elder. Through the case of one nonagenarian female residing in an assisted living community in the United States, we identified the multimodal, posthuman nature of this elder's literacies, exploring how they were connected to a sense of well‐being and the types of literacies that remain relevant across the lifespan. We further consider what the insights gained from such a study might teach about literacy education more generally. We advocate for education that keeps open people's literacy options across the lifespan through acknowledging and cultivating the myriad interrelated constituents of literacies, including the physical, social and political. 相似文献
20.
信息素养是高职学生综合素质的重要组成部分,提高高职学生信息素养水平是培养现代化信息人才的需求。信息素养的内容主要包括信息意识、信息技能、信息品质、信息利用和创新。通过剖析目前高职学生信息素养教育存在的问题,提出信息素养教育的具体路径：一是搭建校园“云平台”,创造便捷的信息素养教育环境;二是构建“公共必修课＋专业课＋讲座”的信息素养教育课程体系;三是改革传统的教学方法,实施信息化课堂教学模式;四是发挥学校图书馆在信息素养教育中的独特地位。 相似文献