The Experts below are selected from a list of 15474 Experts worldwide ranked by ideXlab platform

Yehuda Peled - One of the best experts on this subject based on the ideXlab platform.

  • Pre-service teacher’s self-perception of Digital literacy: The case of Israel
    Education and Information Technologies, 2020
    Co-Authors: Yehuda Peled
    Abstract:

    Teachers provide society with literacy needs. They instruct students to acquire the essential skills and competencies required for a successful social integration. Thus, the need to identify Digital readiness in teachers. The purpose of this study is to assess the level of Digital Literacies and Digital readiness of students majoring in education. The research method includes a questionnaire comprising 54 items. The sample consists of 1265 students. The results show that more than half of the participants report an overall high level of literacy in all areas. Their sense of readiness for teamwork and their ethical readiness is high. Nonetheless, a low sense of readiness is found in a first and advanced order of readiness. The practical implications of these findings are crucial, as they can assist faculty and educational policymakers identify the strengths and weaknesses of students’ Digital Literacies.

Cathy Burnett - One of the best experts on this subject based on the ideXlab platform.

  • Early years teachers and Digital Literacies: Navigating a kaleidoscope of discourses
    Education and Information Technologies, 2019
    Co-Authors: Karen Daniels, Kim Bower, Cathy Burnett, Hugh Escott, Amanda Hatton, Ester Ehiyazaryan-white, Jemma Monkhouse
    Abstract:

    For many young children in developed countries, family and community life is mediated by Digital technology. Despite this, for early years educators, the process of integrating Digital technologies into classroom practice raises a number of issues and tensions. In an attempt to gain insights from early years teachers, we draw from semi-structured interview data from ten practising teachers which explored their perspectives on Digital technologies within their personal and professional lives, and of children’s use of Digital technologies within and outside educational settings. Our analysis builds on previous work that suggests that teachers draw on multiple discourses related to conceptualisations of childhood when thinking about Digital technology and young children. In this paper we contribute to these discussions, drawing specifically on examples from the data where teachers articulate their understandings of children’s use of Digital technology where this relates directly to children’s literacy practices. We assert that narrow conceptualized notions of literacy, compounded by national imperatives to raise print literacy standards, add another layer of discursive complexity that comes to the fore when teachers are asked to provide a rationale for the promotion of Digital Literacies in early years classrooms. A broader framing of literacy therefore, is needed if the potential of Digital technologies in the early years is to be realized.

  • Pre-service teachers’ Digital literacy practices: exploring contingency in identity and Digital literacy in and out of educational contexts
    Language and Education, 2011
    Co-Authors: Cathy Burnett
    Abstract:

    This paper highlights the significance of teacher identity to debates about the disconnect between Digital Literacies within and beyond school by exploring pre-service teachers’ perspectives on Digital literacy practices in their personal and professional lives. It uses aspects of Giddens’ work on self-identity to frame an analysis that suggests firstly that individuals engage in Digital Literacies in ways that reflect and uphold context-specific identities, and secondly that the drive to sustain a consistent ‘narrative of self’ may be significant to individuals’ engagement with new technologies. This in turn highlights the contingency of Digital experience, which may be framed by a fluctuating sense of appropriateness, legitimacy and risk. This makes a new contribution to understanding why skills, orientations and attitudes associated with Digital Literacies do (or do not) survive the transition to educational contexts and is particularly relevant at a time when policy and research have suggested that cu...

Sonia Gomes - One of the best experts on this subject based on the ideXlab platform.

  • Student ambassadors for Digital literacy (SADL): evaluation & impact report 2015/16
    2016
    Co-Authors: Yujia Wang, Jane Secker, Sonia Gomes
    Abstract:

    This report evaluates the programme Student Ambassadors for Digital Literacy (SADL) at LSE led by Learning Technology and Innovation (LTI) and LSE Library in 2015/16. SADL was set up to better understand the Digital and information Literacies that LSE undergraduate students obtain and the ways in which the School can best support them. The programme was launched as a pilot in September 2013, following a review of undergraduate support in 2011 which found that Digital Literacies equip students with important attitudes, skills and behaviours which enhance their studies, and that they are relevant to the workplace and to their daily lives (Bell et al., 2012). Through running SADL, LTI and the Library can understand more about students’ Digital skills, how to embed them into the curriculum and offer more relevant support and teaching for all students. The present report evaluates how the programme has impacted on participating students, academic support staff who have taught on the programme, and the wider influence the programme has had across the LSE. It also reflects on how Digital Literacies at LSE might be best supported. Our recommendation is that we should build on two of SADL’s core values, a) Developing a community of peer mentors interested in, and equipped with Digital Literacies and b) developing an even greater range of Digital Literacies amongst LSE undergraduates.

  • student ambassadors for Digital literacy sadl evaluation impact report 2015 16
    2016
    Co-Authors: Yujia Wang, Jane Secker, Sonia Gomes
    Abstract:

    This report evaluates the programme Student Ambassadors for Digital Literacy (SADL) at LSE led by Learning Technology and Innovation (LTI) and LSE Library in 2015/16. SADL was set up to better understand the Digital and information Literacies that LSE undergraduate students obtain and the ways in which the School can best support them. The programme was launched as a pilot in September 2013, following a review of undergraduate support in 2011 which found that Digital Literacies equip students with important attitudes, skills and behaviours which enhance their studies, and that they are relevant to the workplace and to their daily lives (Bell et al., 2012). Through running SADL, LTI and the Library can understand more about students’ Digital skills, how to embed them into the curriculum and offer more relevant support and teaching for all students. The present report evaluates how the programme has impacted on participating students, academic support staff who have taught on the programme, and the wider influence the programme has had across the LSE. It also reflects on how Digital Literacies at LSE might be best supported. Our recommendation is that we should build on two of SADL’s core values, a) Developing a community of peer mentors interested in, and equipped with Digital Literacies and b) developing an even greater range of Digital Literacies amongst LSE undergraduates.

