Digital literacy - a qualitative systematic review

Tamborg, Andreas Lindenskov; Dreyøe, Jonas; Fougt, Simon Skov

doi:10.7146/lom.v11i19.103472

Cited by 9 publications

(5 citation statements)

References 39 publications

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“…Similarly, this study demonstrates how PBL is compatible with digital literacy development, as stated by [12], facilitating students' autonomy to create and share content using their well-developed technology skills. The highlight on content creation within the scope of digital literacy skills also supports some related studies [13][14][15][16].…”

Section: Fig 2 Stages Of Project-based Learningsupporting

confidence: 83%

Project-Based Learning as a Catalyst for Promoting Digital Literacy: A Case Study of Software Engineering Technology Students

Fami,

Rasita Gloria Barus,

Wahyoedi

2023

E3S Web Conf.

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Students of software engineering technology program must continually implement innovative pedagogical and instructional approaches to prepare the best graduates who exhibit technology adaptability. Project-based learning (PBL) encourages students to use critical thinking skills to create real-world products. This study aimed to explore students’ perceptions and experiences of a PBL instructional design for digital literacy skill development in a software engineering program. All students in the course completed eBook projects about local community villages. A questionnaire was distributed to 127 students as data sources, which were analysed thematically. After aligning the project-based learning and digital literacy components, the results show that the students have positive perceptions of the implementation of project-based learning with the infusion of digital literacy skills and describe how the project helped them enhance their skills, including acquiring, synthesizing, and creating digital content, and evaluating the intended prototype using various kinds of digital tools. Lastly, this study hopefully contributes to the existing literature on how project-based learning can be implemented to promote digital literacy skills so that further studies within other disciplines and enormous scope can be conducted.

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Section: Fig 2 Stages Of Project-based Learningsupporting

confidence: 83%

Project-Based Learning as a Catalyst for Promoting Digital Literacy: A Case Study of Software Engineering Technology Students

Fami,

Rasita Gloria Barus,

Wahyoedi

2023

E3S Web Conf.

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“…In this article we draw on research in these three research contexts to tease out the different definitions of digital literacy. From its early conceptualisation, digital literacy has been defined in reference to different theoretical frames, which has meant that the concept has been ambiguous from the outset (see Chase and Laufenberg, 2011 ; Tamborg et al., 2018). After detailing the method, we analyse how digital literacy is conceptualised in the English speaking; Spanish speaking and Scandinavian contexts and the implications this has for digital literacy education in each country.…”

Section: Introductionmentioning

confidence: 99%

What is digital literacy? A comparative review of publications across three language contexts

Pangrazio

Godhe

Ledesma

2020

E-Learning and Digital Media

125

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Many scholars across the world have studied the knowledge, skills and dispositions needed to use digital media. Yet as digital texts have proliferated and evolved, there has been much conjecture over what it means to be ‘digitally literate’. As literacy researchers from Australia, Sweden and Argentina we are concerned with the drive to standardise definitions of ‘digital literacy’ despite notable differences in the cultural politics of education in each country. This paper analyses how the term digital literacy has been conceptualised and applied by scholars in these three language contexts. To do this, we analyse the most cited publications on digital literacy in the English-speaking; Scandinavian; and Spanish-speaking contexts. In the analysis the variety of definitions across and within each context, the key tensions and challenges that emerge and the implications for digital literacy education are explored. Our findings reveal that similar tensions and challenges exist in all three contexts, however, the path to resolution varies given contextual differences. The article concludes with suggestions for educational research that acknowledges and advocates the need for local conceptualisations of digital literacies in increasingly globalised educational systems.

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“…A vast amount of literature has focused initially on Media and Information literacy and Computer literacy, and later on Digital literacy and ICT literacy. These concepts comprise a wide range of definitions (Tamborg, Dreyøe & Fougt, 2018), which are often overlapping in terms skills/ competencies related to digital citizenship (Council of Europe, 2017) and digital transformation (EU Digital Education Action Plan, 2018). In line with this research tradition, TC proposes to understand teachers' digital and computer skills as means, rather than as outcomes (Tuhkala et al, 2019).…”

Section: Digital Designmentioning

confidence: 99%

Technology education in academic bildung

Pischetola

2021

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Recent studies have acknowledged the pedagogical challenges posed by digital technologies in higher education (HE) and the need to expand teacher professional development. In this paper, we present the first conceptualization of Teknosofikum, a three-year project funded by the Danish Ministry of Higher Education and Science, aimed at promoting HE teachers’ professional development in technology education. The goal of the project is to develop an interdisciplinary course for in-service HE teachers in Denmark, through design-based research in three iterations (2020-2023). The paper draws on data from the preparation phase at first iteration, including definition of intended curriculum, content development with subject experts, and learning activities design. A sociomaterial perspective is adopted, informed by STS, critical design and feminist studies. Through these theoretical lenses, professional technology education is understood in Teknosofikum as situated knowledge about the relationship between technology and society, translated into practice through an approach of critical relational pedagogy.

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Digital literacy - a qualitative systematic review

Cited by 9 publications

References 39 publications

Project-Based Learning as a Catalyst for Promoting Digital Literacy: A Case Study of Software Engineering Technology Students

Project-Based Learning as a Catalyst for Promoting Digital Literacy: A Case Study of Software Engineering Technology Students

What is digital literacy? A comparative review of publications across three language contexts

Technology education in academic bildung

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