In this commentary, the authors move beyond digital literacy and take up the question of what digital citizenship means and looks like in the context of the COVID‐19 pandemic. To engage with ...questions of ethical practice, the authors begin with the International Society for Technology in Education framework for digital citizenship. They expand on these standards to argue for an awareness of the ethical questions facing citizens online that are difficult to encompass as a set of skills or competencies. The authors then take these considerations into a set of practical steps for teachers to nurture participatory and social justice–oriented digital citizenship as part of the curriculum. The authors conclude by noting the digital divide and social inequities that have been highlighted by the current crisis.
Handbook of research on new literacies Coiro, Julie; Knobel, Michele; Lankshear, Colin ...
Routledge eBooks,
2008, 20140404, 2008-03-10, 2014-04-04, 2008-04-25
eBook, Book
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Inhalt: Central issues in new literacies and new literacies research / Julie Coiro... et al. -- Methodologies -- Toward a connective ethnography of online/offline literacy networks / Kevin M. Leander ...-- Large-scale quantitative research on new technology in teaching and learning / Ronald E. Anderson -- Converging traditions of research on media and information literacies. disciplinary, critical, and methodological issues / Sonia Livingstone, Elizabeth van Couvering, and Nancy Thumim -- The conduct of qualitaive interviews. research questions, methodological issues, and researching online / Lori Kendall -- The case of rebellion. researching multimodal texts / Andrew Burn -- Experimental and quasi-experimental approaches to the study of new literacies / Jonna M. Kulikowich -- Knowledge and inquiry -- Learning, change, and power. competing frames of technology and literacy / Mark Warschauer and Paige Ware... u.a..
This department column is a venue for thoughtful discussions of contemporary issues dealing with policy and practice, remixed in ways that generate new insights into enduring dilemmas, debates, and ...controversies.
Transliteracy might provide a unifying perspective on what it means to be literate in the twenty-first century. It is not a new behavior but has only been identified as a working concept since the ...internet generated new ways of thinking about human communication. This article defines transliteracy as “the ability to read, write and interact across a range of platforms, tools and media from signing and orality through handwriting, print, TV, radio and film, to digital social networks” and opens the debate with examples from history, orality, philosophy, literature, and ethnography. We invite responses, expansion, and development.
Drawing from Appadurai’s notion of mediascape, in which global cultural flows simultaneously construct local/global perspectives, I explored how youth and young adults across the globe make sense of ...digitally shared space, with a specific focus on the Webtoon reader discussion forum. Findings illustrated that the participants constructed the notion of care as standing up for others, raised awareness of social justice, and mobilized transcultural values to construct a cross‐cultural community with multimodal engagements. By understanding the reader discussion forum as a mutually constitutive negotiated space, the voluntary decision of these young individuals to engage in Korean Webtoon digital space underscores how they construct literacy practices across the globe while transcending demarcated categories of race, gender, language, culture, and other essentialized identity markers.
Editors’ Notes
International journal of education and literacy studies,
01/2023, Letnik:
11, Številka:
2
Journal Article
Recenzirano
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You are reading the second, or April, issue of the eleventh volume of IJELS. The current issue includes interesting articles with interesting topics that range from performing arts literacy to ...entrepreneurial literacy.
Concerns over fake news have triggered a renewed interest in various forms of media literacy. Prevailing expectations posit that literacy interventions help audiences to be “inoculated” against any ...harmful effects of misleading information. This study empirically investigates such assumptions by assessing whether individuals with greater literacy (media, information, news, and digital literacies) are better at recognizing fake news, and which of these literacies are most relevant. The results reveal that information literacy—but not other literacies—significantly increases the likelihood of identifying fake news stories. Interpreting the results, we provide both conceptual and methodological explanations. Particularly, we raise questions about the self-reported competencies that are commonly used in literacy scales.
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