Yujia Wang - One of the best experts on this subject based on the ideXlab platform.

  • Student ambassadors for Digital literacy (SADL): evaluation & impact report 2015/16
    2016
    Co-Authors: Yujia Wang, Jane Secker, Sonia Gomes
    Abstract:

    This report evaluates the programme Student Ambassadors for Digital Literacy (SADL) at LSE led by Learning Technology and Innovation (LTI) and LSE Library in 2015/16. SADL was set up to better understand the Digital and information Literacies that LSE undergraduate students obtain and the ways in which the School can best support them. The programme was launched as a pilot in September 2013, following a review of undergraduate support in 2011 which found that Digital Literacies equip students with important attitudes, skills and behaviours which enhance their studies, and that they are relevant to the workplace and to their daily lives (Bell et al., 2012). Through running SADL, LTI and the Library can understand more about students’ Digital skills, how to embed them into the curriculum and offer more relevant support and teaching for all students. The present report evaluates how the programme has impacted on participating students, academic support staff who have taught on the programme, and the wider influence the programme has had across the LSE. It also reflects on how Digital Literacies at LSE might be best supported. Our recommendation is that we should build on two of SADL’s core values, a) Developing a community of peer mentors interested in, and equipped with Digital Literacies and b) developing an even greater range of Digital Literacies amongst LSE undergraduates.

  • student ambassadors for Digital literacy sadl evaluation impact report 2015 16
    2016
    Co-Authors: Yujia Wang, Jane Secker, Sonia Gomes
    Abstract:

    This report evaluates the programme Student Ambassadors for Digital Literacy (SADL) at LSE led by Learning Technology and Innovation (LTI) and LSE Library in 2015/16. SADL was set up to better understand the Digital and information Literacies that LSE undergraduate students obtain and the ways in which the School can best support them. The programme was launched as a pilot in September 2013, following a review of undergraduate support in 2011 which found that Digital Literacies equip students with important attitudes, skills and behaviours which enhance their studies, and that they are relevant to the workplace and to their daily lives (Bell et al., 2012). Through running SADL, LTI and the Library can understand more about students’ Digital skills, how to embed them into the curriculum and offer more relevant support and teaching for all students. The present report evaluates how the programme has impacted on participating students, academic support staff who have taught on the programme, and the wider influence the programme has had across the LSE. It also reflects on how Digital Literacies at LSE might be best supported. Our recommendation is that we should build on two of SADL’s core values, a) Developing a community of peer mentors interested in, and equipped with Digital Literacies and b) developing an even greater range of Digital Literacies amongst LSE undergraduates.

Rodney H. Jones - One of the best experts on this subject based on the ideXlab platform.

  • Digital Literacies and language learning
    Language Learning & Technology, 2015
    Co-Authors: Christoph A. Hafner, Alice Chik, Rodney H. Jones
    Abstract:

    Christoph A. Hafner, City University of Hong Kong Alice Chik, Macquarie University Rodney H. Jones, University of Reading The term Digital Literacies refers to the practices of reading, writing and communication made possible by Digital media. The articles in this special issue explore the impact of such Digital practices on language learning, examining a) new needs of language learners in the Digital age, and b) new globalized, online contexts for language learning. The topics covered include language learners’ Digital translanguaging in social networking sites, evidence of language learning in out-of-class YouTube comments, language socialization in Wikipedia writing projects, and the Digital practices of language teachers both inside and outside of the classroom.

  • research methods in tesol and Digital Literacies
    TESOL Quarterly, 2013
    Co-Authors: Rodney H. Jones
    Abstract:

    One of the biggest challenges of integrating research in TESOL with research in Digital Literacies is that the research methodologies of these two traditions have developed out of different ontological and episte- mological assumptions about what is being researched (the object of study), where the research is located (the research site), and who is being researched (the research participants).

  • Engaging with Digital Literacies in TESOL
    TESOL Quarterly, 2013
    Co-Authors: Christoph A. Hafner, Alice Chik, Rodney H. Jones
    Abstract:

    This symposium brings together a number of international scholars to discuss the topic of Digital Literacies in TESOL. We asked each of the contributors to comment on a particular area of inquiry, providing a definition of the concept of Digital Literacies and commenting on the role that research into Digital Literacies might play in the future development of TESOL.4 page(s

  • understanding Digital Literacies a practical introduction
    2012
    Co-Authors: Rodney H. Jones, Christoph A. Hafner
    Abstract:

    1. Mediated Me Part 1: Digital Tools 2. Information Everywhere 3. Hyperreading and Hyperwriting 4. Multimodality 5. Online Language and Social Interaction 6. Attention Structures 7. Critical Literacy Part 2: Digital Practices 8. Online Cultures and Intercultural Communication 9. Games, Learning and Literacy 10. Social Networking 11. Collaboration and Peer Production 12: Digital Literacies at Work Afterword: Mediated Me 2.0. References. Glossary