There is far more to the digital divide than meets the eye. In this article, the authors consolidate existing research on the digital divide to offer some tangible ways for educators to bridge the ...gap between the haves and have‐nots, or the cans and cannots. Drawing on Aldous Huxley's notion of a “brave new world,” some digital divide approaches and frameworks require debunking and are strongly associated with first‐world nations that fail to account for the differential access to technologies that people who live in poverty have. Taking a closer look at current realities, the authors send out a call to teachers, administrators, and researchers to think more seriously and consequentially about the effect the widespread adoption of technologies has had on younger generations and the role of the digital on knowledge creation and on imagined futures.
Evolving digital technologies provide opportunities to engage students in activities that go beyond print‐based reading and writing and help them develop skills for reading, writing, and ...communicating with digital technology. Virtual reality apps are a rapidly emerging form of digital technology that provides immersive experiences in real or imagined environments. Virtual reality creates sensory experiences that involve sight, touch, hearing, and motion to allow users to feel as though they are physically present in that environment. These types of immersive experiences can be used to engage learners in multimodal literacy practices as well as scientific practices such as forming hypotheses and interpreting data to inform courses of action. The author provides a classroom example of using virtual reality in an integrated science and literacy lesson to engage students in discovering, answering, and writing about questions they developed as they explored a virtual environment.
This article examines instances of a U.S.-Mexican transnational youth honing his critical translingual literacy skills through his engagement with corridos, Mexican balladry in Spanish that often ...emphasizes injustice and border strife. The author relies on ethnographic classroom observations, the student's journals, and semistructured interviews to provide a glimpse into the complexities and sophistication of the bilingual youth's everyday language and literacy practices in an era of vehement anti-immigrant rhetoric. This inquiry asks, (a) What do literacy practices deeply rooted in corridos look like? (b) How does one youth read and engage with the Mexican musical genre of corridos to make sense of his social and political world? and (c) What are the environments and educational settings that supported this literacy development? Findings detail a transnational youth's corridista (balladeer) consciousness and its concomitant language and literacy practices that shape and are shaped by his participation in both his Tijuana communities of origin and his Los Angeles communities. Specifically, this study showcases a student's uses of literary devices, including allegory, to describe myriad forms of oppression and resistance found in corrido lyrics and throughout the lives of U.S.-Mexican transnational youths. Attention to literary genres that are often unsanctioned in traditional English-medium classrooms and recognizing the complex cognitive abilities of bilinguals can harvest critical insight about literacy education in and out of school. Implications from this study highlight meaningful learning contexts for transnational adolescents' literacies and how engagement of these literacies might be (re)conceptualized through an ethnic studies and Chicanx/Latinx Studies lens.
This book focuses on the foundations needed to be successful in managing and engaging with data analytics initiatives, bridging the gap between creators and users of data. Currently, every company, ...no matter its size, is data-driven in one way or another; using data to improve customer experience, as a new value stream, and to stay competitive. However, many business leaders, professionals, and students —such as executives, business analysts, UI/UX designers, project managers and marketing teams —are forced to interact with data and those who generate data, without being taught the general competencies needed to feel comfortable having these conversations. This book focuses on the foundations needed to be successful in managing and engaging with data analytics initiatives, bridging the gap between creators and users of data. As a management reference guide, it discusses the different types of data strategy needed for succeeding with data, covering topics such as data team composition, types of data analytics, the importance of data storytelling, and identifying data ROI. Framed by the author's personal story, the trove of information is made tangible through the compelling narrative with its unprecedented accessibility and readability for a non-technical audience. If you suffer from fear of data, anxiety around conversations with technical teams, this practical approach book can help with actions you can start implementing right away.
In Canada, virtual health care rapidly expanded during the COVID-19 pandemic. There is substantial variability between older adults in terms of digital literacy skills, which precludes equitable ...participation of some older adults in virtual care. Little is known about how to measure older adults' electronic health (eHealth) literacy, which could help healthcare providers to support older adults in accessing virtual care. Our study objective was to examine the diagnostic accuracy of eHealth literacy tools in older adults.
We completed a systematic review examining the validity of eHealth literacy tools compared to a reference standard or another tool. We searched MEDLINE, EMBASE, CENTRAL/CDSR, PsycINFO and grey literature for articles published from inception until January 13, 2021. We included studies where the mean population age was at least 60 years old. Two reviewers independently completed article screening, data abstraction, and risk of bias assessment using the Quality Assessment for Diagnostic Accuracy Studies-2 tool. We implemented the PROGRESS-Plus framework to describe the reporting of social determinants of health.
We identified 14,940 citations and included two studies. Included studies described three methods for assessing eHealth literacy: computer simulation, eHealth Literacy Scale (eHEALS), and Transactional Model of eHealth Literacy (TMeHL). eHEALS correlated moderately with participants' computer simulation performance (r = 0.34) and TMeHL correlated moderately to highly with eHEALS (r = 0.47-0.66). Using the PROGRESS-Plus framework, we identified shortcomings in the reporting of study participants' social determinants of health, including social capital and time-dependent relationships.
