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Yu Liang Ting - One of the best experts on this subject based on the ideXlab platform.

  • Tapping into students' Digital Literacy and designing negotiated learning to promote learner autonomy
    The Internet and Higher Education, 2015
    Co-Authors: Yu Liang Ting
    Abstract:

    Abstract Students of today are Digital natives. They acquire their Digital Literacy autonomously and are adept at using various Information and Communication Technology (ICT) tools to enrich their daily leisure life. Although prior research has addressed such phenomenon and its relation to school learning, the focus was mostly on students' adoption of ICT tools to facilitate their learning. This study takes a further step by relating students' Digital Literacy to their school curriculum and using the pedagogy of negotiated learning to improve their learning autonomy. The proposed negotiated learning design is to scaffold students along the authenticity–generalizability continuum; from operation-oriented knowledge and experience of ICT tools to the theory and technique of tools development and operation. It is expected that, by relating the school learning to students' Digital Literacy, the way of students' autonomously acquiring their Digital Literacy outside school may help them develop autonomy in school learning. For validating the proposal, an experiment with 36 university students studying the engineering course of multimedia technology has been implemented and evaluated. The qualitative results showed that participants developed their autonomy to exercise their Digital Literacy to resolve the difficulties they faced during Web exploration and data collection for their school learning. The quantitative data also evidenced their improvement of learning autonomy. The findings and the way how the learning practice is designed and implemented should offer teachers a different perspective of connecting school learning with students' Digital Literacy acquired outside schools. Moreover, under the trend of youngsters' Digital Literacy development, the findings provide a positive perspective on students' Digital Literacy.

Ibrar Bhatt - One of the best experts on this subject based on the ideXlab platform.

  • 'Curation' as a new direction in Digital Literacy theory
    2015
    Co-Authors: Ibrar Bhatt
    Abstract:

    This paper theorises the practices of curricular assignment writing. I approach the writing of assignments as an assemblage of Digital literacies, emerging as learners use whatever tools – Digital and otherwise – are to hand. Building on recent work in Literacy studies, and using a sociomaterial approach, I theorise learners’ complex Digital Literacy practices emerging through their assignment writing. Importantly, some practices are in contrast to the Digital demands imposed by normative classroom culture and policies, and others are related to how learners manage multitudes of resources, online and offline. I subsequently advance new directions in Digital Literacy theory as drawn from the data. One such idea is ‘curation’ as a Digital Literacy practice. I argue that understanding curation as a Digital Literacy practice adds value to current debates in Digital Literacy and educational technology, especially as researchers apply a more critical and fine-grained lens towards practices with educational technology.

  • Capturing the sociomateriality of Digital Literacy events
    Research in Learning Technology, 2014
    Co-Authors: Ibrar Bhatt, Roberto De Roock
    Abstract:

    This paper discusses a method of collecting and analysing multimodal data during classroom-based Digital Literacy research. Drawing on reflections from two studies, the authors discuss theoretical and methodological implications encountered in the collection, transcription and presentation of such data. Following an ethnomethodological framework that co-develops theory and methodology, the studies capture Digital Literacy activities as real-time screen recordings, with embedded video recordings of participants’ movements and vocalisations around the tasks during writing. The result is a multimodal rendition of Digital Literacy events on- and off-screen, allowing linguistic and multimodal transcriptions to capture the complexity of the data in a format amenable to analysis. Acquiring such data allowed for the development of detailed analyses of Digital Literacy events in the classroom, including interaction that would otherwise have escaped standard ethnography and video analysis, through sensibilities that approach social and material items without  a priori  hierarchies. This leads us to a ‘performative’ notion of Digital literacies and an analytic methodology that is useful for researchers paying greater attention to the sociomaterial assemblages in which Digital Literacy events unfold. Keywords:  Digital literacies; multimodality; video analysis; screen capture; Literacy studies; actor-network theory (Published: 31 January 2014) Citation : Research in Learning Technology 2014,  21:  21281 - http://dx.doi.org/10.3402/rlt.v21.21281

  • Digital Literacy Practices and Their Layered Multiplicity.
    Educational Media International, 2012
    Co-Authors: Ibrar Bhatt
    Abstract:

    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 con...

