University of Warwick » Annotated bibliography for Digital Pedagogy

Coiro, Julie, Michele Knobel, Colin Lankshear, and Donald J. Leu, (editors), "Handbook of Research on New Literacies"

Tue, 03 Nov 2015 12:49:12 GMT

Routledge, 4 Apr 2014

This book acts as a review of research by leading digital literacy scholars from around the world, and is as up to date as possible with new technology (as of 2014). The authors intend this book to be used as a reference guide, directing readers to the central issues in a cross disciplinary context, with explanations of theoretical themes throughout; it is indexed as so, to best facilitate this handbook goal. The book is primarily aimed at scholars from the following fields: ICT, library and media studies, cognitive science, educational studies (in all its forms), and linguistics. However, the authors do state their hope that graduate students in all disciplines will also find this text a help during their studies, and to this end the final section of the book contains commentary by top scholars on a selection of relevant studies. These aptly show the merit of multiple interpretations of research and the various uses that outcomes could be put to; ergo this could also be of use to administrators, course directors and institution policy makers. The book is split into six sections as follows: (1) “Methodologies” – looking at current research on new literacies in an extensive variety of areas. (2) “Knowledge and Inquiry” - where several varying perspectives are examined on how it could be best to fulfil the potential of new media in regards to knowledge acquisition. (3) “Communication” - where the latest (as of 2014) research on new communication media is examined e.g. social networking tools. The roles of language and gender are also examined in this section. (4) “Popular Culture, Community and Citizenship: Everyday Literacies” - looks at research in online worlds such as gaming and fanfiction, as well as the issues surrounding the role of digital citizenship. This section also looks at collaborative work and projects. (5) “Instructional Practices and Assessment” – looks at classroom teaching and assessment in a new literacy context from early years education through to HE. (6) This is the section that sees the reprints of articles with critical evaluation and commentary. As a large and detailed handbook, this publication is highly effective. It would be a great reference text for anyone interested in the integration of digital literacy into many aspects of research, teaching, or even day to day life.

Greene, Jeffrey Alan, B. Yu Seung, and Dana Z. Copeland, "Measuring critical components of digital literacy and their relationships with learning."

Tue, 03 Nov 2015 12:46:04 GMT

Computers & education 76 (2014): pp.55-69

This article argues that there are two aspects of digital literacy which are crucial educational tools: the ability to search for and find good information, and the knowledge to know what makes this information good. The authors state that what makes good DL skills is “self regulated learning” (SRL) skills and “availing epistemic cognition” (EC). This study looks at how these two components of DL interact, through the use of “think aloud protocol” (TAP) with 20 UG students who were given the task of studying vitamins on the internet. There is a heavily referenced review of literature pertaining to the theoretical background of this study, including definitions of DL, self regulated learning epistemic cognition, relations between SRL and EC, measurement of SRL and EC and finally think aloud protocol. An overview of the study is given which details the aim of understanding college students’ learning gains whilst using the internet. The method of the study is subsequently detailed including information on the participants, procedure and the scoring rubric, before progressing to the data sources and the think aloud verbalisation and coding of micro level processes. The results look at how much knowledge was gained during the study. This is a highly technical analysis that would require background knowledge to fully appreciate. In conclusion, the authors state that their findings demonstrate how TAP data collection and the subsequent analysis can be “successfully applied by researchers to the study of complex learning behaviours when engaging science topics in the multimedia, hyperlinked contexts of the internet”.

Antonio, Amy Brooke, and Tuffley, David, "Promoting Information Literacy in Higher Education through Digital Curation"

Tue, 03 Nov 2015 12:26:34 GMT

M/C Journal, Vol. 18, No. 4 (2015)

This article discusses the new generation of digital curation tools such as scoop.it, and the implications these have on ensuring that HE graduates are equipped with the appropriate metacognitive skills so that they can successfully function in an increasingly digital workplace. The authors define digital curation as “the art and science of searching, analysing, selecting, and organising content” and state that by teaching it to HE students, it allows students to develop skills in the evaluation of web-based sources. The majority of the article examines a case study where first year UG ICT students use scoop.it to “curate an annotated collection of resources pertaining to a particular topic”. Scoop.it requires users to critically evaluate material as it is collected, rather than just amassing it as other tools which claim to be for digital curation do; such as Pinterest. The method of the study is then detailed, including information on the two parts of the assignment; a traditional essay about an aspect of new technology, and an annotated bibliography. Students were asked to create a Scoop.it presentation on their chosen new technology and then curate content to assist the writing of their essay. Following the task, students completed an online survey regarding their experiences. These included demographic questions, qualitative answers and multiple choice answers – there were specifically on whether or not the task aided their digital skill development. The answers to each of the multiple choice questions are analysed by the authors in detail; but overall the picture presented is that most of the students believed that the task encouraged them to critically evaluate non-peer reviewed digital sources. However, the students were not necessarily confident in their ability to differentiate accurately between good and poor content. The authors use the results of this study to state that there is a strong indication of the “benefits of combining digital curation tools with formal content evaluation instruction.”

