Technology criticism and data literacy: The case for an augmented understanding of media literacy

Knaus, Thomas

doi:10.23860/jmle-2020-12-3-2

Cited by 24 publications

(9 citation statements)

References 12 publications

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“…In un panorama mediatico, dunque, in continuo e repentino cambiamento, con le sue forme di comunicazione mediale sempre più labili e complesse, ci si è aperti alla considerazione di ampliare la media literacy con il concetto di digital literacy (Carmi et al, 2020;Knaus, 2020). L'alfabetizzazione digitale emerge da una tradizione diversa rispetto a quella mediatica e più vicina a quella dell'informazione (Wuyckens et al, 2021), ponendo l'enfasi non tanto su come le persone rispondano agli stimoli dei media e della tecnologia ad essi associata, ma sulla loro abilità di valutare criticamente ciò che li circonda e sviluppare nuove capacità e competenze, che arrivino a coprire anche la sfera della cittadinanza responsabile (Balaban-Sali, 2012).…”

Section: Digital Literacy In the Post-digital Societyunclassified

“…Precursori come Buckingham (2003Buckingham ( , 2009 e Livingstone (2004) riflettevano su come il concetto di media literacy fosse in stretta connessione con l'idea di "consapevolezza critica", o "partecipazione democratica", sottolineando come l'individuo digitalmente alfabetizzato fosse colui che può cercare in modo efficiente, che confronta una serie di fonti e seleziona documenti pertinenti, distinguendoli da quelli irrilevanti. Tutti elementi che si sono poi condensati in alcune delle aree di maggior interesse della precedentemente citata Media Education: un percorso educativo volto all'apprendimento di strumenti funzionali, per utilizzare i media in modo ragionevole (Knaus, 2020). Un uso consapevole degli strumenti digitali, inoltre, consentirebbe di prevenire i rischi del mondo culturale, favorendo l'orientamento in rete e il discernimento tra le fonti di informazione a disposizione, evitando di imbattersi e diffondere le cosiddette fake news, negli ultimi anni sempre più veicolate attraverso i social network (Buonauro & Domenici, 2020).…”

Section: Digital Literacy In the Post-digital Societyunclassified

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Ripensare le mappe argomentative nei nuovi contesti multimodali: una revisione narrativa della letteratura

Raffaghelli,

Crudele

2023

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With the emergence of medial and dynamic contexts, influenced by the invisible presence of the post-digital, the need for digital and transmedial literacy is arising, necessarily challenging education and training. It is essential to explore teaching strategies to support critical understanding beyond the static information. The argument maps, originally developed and tested in static information contexts, can be thought of as effective in emerging dynamic textual forms. Based on these premises, a narrative review of the literature was conducted. Three conceptual nodes have been identified, developed in specific essays and related bibliographies: a) the first relating to the educational concern on argumentative logic, from oral to written argumentation; b) the second relating to the argumentative maps, as a tool to support argumentative skills; c) the third focused on an ontological problematic in defining the argumentative text, from analog to multimodal. Starting from these three conceptual nodes, an initial conceptual response to the following research question was made: Can argumentative maps be applied in new media contexts (digital, transmedial, data literacy)? The interconnection between the three nodes highlighted the relevance of argumentation in the new media society and suggested an empirical investigation into the use of argumentative maps for digital literacy.

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Section: Digital Literacy In the Post-digital Societyunclassified

Ripensare le mappe argomentative nei nuovi contesti multimodali: una revisione narrativa della letteratura

Raffaghelli,

Crudele

2023

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“…The need to integrate a thoughtful, critical debate of the ramifications of data-driven practices in datafied societies as part of the educational response is already consolidated by both theoretical and empirical research in education (D’Ignazio and Bhargava, 2015; Knaus, 2020; Pangrazio and Sefton-Green, 2022). Nonetheless, it appears that few learners have the knowledge to actively participate in such debates, and many internet users are oblivious to the potential ramifications of releasing personal data online (Bowler et al , 2017; Kuhn, 2023; Pangrazio, 2018).…”

