Exploring teachers’ perceptions of critical digital literacies and how these are manifested in their teaching practices

Gouseti, Anastasia; Lakkala, Minna; Raffaghelli, Juliana Elisa; Ranieri, Maria; Roffi, Alice; Ilomäki, Liisa

doi:10.1080/00131911.2022.2159933

Cited by 18 publications

(14 citation statements)

References 58 publications

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“…As the examples show, criticality had several meanings, similar to those mentioned in Gouseti et al (2023), in the Theoretical background section. It consisted of reflection, and self-reflection, critical attitude, awareness of the background, sources, aims and hidden background.…”

Section: Criticality In the Conceptsmentioning

confidence: 69%

“…Critical digital literacies emphasise critical attitudes as an aim for an individual's digital competence, but critical can be understood in various ways, such as: (1) the overly technological framing of digital literacy which requires a critical perspective, drawing on theories and pedagogies from critical literacy and media education (Hinrichsen & Coombs, 2014); (2) the problem of fake news and the strong role of digital platforms (Pangrazio, 2018) and developing a critical attitude to digital media in general (Merchant, 2007); and (3) the competing discourses which surround social media use—around positive stories of participation and empowerment on one hand, and more negative associations with consumerism, exploitation, fraud and safety, on the other (Burnett & Merchant, 2011). As such, we perceive criticality as a thread weaved through all aspects of digital literacies, and this can relate to ‘critical thinking and understanding regarding digital technology use as well as critical awareness, self‐reflection and evaluation of one's own and others' digital practices and online engagement’ (Gouseti et al, 2023, p. 5). In addition, this is coherent with the common definition of the term criticality, since it ‘refers to the practice of socially situated reflection and evaluation.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

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Critical digital literacies at school level: A systematic review

Ilomäki,

Lakkala,

Kallunki

et al. 2023

Review of Education

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The rapid and ongoing technological developments and the changes in societal practices require us to update our understanding and skills relating to digital technology use continuously. Various frameworks have been created in recent years to explore the different aspects of digital literacies or digital competencies and a range of newer concepts and dimensions have emerged in the literature aiming to capture the complexity of digital engagement. The main aim of this systematic literature review (SLR) was to map out which elements or issues of critical digital literacies (CDL) relevant for school education currently feature in the academic literature and international policy documents. The secondary aim was to use the findings of the SLR to inform the creation of a research‐based framework for school education. The review process followed a systematic protocol for answering specific research questions. Research articles were sought in two electronic databases—EBSCO (Academic Search Complete) and Web of Science—and policy documents were sought on the Internet using Google search. A total of 139 research articles and policy‐related documents were used for the analysis. The main dimensions based on the analysis were the following (in the order of most hits): E‐safety, Participation and presence, Digital literacy, Media literacy, Digital citizenship, Technology literacy, Information literacy, Data literacy, Digital game literacy, Online learning, Digital creativity and innovation, and Digital well‐being. The emphasis in the research articles was on negative issues, although publications also outlined several positive issues about digitality. The emphases of the research articles and policy‐related documents differed somewhat. The findings of this SLR have implications for researchers, policy makers and educators interested in the changing nature of critical digital literacies and the dimensions and subdimensions relevant for school education. Context and implicationsRationale for the study: This systematic literature review (SLR) identifies the key elements and issues of critical digital literacies (CDL) relevant to school education, as documented in academic literature and international policy documents. In addition, it utilises the findings of the SLR to develop a research‐based framework for CLD in school education.Why the new findings matter: Our findings contribute to capturing the different aspects of CDL in the context of compulsory education and offer original insights with regard to supporting the development of teachers and students' critical digital literacies in the future.Implications for researchers, practitioners and policy makers: This SLR has implications for research as it has highlighted the need to continuously update theoretical models and frameworks relating to CDL. Although certain accepted core dimensions can provide a stable foundation for representing emerging phenomena, it is essential to maintain flexibility to address the technological advancements. An implication for policy making is the recognition of the need for continuous professional development and pedagogical support for teachers and students. The value for educational practitioners is that it elucidates the emerging notions of CDL, and it enables educational institutions to enhance their practices and initiatives related to CDL.