Warschauer, M., & Matuchniak, T., "New Technology and Digital Worlds: Analyzing Evidence on Equity in Access, Use, and Outcomes"

Tue, 03 Nov 2015 12:22:51 GMT

Review of Research in Education, 34(1), 2010: pp.179–225

This article aims to show that although there is a widely held belief that cheap computers and internet access is narrowing the digital literacy divide in the US, that there is still (as of 2010) a gap in students’ home access to technology. The gap between the ‘haves’ and ‘have nots’ is even greater in regards to abilities to use technology to its full capacity. The authors of this article compare the digital revolution to that of the printing press revolution in the extent that it has transformed people’s lives and the way in which students are taught. They state that it is this importance that demands equality of access in order to allow equal opportunities of social and academic development. The main body of the article examines statistical information looking at the implications (in terms of job prospects) for those who do not have as wide an access as others do. Also looks at is how access is supported or constrained by social factors. Following this, the question of use is addresses by an analysis of the variety of levels of deployment of ‘new media’ for education, entertainment and socialisation. After this, the authors address the question of outcomes by examining statistical information on academic achievement and involvement in technology centric careers. The final section of the article looks at a case study of “disparities of involvement in computer science study” which demonstrates who the issues of outcome, use and access are interlinked. In conclusion this article uses interesting statistics on demographics, internet speed and educational attainment to illustrate that there is still work that needs to be dome in terms of equality of access to the digital world. This will aim to ensure that sections of society do not unfairly miss out on the benefits of technology. The parting words of the authors stress the future problems that may arise in the testing of DL skills if the popular standardised tests for academic potential and attainment, continue to be favoured in the US.

Chase, Z., and Laufenberg, D., "Digital literacies: Embracing the squishiness of digital literacy"

Tue, 03 Nov 2015 12:18:45 GMT

Journal of Adolescent & Adult Literacy,54(7), 2011, pp.535–7

This short article looks at what digital literacy is and how it can be taught. The authors also briefly address how a teacher might know if their students have acquired the DL skills that they have been taught. In the section “What is Digital Literacy”, the authors examine ow DL is not simply electronic reading and writing, as well as defining what being ‘literate’ practically means in the context of DL. This involves looking at the wider DL environment such as multimodal activities, authenticity and audience perception. An example from teaching history illustrates the authors’ point by looking at how in a US History course students examining the bureaucratic process can engage with written minutes, videos of meetings, website testimonials, message boards, automated phone systems etc. Through reading and comparing these elements, DL skills are developed organically. The section on how to teach digital literacy gives a step by step activity focusing on an element that frequently occurs in DL tasks: ‘truth telling’, the activity is laid out in detail and is regarding news stories from various media outlets. It highlights the potential depth of student exploration that could be used, and the wider lesson on the subjectivity of online sources. The aim of such lessons is to realise the potential of independent and interdependent student development. The article concludes with the authors stating the importance of learning digital skills, digital citizenship and digital evaluation, rather than students just being digitally literate. Needs of students may become increasingly “squishy”, but the skills learnt will enable them to adapt more adeptly.

Burniske, R.W, "Literacy in the Digital Age"

