With our increasing use of digital and online media, the way we interact with these forms of communication is having an enormous impact on our literacy and learning. In Digital Literacies, Julia ...Gillen argues that to a substantial extent Linguistics has failed to rise to the opportunities presented by studying language in digital contexts. Assuming no existing knowledge, and drawing from a wide range of research projects, she presents a range of approaches to the study of writing and reading language online. Challenging some of the existing concepts, Digital Literacies traces key ideas through both the history of literacy studies and contemporary approaches to language online, including linguistic ethnography and corpus linguistics. Examples, taken from real life studies, include the use of digital technologies in everyday life, online teenage communities and professional use of Twitter in journalism. Within each chapter, the relevant research methods used are explored and then tied to the theory underpinning them. This book is an innovative and essential read for all those studying and researching applied linguistics, particularly in the areas of literacy and multimodality, at an upper undergraduate and postgraduate level. The title will also be of interest to those working with new media in the fields of Media and Communication Studies, Cultural Psychology, and Education.
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.
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, Volume:
11, Issue:
2
Journal Article
Peer reviewed
Open access
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.
Following publication of the original article 1, the authors reported that the corrections they had requested for Table 3 had not been implemented, and that the title for Table 2 included an ...unnecessary indication for remark/reference ("a" in a superscript font) at the end of the title. Also, the affiliation of the authors had not been clearly stated: it should read 'Faculty of Medicine, Bar-Ilan University, Safed Campus, P.O.Box 1589, Safed, Israel'.
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