Section: Introductionmentioning

confidence: 99%

In my opinion, the TOS… Situating personal data literacy interventions

Raffaghelli,

Romero Carbonell,

Romeu-Fontanillas

2023

ILS

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Purpose It has been demonstrated that AI-powered, data-driven tools’ usage is not universal, but deeply linked to socio-cultural contexts. The purpose of this paper is to display the need of adopting situated lenses, relating to specific personal and professional learning about data protection and privacy. Design/methodology/approach The authors introduce the results of a case study based on a large educational intervention at a fully online university. The views of the participants from degrees representing different knowledge areas and contexts of technology adoption (work, education and leisure) were explored after engaging in the analysis of the terms and conditions of use about privacy and data usage. After consultation, 27 course instructors (CIs) integrated the activity and worked with 823 students (702 of whom were complete and correct for analytical purposes). Findings The results of this study indicated that the intervention increased privacy-conscious online behaviour among most participants. Results were more contradictory when looking at the tools’ daily usage, with overall positive considerations around the tools being mostly needed or “indispensable”. Research limitations/implications Though appliable only to the authors’ case study and not generalisable, the authors’ results show both the complexity of privacy views and the presence of forms of renunciation in the trade-off between data protection and the need of using a specific software into a personal and professional context. Practical implications This study provides an example of teaching and learning activities that supports the development of data literacy, with a focus on data privacy. Therefore, beyond the research findings, any educator can build over the authors’ proposal to produce materials and interventions aimed at developing awareness on data privacy issues. Social implications Developing awareness, understanding and skills relating to data privacy is crucial to live in a society where digital technologies are used in any area of our personal and professional life. Well-informed citizens will be able to obscure, resist or claim for their rights whenever a violation of their privacy takes place. Also, they will be able to support (through adoption) better quality apps and platforms, instead of passively accepting what is evident or easy to use. Originality/value The authors specifically spot how students and educators, as part of a specific learning and cultural ecosystem, need tailored opportunities to keep on reflecting on their degrees of freedom and their possibilities to act regarding evolving data systems and their alternatives.

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“…The term 'new literacies' (West, 2019) has arisen due to the rapid development of the internet and technology. It is associated with several other terms, such as digital literacy (Falloon, 2020;Pangrazio, Godhe, & Ledesma, 2020), literacy of the 21 st century (Van Laar et al, 2020), information literacy (Li, Chen, & Wang, 2021;Sample, 2020), internet literacy (Harrison, 2017;Soroya et al, 2021), media literacy (Kahne & Bowyer, 2019;Knaus, 2020), ICT literacy (Aydin, 2021;Park, Kim, & Park, 2021), web literacy (Keshavarz, 2020;Virtue, 2020), and computer literacy (Mitra & Dangwal, 2017;Tsai, Liang, & Hsu, 2020). These terms are rooted in the utilization of the internet and technology to find, use, and share information (Leu et al, 2017;McDougall, Readman, & Wilkinson, 2018;Van Laar et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Examining Digital Technology Literacy of Professional Japanese Language Translator and Interpreter

Djafri

Wahidati

2022

Lingua Cultura

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The research measured the digital technology literacy skills of professional Japanese language translators and interpreters. A modified version of the digital literacy skills checklist constructed by Open University was employed in the research. The questionnaire consisted of four sections, i.e., understanding general digital practices, finding, using, and creating information related to Japanese translation and interpreting, and the use of translation and interpreting technology. The result shows that respondents have confidence in their digital literacy skills to find, use, or create information online. However, most of them are still unfamiliar with the application of Computer Assisted Translation (CAT) and Computer Assisted Interpreting (CAI) tools to assist the translation or interpreting jobs. The result indicates that many Japanese businesses and industries do not require translators and interpreters to use specific CAT or CAI tools. However, the rapid development of digital technology and the market trend toward the use of technology are inevitable. Basic knowledge of these tools is necessary because they offer many advantages for translators and interpreters to work effectively. Therefore, it is highly important to incorporate the basic knowledge of CAT and CAI tools and other digital technology resources into the curriculum for students translators and interpreters.

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Technology criticism and data literacy: The case for an augmented understanding of media literacy

Cited by 24 publications

References 12 publications

Ripensare le mappe argomentative nei nuovi contesti multimodali: una revisione narrativa della letteratura

Ripensare le mappe argomentative nei nuovi contesti multimodali: una revisione narrativa della letteratura

In my opinion, the TOS… Situating personal data literacy interventions

Examining Digital Technology Literacy of Professional Japanese Language Translator and Interpreter

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