Jisc Digital Literacy Webinar: Textual Practices in the New Media Digital Landscape (original) (raw)
Ecologies of digital literacies:implications for education
2017
This article outlines research on digital literacies which takes a social practice perspective, approaching digital literacies in real-life contexts as part of ecologies of communicative practices, and draws out the implications of this work for education. Early contributions are summarized, including analyses of hypertext and multimodality and debates around the extent to which language online changed from more speech-like to more writing-like forms. Major contributions are then described. These include work on young people’s everyday literacy practices, showing how these can transform established understandings of social status and expertise, work which focuses on literacies for informal learning in online settings and in video gaming, the nature of learning in communities in online communicative contexts, and challenges to dominant discourses and moral panics. Current areas of work in progress are identified including gaming and virtual worlds, curation, multilingual digital lite...
Expansive, dynamic, and critical new literacies: widening views of digital and multimodal learning
Examining the new literacies of online of reading and research 488 Characteristics of an internet environment: affordances and constraints 488 Characteristic 1: constancy of change 489 Characteristic 2. Assumption of multiliteracies and online mobility, creation, and networking 489 Characteristic 3: easier, cheaper, and faster access to information 489 Characteristic 4: fluidity across meaning-making environments 490 Shifting social values and opportunities for social change 490 Four 21st century social values 490 Participation & collaboration 490 Criticality, responsibility, and social change 490 Multiplicity, hybridity, and flexibility 491 Creativity, innovation, and problem-solving 491 New literacies social values reflected in educational standards around the world 491 Under-realized potentials 491 Criticality and justice 491 Self-criticality 492 Digital equity 492 Awareness of data practices 492 Interconnectedness of literacies online 493 A call to action d looking toward the future 493 Avenues for research 493 Research centered on criticality and social change 493 Research centered on digital identity and citizenship 494 Practical considerations in our lives and in everyday contexts 494 Teaching and learning 494 References 495 Relevant website 496 Since the late 1990s and early 2000s, connected, digital technologies that utilize the internet have expanded and changed the ways we engage with the world (Greenhow et al., 2009). Perhaps one of the most prominent ways has been to change our literacy practices. This change has had substantial consequences for K-12 learning, which requires the use of literacy practices across all disciplines (Leu et al., 2013). The increasing growth of digital technologies has given rise to multimodal methods of communicating, has enabled and demanded global participation and collaboration, and has expanded the spaces that we inhabit as we connect and communicate. These shifts are affecting the ways we read, write, interpret, and create. New literacies are needed to navigate the internet, and they require the nimble use of skills, strategies, and mindsets to navigate online in everyday contexts (Jacobs and Castek, 2018, 2022). Moreover, new literacies are necessary when locating online information, networking, or using texts, tools, and interfaces to accomplish personal and professional goals. Literacy is central to all disciplines, and changes in literacy practices have implications for the ways we design and engage in instruction, teaching, and learning across all fields of study. In this chapter, we consider how reading and writing change on the internet and the implications of such changes. We also discuss some of the ways that reading and writingdor, interpretation and creation (Forzani and Ly, 2022)dshifts online. To do so, we first begin with an overview of theoretical work that has impacted the ways we think about new literacies with the internet. We then discuss characteristics inherent in an internet environment and the affordances, constraints, and implications associated with these characteristics. Next, we examine how the internet has shifted our social values and the ways in which these changing social values are now reflected in curriculums around the world. Finally, we consider under-realized potentials in the field and avenues for future research.
Cite as: Jones, R. (2016) Digital literacies. In E. Hinkle (ed.) Handbook of research into second language teaching and learning, Vol III (pp. 286-298) London: Routledge.
Digital literacies and the new digital divide
2020
New technologies have become pervasive in the way people live, work, learn and communicate, challenging our values and norms in education and literacy. This chapter argues that along with the traditional access inequalities, there is a new and increasingly concerning digital divide that separates those who have the literacies to use technology in a critical, responsible and sophisticated manner and those who do not. After exploring the impact of this disparity on students, this chapter introduces a Digital Literacies (DLs) framework and explores the role of English Language Teaching (ELT) in bridging the gap. Finally, the principles underlying the integration of DLs into language education contexts are laid out along with practical considerations of what this may involve.
In this chapter we discuss the impact of digital technologies on notions of literacy and critically explore literacy as normally understood by school curricula (as developing reading, writing and spelling) in relation to ‘new literacies’ (relating to the production and reception of digital and multimodal artefacts and representations as social and situated practices). The chapter also explores related cultural practices of learners in everyday life and explores their relationship to school-based learning.
Digital literacy practices and their layered multiplicity: a focus for study
"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."
Assembling "Digital Literacies": Contingent Pasts, Possible Futures
Media and Communication, 2019
In this article, we examine the historical emergence of the concept of "digital literacy" in education to consider how key insights from its past might be of use in addressing the ethical and political challenges now being raised by connective media and mobile technologies. While contemporary uses of digital literacy are broadly associated with access, evaluation, curation, and production of information in digital environments, we trace the concept's genealogy to a time before this tentative agreement was reached-when diverse scholarly lineages (e.g., computer literacy, information literacy, media literacy) were competing to shape the educational agenda for emerging communication technologies. Using assemblage theory, we map those meanings that have persisted in our present articulations of digital literacy, as well as those that were abandoned along the way. We demonstrate that our inherited conceptions of digital literacy have prioritized the interplay of users, devices, and content over earlier concerns about technical infrastructures and socioeconomic relations. This legacy, we argue, contributes to digital literacy's inadequacies in addressing contemporary dilemmas related to surveillance, control, and profit motives in connective environments. We propose a multidimensional framework for understanding digital literacies that works to reintegrate some of these earlier concerns and conclude by considering how such an orientation might open pathways for education research and practice.
The handbook of research in new literacies explores an increasingly urgent question for educational research: How do the Internet and other information and communication technologies (ICTs) alter the nature of literacy? The answers are likely to provide some of the most important insights about our literacy lives that we may acquire during this century. The answers will also be some of the hardest to obtain, largely because we currently lack adequate theories , constructs, and methods to match the complexity of the question. This volume begins the important work required to integrate the many insights found in multiple lines of research so that we might explore this question in all of the richness and complexity that it deserves. We seek to advance the study of new literacies by bringing together, for the first time, research taking place around the world in widely diverse disciplines , with even more diverse theoretical frameworks and still more diverse ER56528_Book.indb 1 1/18/08 10:37:48 AM