We found two tools to support clinicians in identifying older adults' eHealth literacy. However, given the shortcomings highlighted in the validation of eHealth literacy tools in older adults, future primary research describing the diagnostic accuracy of tools for measuring eHealth literacy in this population and how social determinants of health impact the assessment of eHealth literacy is needed to strengthen tool implementation in clinical practice.
We registered our systematic review of the literature a priori with PROSPERO (CRD42021238365).
ABSTRACT
This conceptual article examines the role of speculation in driving responses to generative AI platforms in literacy education and the implications for research, pedagogy, and practice. Our ...focus on “speculation” encompasses two meanings of the term – each of which has inspired lively lines of inquiry in literacy studies and transdisciplinary research on artificial intelligence, respectively. In the first sense, literacy scholars have recognized literacy education as a speculative project – one characterized by the cultivation of particular reading and writing practices in order to prefigure different imagined social futures. In the second sense, scholars of media and computational cultural studies have theorized a different kind of speculative logic that underwrites the design and functioning of AI platforms – one characterized by extrapolative prediction and algorithmic reasoning. Investigating the evolving relationship between these modes of speculation, we argue that the former has allowed literacy education to be uniquely susceptible to the influence of the latter; and likewise, that the latter exerts its influence in ways that remake the former in its image. We theorize this relation as a process of speculative capture, and we highlight its stakes for equitable literacy education. We then conclude by providing provocations for researchers and teachers that may be of use in preempting the collapse of these speculative formations into one another; and perhaps, in mobilizing a conception of the speculative that works productively toward alternative ethico‐political ends.
This conceptual article examines the role of speculation in driving responses to generative AI platforms in literacy education and the implications for research, pedagogy, and practice. Our focus on “speculation” encompasses two meanings of the term – each of which has inspired lively lines of inquiry in literacy studies and transdisciplinary research on artificial intelligence, respectively.
Young students must become proficient in the new literacies of 21st‐century technologies to be considered literate. This department explores how literacy educators can integrate information and ...communication technologies into the curriculum.
Feedback processes are difficult to manage, and the accumulated frustrations of teachers and students inhibit the learning potential of feedback. In this conceptual paper, challenges to the ...development of effective feedback processes are reviewed and a new framework for teacher feedback literacy is proposed. The framework comprises three dimensions: a design dimension focuses on designing feedback processes for student uptake and enabling student evaluative judgment; a relational dimension represents the interpersonal side of feedback exchanges; and a pragmatic dimension addresses how teachers manage the compromises inherent in disciplinary and institutional feedback practices. Implications discuss the need for partnership approaches to feedback predicated on shared responsibilities between teachers and students, and the interplay between teacher and student feedback literacy. Key recommendations for practice are suggested within the design, relational and pragmatic dimensions. Avenues for further research are proposed, including how teacher and student feedback literacy might be developed in tandem.
Health literacy describes skills and competencies that enable people to gain access to, understand and apply health information to positively influence their own health and the health of those in ...their social environments. In an increasingly media saturated and digitized world, these skill sets are necessary for accessing and navigating sources of health information and tools, such as television, the Internet, and mobile apps. The concepts of Media Health Literacy (MHL) and eHealth Literacy (eHL) describe the specific competencies such tasks require. This article introduces the two concepts, and then reviews findings on the associations of MHL and eHL with several contextual variables in the social environment such as socio-demographics, social support, and system complexity, as a structural variable. As eHL and MHL are crucial for empowering people to actively engage in their own health, there is a growing body of literature reporting on the potential and the effectiveness of intervention initiatives to positively influence these competencies. From an ethical standpoint, equity is emphasized, stressing the importance of accessible media environments for all-including those at risk of exclusion from (digital) media sources. Alignment of micro and macro contextual spheres will ultimately facilitate both non-digital and digital media to effectively support and promote public health.
Literacy and Literacies Collins, James; Blot, Richard
05/2003, Volume:
v.Series Number 22
eBook
Literacy and Literacies is an engaging account of literacy and its relation to power. The book develops a synthesis of literacy studies, moving beyond received categories, and exploring the domain of ...power through questions of colonialism, modern state formation, educational systems and official versus popular literacies. Collins and Blot offer in-depth critical discussion of particular cases and discuss the role of literacies in the formation of class, gender, and ethnic identity. Through their analysis of two domains - those of literacies and power, and of literacies and subjectivity - they challenge received assumptions about literacy, intellectual development and social progress and argue that neither 'universalist' nor 'particularist' accounts offer satisfactory approaches to the phenomenon. This is a sustained exploration of the domain of power in relation to literacy. It will be welcomed by students and researchers in anthropology, linguistics, literacy studies and history.
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