Former à la littératie numérique de futurs enseignants de FLE : une approche par genres numériques

Combe, Christelle

doi:10.4000/lidil.8959

Cited by 2 publications

(1 citation statement)

References 14 publications

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“…The development of digital literacy implies a broadening of knowledge and cognitive skills required to use technology, as well as the multimodal (visual, oral, and written, among others), socio-emotional, and other social dimensions [6,7]. For Ollivier [8], digital literacy takes on different forms of literacy, including technological literacy, which engages varying knowledge and differs from what is typically transmitted in school during reading and writing lessons.…”

Section: Introductionmentioning

confidence: 99%

Daily Use of Digital Literacy among Young People with Intellectual Disabilities: A Capability Approach Study

Boisvert,

Odier-Guedj,

Moulin

et al. 2024

Education and Human Development

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Although recent studies have highlighted young people with intellectual disabilities’ (ID) difficulties with reading and writing, it is not well-know how these skills are used in their daily life and, even less, regarding their digital literacy. Consequently, the aim of this study was to describe the daily use of digital literacy among adolescents, aged 15–21 years, with ID. An additional aim was to identify the factors that facilitated or hindered the various reading and writing practices beyond the classroom context, including home and other familiar spaces like the grocery store. To do so, the digital literacy practices of two adolescents were identified through an ethnographic multi-case study by using creative methods to generate qualitative data. Through Sen’s and Nussbaum’s capability frameworks, it was found that these two young people employed digital literacy through applications on mobile phones and electronic tablets. They developed different capabilities and functionings, particularly “affiliation” and “senses, imagination, and thoughts”. The discussion section of this study focuses on how daily- and school-based digital literacy usages can be bridged to support young people with IDs’ learning and engagement at school.

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Section: Introductionmentioning

confidence: 99%