Tue, 03 Nov 2015 12:04:19 GMT

Thousand Oaks, CA: Corwin. Web of Science, 2008

The purpose of this book is to explain to teachers how they can incorporate digital literacy into their classes to aid their students’ learning and engagement with issues such as content analysis and perspective, as well as looking at the usefulness and validity of information on the internet. The book is useful for finding examples of class case studies, plans for teachers to follow on the incorporation of digital skills (such as online source evaluation), and examples of digital citizenship teaching opportunities. There are also examples for the deployment of the exploitation of digital tools for collaborative work. The introduction of the book looks at the definitions of ‘literacy’ and ‘digital’ and examines the overlap area of the Venn diagrammatic terms. The differences between competency and fluencies are also discusses here, along with the implications this has for the teaching of DL. The author states that the book is intended as a philosophical guide, rather than a ‘how to’ manual. Overall it aims to “look at ways to use networked technology and online learning environments for critical literacy skills”. A short overview of the chapters is as follows: (1) “Media Literacy: Broadening the definition of Computer Literacy” which proposes changing current definitions by teaching though a classic rhetoric, ethos, logos and pathos filter. (2) “Civil Literacy: The Cyber Pilot’s Licence” looks at the need to teach students the history and evolution of the internet, along with digital citizenship, responsibility and netiquette. (3) “Discourse Literacy: Beyond The Chat Room” which looks at online discourse in greater detail, including how to manage student’s unhealthy cyberspace habits. (4) “Personal Literacy: Discovering Oneself Online”, is a chapter that examines online identity and the role that DL plays in this. (5) “Community Literacy: Composing Ourselves in a Virtual Community” which further develops notions of online identity by examining digital storytelling and also looking at collaborative classwork. (6) “Visual Literacy: Websites, Rhetorically Speaking” looks at the authenticity of online sources including visual sources and how to teach critical evaluation of material to students. This chapter also includes guidelines for the analysis of web documents. Global literacy is also covered here. (7) “Evaluative Literacy: Peer Reviews, Electronic Portfolios and Online Learning Records” introduces the concept of a “hypertext writing workshop” and looks at how a writing journey and the composition process of DL can be pulled together. This chapter also looks at Online Learning Records and other alternative assessment methods. (8) “Pedagogical Literacy: Plugging Into Electronic Pedagogy” looks at the need for constant evaluation and re-evaluation of pedagogical strategies for teaching DL; answering the question “how do teachers use computer technology to teach literacy skills?” Overall, this book is best examined in a linear fashion, as each chapter builds on the previous, rather than as a reference book. It is engaging and entertaining as well as insightful and practical.

Simpsona, Richard and Obdalovab Olga A, "New Technologies in Higher Education – ICT Skills or Digital Literacy?"

Tue, 03 Nov 2015 12:00:22 GMT

Social and Behavioural Sciences Volume 154, 28 October 2014, pp.104–111

This journal article looks at the case for the incorporation of digital aspects of English for Academic purposes (EAP) into wider curriculums. This is to incorporate the skills in digital literacies into student development. The article begins by looking at some frameworks within the digital literacy field, most of which were influenced by the New London Group (NLG)’s ‘Pedagogy of Multiliteracy’. The two key frameworks examined are: ‘The Competency Framework for Teachers of English for Academic Purposes’ (focusing on the competencies of EAP teachers), and ‘The Can Do Framework’ (focusing on the competencies of PG students in HE). The main aim of the article is to argue for more inclusion of digital literacies within the pre-existing EAP curriculum, as well as the wider teaching of EAP. The authors look at the need for digital literacy across a range of student groups (traditional, mature, international etc) and how digital literacy would improve teaching and learning in HE. A summary of issues in DL follows this, such as the incorporation of new terminology, higher participation demands, multiauthor works and meaning making. The final part of the article focuses on DL in practice. Here the authors examine the central aspects of multiliteracy pedagogy and locates it in the wider EAP field. These aspects are identified as: (1) Situated practice – group collaboration with expert oversight (2) Overt instruction – traditional teaching but with a key reflective component (3) Critical framing – matching the teaching objectives with the learning objectives, and then reconciling this with the students’ objectives (4) Transformed practice – relying on the two previous elements to allow “contextualise assessment of learners and the learning process devised for them”. The authors conclude by looking at whether the teaching of DL can really be seamlessly incorporated into a EAP curriculum where the main instructor is likely to be a language specialist. Teaching students DL competencies is not likely to be assessed in the same current EAP linguistic/literary framework; and so would possibly require specialised separation for the most effective outcome.

Yi, B. S., "A Comparative Research on Internet Usage Time and Digital Literacy of University Students in accordance with Their Major"

Tue, 03 Nov 2015 11:56:33 GMT

This article is a presentation of research which investigated computer literacy levels amongst Korean UG level students. The main purpose of the study was to look at differences in digital literacy levels between humanities students, and those whose degrees expect them to have higher levels of digital skills, such as in the computer sciences. The authors start the article with a short history of the information society, and then discuss the concept of Millennials as ‘digital natives’ and how this may impact upon their learning. Following this is a brief interpretation and breakdown of digital literacy indicators including: (1) the ability to recognise and apply community communication techniques (2) the ability to recognise and apply community information sharing (3) community ethics evaluation ability. This includes copyright and social responsibility. Following this, the methodology of the study is detailed, as is a break down of the results. The conclusion of this article states the findings of the study which are as follows: humanities students spend a far greater number of hours working online and using an array of digital tools, and these students has a greater awareness of the wider issues surrounding digital literacy. This included skill in sharing information and acquiring further information for critical reflection. Whilst these students of humanities express some difficulties in grasping the technical intricacies of the digital tools they used, they appeared more than confident to integrate them into their studies. The study showed that for the computer science students of this Korean University, that the wider community implications of how they utilised digital tools, were not something that they showed either familiarity with, or appreciation for. The author makes the following suggestions for the development of the measurement of digital literacy in UGs: (1) measurement should not be weighted in favour of students studying technical subjects, as there is more to digital literacy than the mechanics of tools (2) Standardisation of ability indicators should be developed for specific digital tools (3) The ability to adapt tools for new and evolving purposes should be recognised. Overall, the author calls for more work on the development of educational policy on the teaching of Digital Literacy at UG level; and this should involve interdepartmental collaboration if at all possible.

