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...

Digital Literacies

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.

Literacy in a digital age

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 literacies: Policy, pedagogy and research considerations for education

2005

This paper is organized in four sections. The first section surveys typical examples of what we see as the prevailing approach to understanding 'digital literacy'–which we identify with what we call an 'It'perspective on digital literacy. We consider a range of 'conceptual definitions' and 'standardised operationalisations' of digital literacy, concluding that such accounts are informational,'truthcentric'and 'monolithic'in character.

Critical Perspectives on Digital Literacies: Creating a Path Forward

Media and Communication, 2019

This thematic issue of Media and Communication features a range of critical perspectives on digital literacies with the aim of shedding light on a path forward with respect to theory, research and practice. The issue hosts fourteen articles divided into four themes that address digital literacies in varying ways. The four themes are (a) defining digital literacies, (b) socio-cultural theories of digital literacies, (c) digital literacies in practice, and (d) digital skills and efficacy. The articles make a strong case for the continued exploration of the significance and (re)definition of digital literacies within our global communicative landscape. The authors have inspired new dialogue, research directions, innovative practices, and policy on digital literacies. As digital technologies continue to evolve so too will intellectual frameworks—generating nuance and scope for and by researchers as well as practitioners.