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Section: Criticality In the Conceptsmentioning

confidence: 69%

Section: Theoretical Backgroundmentioning

confidence: 99%

Critical digital literacies at school level: A systematic review

Ilomäki,

Lakkala,

Kallunki

et al. 2023

Review of Education

Self Cite

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“…As digital technologies influence diverse fields of study, there is a notable shift towards collaborative digital literacy research that transcends disciplinary boundaries. This interdisciplinary approach not only enriches the understanding of digital literacy but also fosters a more holistic and nuanced perspective on the multifaceted nature of digital competencies in various academic domains (Gouseti et al, 2023) (Okoye et al, 2022)(Bacalja et al, 2022 (Pangrazio et al, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Critical Analysis of the Research on Digital Literacy

Lela Susanty

2024

Education

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Aim Research critical analysis will provide a comprehensive overview of the complexities inherent in digital literacy and its pivotal role in shaping the future of academic scholarship. This study uses a systematic literature review methodology to comprehensively examine digitalization initiatives in Digital Literacy Research. We conducted a comprehensive review of the existing literature on Critical Analysis of Digital Literacy Research. conclusion, the exploration of digital literacy and its impact on scholarly endeavors across diverse academic disciplines has shed light on the multifaceted ethical considerations and the need for tailored ethical guidelines and best practices. As we look towards the future of digital literacy research, it is crucial to adopt a forward-looking and adaptable approach that encompasses emerging technologies such as artificial intelligence, machine learning, and virtual/augmented reality. Understanding the influence of these technologies on digital competencies and their role in interdisciplinary collaboration will be pivotal in shaping the future landscape of collaborative scholarship. The synthesis of these policy considerations provides a comprehensive roadmap for bridging the gap in digital literacy and lays the groundwork for inclusive digital literacy initiatives. Moving forward, it is imperative for future research to delve into the enablers and barriers of implementing these policy recommendations in diverse academic settings. This will involve conducting case studies and collaborative research projects to assess the effectiveness of integrating digital literacy education into curricula and the impact of accessible digital resources on scholarly productivity and collaboration.

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“…Новиков подтверждают, что благодаря быстрому развитию современных цифровых и ИКТ-технологий растет потребность в кадрах, обладающих сформированной компетентностью в сфере цифровизации [3]. Anastasia Gouseti, Minna Lakkala, Juliana Raffaghelli, Maria Ranieri, Alice Roffi, Liisa Ilomäki подчеркивают, что на сегодняшний день одним из мировых приоритетов в образовании остается эффективное использование цифровых технологий в образовательном процессе [4]. Ola Strad, Susanne Kjällander, Sanna Järvelä относят цифровую компетентность к центральному навыку человека XXI века и акцентируют внимание на том, что педагогам необходимо быть компетентными в области цифровизации образования для того, чтобы успешно обучать будущих специалистов [5].…”

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Comparative Analysis of Russian and Western Tools for Diagnosing Digital Competence of Teachers

Budkina,

Rezer

2024

СПНО (MPSE)

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Аннотация. Цифровая компетентность педагогов становится все более важной в контексте развития информационных технологий и использования цифровых инструментов в образовательном процессе. В России и странах Запада разработаны различные подходы и инструменты для оценки цифровой компетентности педагогов. В статье рассматриваются российские и западные исследования в области оценки цифровой компетентности педагогов. Проведенный обзор литературы позволил выявить факты, указывающие на необходимость проведения диагностики уровня цифровой компетентности педагогов образовательных организаций. Изучены факторы, обусловливающие тот факт, что в понятие «цифровая компетентность» входит не только само умение использовать цифровые технологии, но и умение оценивать их эффективность и выбирать наиболее подходящие инструменты для конкретных задач. В данной статье также описываются и анализируются два наиболее популярных инструмента, используемых в России и в странах Запада, оценивается их эффективность. Результаты анализа позволили выявить сходства и различия между российской и западной практикой диагностики цифровой компетентности педагогов по нескольким аспектам: происхождение и разработка, формат, содержание и доступность. В заключение приводятся сходства представленных инструментов и делается вывод о возможности их применения на территории Российской Федерации. Ключевые слова: цифровизация, цифровые технологии, цифровая компетентность, модель цифровой компетенции, инструменты диагностики цифровой компетентности педагогов.

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Exploring teachers’ perceptions of critical digital literacies and how these are manifested in their teaching practices

Cited by 18 publications

References 58 publications

Critical digital literacies at school level: A systematic review

Critical digital literacies at school level: A systematic review

Critical Analysis of the Research on Digital Literacy

Comparative Analysis of Russian and Western Tools for Diagnosing Digital Competence of Teachers

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