Radovanović, D., Hogan, B., & Lalić, D., "Overcoming digital divides in higher education: Digital literacy beyond Facebook"

Tue, 03 Nov 2015 11:52:43 GMT

New Media & Society, 17(10), pp.1733-1749.

This article explores the use of digital technologies among students and faculty at a Serbian University. It looks at how tensions around digital literacy levels on an institutional level can mean that technologies are not always integrated as smoothly and as extensively as would have been ideal. The authors look at these institutional tensions using the classic social theory of Max Weber, and demonstrate that the theory can be updated to now include immaterial resources, such as digital literacy skills. This empirical case study of the digital divide in Serbia’s HE shows how new technologies shape information, communications and collaboration dynamics within an educational environment; and that there is a growing divide within Serbia between the ‘haves and have nots’ of those students able to obtain digital literacy skills. The authors’ main argument is that “where students are routinely learning new technologies… professors remain reluctantly to consistently adopt”, then gaps arise that hinder teaching and learning. The main section of the article looks at the application of Weber’s theory to digital literacy skills; with emphasis being on the relationship between digital literacy and e-Learning technology. This is because, the authors argue, that these skills are more directly relevant to classroom experiences. There is also some discussion over whether the socio-economic backgrounds of the students makes a difference to their uptake of digital literacy skills during their early HE experiences. in interviews with UG students in Serbia, the authors found that many Millennials rate their own self-learnt skills very highly, but lament that the common view of their skills is that they focus too heavily on the entertainment aspects of social media, rather than constructive skills with digital tools. Almost all tutors interviewed held this view, and were dismissive of networking as a valuable educational tool. The article then illustrates the gap in teaching quality between digitally literate professors, and those who dismiss opportunities to acquire the knowledge. In conclusion, the authors state that there is a great ‘digital divide’ in HE in Serbia; and that this may be overcome through the natural progression of younger professors into positions of teaching influence. The main message that the authors appear to convey is that students in Serbia who obtain digital skills at university often do so despite of their professors, not because of them, and that these students excel in their post HE life more frequently. This article provides a useful contrast of the HE system in a country other than the UK or US, and how resistance among faculty in Serbia to embracing of digital literacy may cause difficulties for their students.

Murray, M. C., & Pérez, J., "Unravelling the Digital Literacy Paradox: How Higher Education Fails at the Fourth Literacy"

Tue, 03 Nov 2015 11:49:07 GMT

Issues in Informing Science and Information Technology, 11., 2014

This article looks at the impact of the lag in digital literacy learning and teaching at many universities. Murray argues that “digital literacy is widely acknowledged as essential and germane in today’s highly competitive and global markets”; to the extent that she states it is a crucial life skill comparable to reading, writing and arithmetic. Murray calls for digital literacy to be “assessed, remediated and amplified” at a university level, rather than these important skills being just taken for granted or assumed to be adequate. The first section of the article examines definitions of digital literacy, before moving on to look at the evolution of models of digital literacy (including a useful diagram). Murray then looks at how the need for digital literacy has “become increasingly critical to success in any education discipline or occupation”. The adoption of structured digital literacy initiatives varies globally, but as these skills become increasing prerequisites for so many jobs, Murray states that Universities in the global West need to focus on conquering digital literacy teaching. The current state of affairs (2015) in Canada, the US, Europe and the UK is discussed before Murray sets out the methodology and results of her digital literacy assessment. This assessment was administered to fourth year undergraduates at a regional US university, and demonstrated the lack of structure in the teaching of digital literacy as well as vastly varying skill levels among students. The details of this study would be of great use for anyone seeking to conduct similar research. Murray concludes the article by reiterating the importance of digital literacy, not only to student satisfaction in terms of their employability, but also on a wider country level in terms of economic growth and competitiveness. She also emphasises the need to constantly re-evaluate what digital literacy skills are taught, as the field evolves so rapidly.