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Digital literacy practices and their layered multiplicity

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Digital literacy practices and their layered multiplicity. / Bhatt, Ibrar.

In: Educational Media International, Vol. 49, No. 4, 2012, p. 289-301.

Research output: Contribution to journalJournal article

Harvard

Bhatt, I 2012, 'Digital literacy practices and their layered multiplicity', Educational Media International, vol. 49, no. 4, pp. 289-301. https://doi.org/10.1080/09523987.2012.741199

APA

Bhatt, I. (2012). Digital literacy practices and their layered multiplicity. Educational Media International, 49(4), 289-301. https://doi.org/10.1080/09523987.2012.741199

Vancouver

Author

Bhatt, Ibrar. / Digital literacy practices and their layered multiplicity. In: Educational Media International. 2012 ; Vol. 49, No. 4. pp. 289-301.

Bibtex

@article{f3ab20993ea54656bb648c6830261c12,
title = "Digital literacy practices and their layered multiplicity",
abstract = "Success in educational programmes often depends on learners being able to negotiate and manage a variety of digital literacy practices commensurate with the literacy demands of their course. This paper reports on preliminary findings of a multi-method PhD study which examines the digital literacy practices arising when an adult learner in a UK college completes writing assignments for her course. It explores whether she uses digital tools agentively and decisively in her personal life, in order to transform her classroom practice. Data show that mobilising personal digital literacy practices into classroom-based literacy events allows learners to successfully make the link between their own everyday digital literacy practices and the requirements of their course. It is argued that a “social practice” approach to digital literacies, along with actor-network theory sensibilities, allows researchers to observe the sensitivity of classroom-based digital literacy events to the layered multiplicity of their contexts.",
keywords = "digital literacies, new literacy studies, multimodality, actor-network theory",
author = "Ibrar Bhatt",
year = "2012",
doi = "10.1080/09523987.2012.741199",
language = "English",
volume = "49",
pages = "289--301",
journal = "Educational Media International",
issn = "0952-3987",
publisher = "Routledge",
number = "4",

}

RIS

TY - JOUR

T1 - Digital literacy practices and their layered multiplicity

AU - Bhatt, Ibrar

PY - 2012

Y1 - 2012

N2 - Success in educational programmes often depends on learners being able to negotiate and manage a variety of digital literacy practices commensurate with the literacy demands of their course. This paper reports on preliminary findings of a multi-method PhD study which examines the digital literacy practices arising when an adult learner in a UK college completes writing assignments for her course. It explores whether she uses digital tools agentively and decisively in her personal life, in order to transform her classroom practice. Data show that mobilising personal digital literacy practices into classroom-based literacy events allows learners to successfully make the link between their own everyday digital literacy practices and the requirements of their course. It is argued that a “social practice” approach to digital literacies, along with actor-network theory sensibilities, allows researchers to observe the sensitivity of classroom-based digital literacy events to the layered multiplicity of their contexts.

AB - Success in educational programmes often depends on learners being able to negotiate and manage a variety of digital literacy practices commensurate with the literacy demands of their course. This paper reports on preliminary findings of a multi-method PhD study which examines the digital literacy practices arising when an adult learner in a UK college completes writing assignments for her course. It explores whether she uses digital tools agentively and decisively in her personal life, in order to transform her classroom practice. Data show that mobilising personal digital literacy practices into classroom-based literacy events allows learners to successfully make the link between their own everyday digital literacy practices and the requirements of their course. It is argued that a “social practice” approach to digital literacies, along with actor-network theory sensibilities, allows researchers to observe the sensitivity of classroom-based digital literacy events to the layered multiplicity of their contexts.

KW - digital literacies

KW - new literacy studies

KW - multimodality

KW - actor-network theory

U2 - 10.1080/09523987.2012.741199

DO - 10.1080/09523987.2012.741199

M3 - Journal article

VL - 49

SP - 289

EP - 301

JO - Educational Media International

JF - Educational Media International

SN - 0952-3987

IS - 4

ER -