  • Digital Literacy practices and their layered multiplicity: a focus for study
    2012
    Co-Authors: Ibrar Bhatt
    Abstract:

    This paper reports on the preliminary findings of a PhD study which examines the nature of the Digital Literacy practices that arise when an adult learner (Sara) in a UK Further Education college completes writing assignments for her course. Drawing on the concept of ‘Literacy events’ and ‘Literacy practices’ (Scribner and Cole, 1981; Heath, 1983; Street, 1984) to complement and subsume traditional ‘skills set’ notions of Digital Literacy, it explores whether she uses Digital tools agentively and decisively in her daily life to transform her classroom practice, as success in programmes of study depends on learners being able to negotiate and manage a variety of Digital Literacy practices commensurate with the Literacy demands of a course. This research adopts a multi-method ethnographic approach involving classroom observations, a multimodal recording of a Digital writing event in process, and finally a semi-structured interview to analyse Sara’s applications of Digital Literacy in her daily life. Data show that Sara’s endeavour to mobilise her social Digital Literacy practices into a classroom-based Literacy event allow her to successfully make the link between her own everyday Digital Literacy practices and the requirements of the course. The relationship, therefore, between domains and Digital Literacy practices is complex and messy as such enactments of ‘translations’ disrupt the college’s attempt to ‘stabilise’ institutional Digital Literacy which it valorises in the classroom domain. It is argued that a ‘social practice’ approach to Digital literacies, along with Actor-Network Theory sensibilities, allows researchers to observe and the sensitivity of classroom-based Digital Literacy events to the layered multiplicity of their contexts. Finally, I contend that such research, when conducted in multiple case-study form, provides a basis for understanding how learners’ social Digital Literacy practices can be mobilised as resources for learning across increasingly porous institutional boundaries.

Aaron Schmidt - One of the best experts on this subject based on the ideXlab platform.

Josie Fraser - One of the best experts on this subject based on the ideXlab platform.

  • defining a self evaluation Digital Literacy framework for secondary educators the digilit leicester project
    Research in Learning Technology, 2014
    Co-Authors: Richard Hall, Lucy Atkins, Josie Fraser
    Abstract:

    Despite the growing interest in Digital Literacy within educational policy, guidance for secondary educators in terms of how Digital Literacy translates into the classroom is lacking. As a result, many teachers feel ill-prepared to support their learners in using technology effectively. The DigiLit Leicester project created an infrastructure for holistic, integrated change, by supporting staff development in the area of Digital Literacy for secondary school teachers and teaching support staff. The purpose of this article is to demonstrate how the critique of existing Digital Literacy frameworks enabled a self-evaluation framework for practitioners to be developed. Crucially, this framework enables a co-operative, partnership approach to be taken to pedagogic innovation. Moreover, it enables social and ethical issues to underpin a focus on teacher-agency and radical collegiality inside the domain of Digital Literacy. Thus, the authors argue that the shared development framework constitutes a new model for implementing Digital Literacy aimed at transforming the provision of secondary education across a city. Keywords:  Digital Literacy framework; professionalism; radical collegiality; secondary education; transformation (Published: 10 April 2014) Citation : Research in Learning Technology 2014,  22 : 21440 - http://dx.doi.org/10.3402/rlt.v22.21440

Isto Huvila - One of the best experts on this subject based on the ideXlab platform.

  • Information Services and Digital Literacy - Information services and Digital Literacy
    Information Services and Digital Literacy, 2012
    Co-Authors: Isto Huvila
    Abstract:

    Abstract: The chapter presents two archetypal approaches to address the complexities of knowing that are conceptualised here as boundary objects: information services and Digital Literacy. Information services is used as an umbrella term to describe a heterogeneous group of individual, social and institutional forms of helping people to know more, or to cross and bend their boundaries of knowing. Information service providers aim to help people find answers to their questions. The notion of Digital Literacy is considered to be a general competence to cope with Digitality and its consequences. It is another strategy that helps people to traverse their boundaries of knowing. Unlike information services, which are based on direct intervention, Digital Literacy helps people to see and cross their barriers by themselves.

  • Information services and Digital Literacy as boundary objects
    Information Services and Digital Literacy, 2012
    Co-Authors: Isto Huvila
    Abstract:

    In this final chapter of the book, the notions of information services and Digital Literacy are revisited in order to see how they link to the emerging boundaries of knowing, and what their strengths and shortcomings are. The central difference between information services and Digital Literacy is that information services are about mediating meaning, whereas Digital Literacy is a meta-process of mediating the meaning of the mediation of meaning. They are approaches to help others to know more. The major impediment of the two approaches is their given nature, which is often very different from the boundaries perceived by an ordinary knower. They are based on the idea of the complexity of things that are not ordinarily perceived to be excessively complex. At the same time, both approaches and the perspective of knowing and informing from the point of view of boundaries can be a useful way to rethink their limits and the limits of our knowing. A closer look at the notions of information services and Digital Literacy can help us to explicate what boundaries they are capable of crossing and where those boundaries are. Boundaries can also function as a method of understanding the practices and outcomes of Digital Literacy and information service initiatives: why information services are not used and why particular Digital Literacy initiatives fail, and – perhaps even more importantly – why some of these failures are not real failures, but rather examples of boundaries we are not prepared to cross.