Expanding Information Literacy: The Roles of Digital and Critical Literacies in Learning with Information

Neuman, Delia; DeCarlo, Mary; Lee, Vera J.; Greenwell, Stacey; Grant, Allen

doi:10.1007/978-3-030-29410-6_5

Cited by 2 publications

(2 citation statements)

References 45 publications

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“…Some researchers have suggested that texting and the use of mobile devices represents a new kind of literacy, which needs to be integrated and taught in the classroom equally alongside traditional literacy skills. Quite naturally, such integration would require a thorough analysis of how new literacies and technologies support current curricular objectives and for student learning (Neuman et al , 2019). Furthermore, we must study how to prepare the community of stakeholders including teacher educators, teachers and learners to use these technologies to advance learning opportunities and achievement for all.…”

Section: Introductionmentioning

confidence: 99%

An action research case study: digital equity and educational inclusion during an emergent COVID-19 divide

Pittman

Severino

DeCarlo-Tecce

et al. 2021

JME

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Purpose This paper aims to share responses from current literature, a small case study about perceptions and practices of the school of education faculty toward multicultural and educational issues concerning the rapid rise in online environments during coronavirus (COVID-19) experiences and just-in-time strategies for addressing digital equity and educational inclusion in K-16 online educational settings. Design/methodology/approach This is a conceptual paper that emerged from an action research case study. The study included four faculty in an urban school of education. The faculty participants were asked to provide examples of educational inclusion strategies used during transitioning their courses and advising to online environments in a Research I university. Faculty included one educational leadership, one sports management, one special education and one teacher education professor. Central issues explored practices related to language, technology access, curriculum design and technological competencies and assessment. A driving question was: How do institutions, schools or educators provide learning opportunities to support digital equity and inclusive education practice to maintain and strengthen relationships and core practices of multicultural education during a time of physical distancing during COVID-19? And what are the experiences, barriers, successes? Findings Research-based transformative knowledge, real situations and practical resources for considering inclusive education curriculum concepts were found that are connecting educators, teachers, learners and communities during this time of crisis. Research limitations/implications Methodological limitations that influenced the research design include conducting research in a totally virtual environment, small sample size, lack of diversity in curriculum content and one research site. The data collection was limited to written responses from the faculty participants. This action research study took place in a time frame limited by COVID-19 conditions during a four-month period. Practical implications In theory and practice, this new online movement suggests learners, teachers, educators and leaders are gaining experience and knowledge about resources and strategies for using new technologies, assessments and flexible curriculum as powerful tools for building language, curriculum and social-cultural communication bonds across generations and including special needs populations. Such new and emerging strategies could be used to bridge gaps in a time of distancing to support inclusive and equitable learning environments in education to minimize the effects of an emergent COVID-19 digital divide. Social learning culture as constructed, performed and captured in patterns of cooperation among faculties shows the world becoming more open and less restricted by borders. In conclusion, an emerging new conceptual framework is presented in Figure 2 to support action planning to bridge the digital equity access and learning gaps created by COVID-19. Social implications It is in times of strife and difficulty that problems and issues become exacerbated. While some educators easily adapted and took on the challenges of online learning, others needed time for learning and mourning (literally and figuratively). The issues of equity and access have become even more apparent as this paper takes inventory of intersections between multicultural education, special education, sports education and K-16 education overall. This is an excellent time to reflect on how education can address the cultural, economic and social barriers that impact student learning globally for all learners. Originality/value The brief collective case study reports educational experiences during a time of crisis that stimulates creative and innovative approaches to creating inclusive and equitable online learning environments to address diverse learning needs. The various and often contrasting educator responses from faculty facing digital and educational challenges present ideas that might be applicable in the global learning environment beyond the COVID-19 pandemic.

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Section: Introductionmentioning

confidence: 99%

An action research case study: digital equity and educational inclusion during an emergent COVID-19 divide

Pittman

Severino

DeCarlo-Tecce

et al. 2021

JME

View full text Add to dashboard Cite

show abstract

“…Assumptions from some studies indicate that the digital literacy is closely related to information literacy (Leaning, 2019;Nelson et al, 2019;Neuman et al, 2019). Both require the idea of critical thinking by improving the quality of information through the knowledge (Koltay, 2011).…”

Section: Introductionmentioning

confidence: 99%

The role of new literacy and critical thinking in students' vocational development

Yasdin

Yahya

Yusuf

et al. 2021

CJES

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This study aims to illustrate and describe new literacy and critical thinking to support students' vocational development. This is a quantitative descriptive study using a survey approach. The number of respondents was 122 people. The questionnaire was developed to measure student’s new literacy and critical thinking. The data analysis technique used was a statistic descriptive method. The results showed: (1) the circulation of information in social media among students is very intensive, (2) the intensification of information on social media encourages students to improve the literacy model in the form of new literacy movements, (3) new literacy encourages the improvement of students’ critical thinking, (4) new literacy and critical thinking interact with each other to foster students' vocational development, especially in the formation of soft skills and (5) soft skills related to new literacy and critical thinking, namely, how to obtain, use and disseminate information. Future research requires equity related to the circulation model that can help students predict future needs. Keywords: New literacy, critical thinking, development, vocational.

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Expanding Information Literacy: The Roles of Digital and Critical Literacies in Learning with Information

Cited by 2 publications

References 45 publications

An action research case study: digital equity and educational inclusion during an emergent COVID-19 divide

An action research case study: digital equity and educational inclusion during an emergent COVID-19 divide

The role of new literacy and critical thinking in students' vocational development

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