Integrating Technology Literacy and Information Literacy

Sharkey, Jennifer; Brandt, D. Scott

doi:10.4018/978-1-59140-479-8.ch005

Cited by 4 publications

(5 citation statements)

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“…As it is usually observed, no matter how old people are, using digital technologies in the digital era have become a vital need (Goodfellow, 2011). Individuals using digital tools in the information age have turned into participative and active individuals who gather, process, and produce information (Sharkey & Brandt, 2008). A digital literate person uses technology effectively in order to do research, reach information sources, read-write and comment efficiently, make reasonable choices, and make right decisions.…”

Section: Digital Life Digital Literacy and Learning Habitsmentioning

confidence: 99%

Examining Digital Literacy Competences and Learning Habits of Open and Distance Learners

Ozdamar-Keskin

Özata

Banar

et al. 2015

CONTEMP EDUC TECHNOL

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The purpose of the study is to examine digital literacy competences and learning habits of learners enrolled in the open and distance education system of Anadolu University in Turkey. Data were gathered from 20.172 open and distance learners through a survey which included four parts: demographic information, abilities to use digital technologies, learning habits, preferences in using digital technologies for learning purposes. Principal Component Factor Analysis was applied in order to group and classify the attitudes and statements of the learners in their personal learning preferences, problem solving skills, project work skills, and abilities to use digital tools for learning purposes. Their personal learning preferences produced five factors: visual, auditory, dependent, collaborative, and readingwriting learning styles. According to the results of the study, learners believe that they have problem solving and project working skills to deal with educational difficulties. However, they seem to have only basic competences of digital literacy and the skills to use information and communication technologies at a basic level. They need training on how to use digital tools more efficiently for learning purposes. Further research is needed to explore how to increase the use of digital tools for the purpose of effective learning and also how to design learning environments to improve digital literacy of open and distance learners.

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Section: Digital Life Digital Literacy and Learning Habitsmentioning

confidence: 99%

Examining Digital Literacy Competences and Learning Habits of Open and Distance Learners

Ozdamar-Keskin

Özata

Banar

et al. 2015

CONTEMP EDUC TECHNOL

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“…The characteristics of teachers' beliefs were taken from Grave (2000) that related to teachers' view of language, the social context of language, learning and learners, and teaching [7]. The beliefs of digital literacy were taken from some views [17]; [3], [12] [13]; and [5].…”

Section: Methodsmentioning

confidence: 99%

“…This challenge should be considered by teachers related to the use of digital literacy in improving their teaching. So, it is suggested that in particular, information and communication technology skills should also be involved in teaching programs [3].…”

Section: Introductionmentioning

confidence: 99%

Lecturer’s beliefs and practice in integrating digital literacy into lesson

Yulmiati¹,

Ramadhan²,

Mukhaiyar³

et al. 2019

Proceedings of the Proceedings of the 2nd International Conference on Language, Literature and Education, ICLLE 2019, 22-23 Aug

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This is case study at University level, Padang Indonesia, aimed to examining lecturer's beliefs and practice in integrating digital literacy into lesson. The data taken base on lecturers' interviewed following observations in class to explore lecturer's practice in using digital literacy. The participants of this study were four lecturers who teach English reading and writing. The data were analyzed qualitatively by explaining lecturers' beliefs of integrating digital literacy and their practice. As the result, the lecturers who teach writing and reading at university have a strong belief that integrating digital literacy into the lesson is essencial to do. Unfortunately, in practices, the lecturers use digital literacy limitedly on e-learning that must be used in the university as the requirement. It suggested that the lecturers should balance the reflection of their beliefs and practice in integrating digital literacy into lesson.

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“…The Framework was informed by both the emergent reframing of IL as an overarching metaliteracy emphasising critical agency (Mackey & Jacobson 2011) and the pedagogical frameworks of threshold concepts (Meyer & Land 2003) and backward design (Wiggins & McTighe 2005). (Piele et al, 1986;Wood, 1988) Information literacy (McCrank, 1992;Isbell & Hammond, 1993) Computer & information literacy (Shapiro & Hughes, 1996;Sreenivasulu, 1998) Data (information) literacy (Carlson et al, 2011;Stephenson & Caravello, 2007) Career information literacy (Hollister, 2005;Lin-Stephens et al, 2019) Science literacy (Holden, 2010;Kearns & Hybl, 2005) Network literacy (Devlin, 1997;Hu, 1996) Media literacy (Dilevko & Grewal, 1998;Robinson & Nelson, 2002) Critical literacies (Stonebraker et al, 2017;Swanson, 2004 Archival/primary source literacy (Archer et al, 2009;Morris et al, 2014) Academic literacies (Bent, 2013;Peacock, 2008) Health literacy (Keane, 2009;Lantzy, 2016) Technology literacy (Sharkey & Brandt, 2005;Warnken, 2004) Spatial literacy (Krygier & Peoples, 2005;Nicholson, 2007) Metaliteracy (Mackey & Jacobson, 2011;…”

Section: Academic Success and Student Wellbeingmentioning

confidence: 99%