Home > Research > Publications & Outputs > Diving deep into digital literacy

Electronic data

  • Diving_Deep_LE_author_accepted_version_Repository

    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis Group in Language and Education on 11/05/2015, available online:http://www.tandfonline.com/10.1080/09500782.2015.1041972

    Accepted author manuscript, 800 KB, PDF document

    Available under license: CC BY: Creative Commons Attribution 4.0 International License

Links

Text available via DOI:

View graph of relations

Diving deep into digital literacy: emerging methods for research

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Published

Standard

Diving deep into digital literacy: emerging methods for research. / Bhatt, Ibrar; de Roock, Roberto; Adams, Jonathon.
In: Language and Education, Vol. 29, No. 6, 2015, p. 477-492.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Harvard

Bhatt, I, de Roock, R & Adams, J 2015, 'Diving deep into digital literacy: emerging methods for research', Language and Education, vol. 29, no. 6, pp. 477-492. https://doi.org/10.1080/09500782.2015.1041972

APA

Bhatt, I., de Roock, R., & Adams, J. (2015). Diving deep into digital literacy: emerging methods for research. Language and Education, 29(6), 477-492. https://doi.org/10.1080/09500782.2015.1041972

Vancouver

Bhatt I, de Roock R, Adams J. Diving deep into digital literacy: emerging methods for research. Language and Education. 2015;29(6):477-492. Epub 2015 May 11. doi: 10.1080/09500782.2015.1041972

Author

Bhatt, Ibrar ; de Roock, Roberto ; Adams, Jonathon. / Diving deep into digital literacy : emerging methods for research. In: Language and Education. 2015 ; Vol. 29, No. 6. pp. 477-492.

Bibtex

@article{085aeb69951043409abc0d65c6a6e7b0,
title = "Diving deep into digital literacy: emerging methods for research",
abstract = "Literacy studies approaches have tended to adopt a position which enables ethnographic explorations of a wide range of {\textquoteleft}literacies{\textquoteright}. An important issue arising is the new challenge required for researchers to capture, manage, and analyse data that highlight the unique character of practices around texts in digital environments. Such inquiries, we argue, require multiple elements of data to be captured and analysed as part of effective literacy ethnographies. These include such things as the unfolding of digital texts, the activities around them, and features of the surrounding social and material environment. This paper addresses these methodological issues drawing from three educationally focused studies, and reporting their experiences and insights within uniquely different contexts. We deal with the issue of adopting new digital methods for literacy research through the notion of a {\textquoteleft}deep dive{\textquoteright} to explore educational tasks in classrooms. Through a discussion of how we approached the capture and analysis of our data, we present methods to better understand digital literacies in education. We then outline challenges posed by our methods, how they can be used more broadly for researching interaction in digital environments, and how they augment transdisciplinary debates and trends in research methods.",
keywords = "digital literacies, literacy studies , research methods, education",
author = "Ibrar Bhatt and {de Roock}, Roberto and Jonathon Adams",
note = "This is an Accepted Manuscript of an article published by Taylor & Francis Group in Language and Education on 11/05/2015, available online:http://www.tandfonline.com/10.1080/09500782.2015.1041972",
year = "2015",
doi = "10.1080/09500782.2015.1041972",
language = "English",
volume = "29",
pages = "477--492",
journal = "Language and Education",
issn = "0950-0782",
publisher = "Routledge",
number = "6",

}

RIS

TY - JOUR

T1 - Diving deep into digital literacy

T2 - emerging methods for research

AU - Bhatt, Ibrar

AU - de Roock, Roberto

AU - Adams, Jonathon

N1 - This is an Accepted Manuscript of an article published by Taylor & Francis Group in Language and Education on 11/05/2015, available online:http://www.tandfonline.com/10.1080/09500782.2015.1041972

PY - 2015

Y1 - 2015

N2 - Literacy studies approaches have tended to adopt a position which enables ethnographic explorations of a wide range of ‘literacies’. An important issue arising is the new challenge required for researchers to capture, manage, and analyse data that highlight the unique character of practices around texts in digital environments. Such inquiries, we argue, require multiple elements of data to be captured and analysed as part of effective literacy ethnographies. These include such things as the unfolding of digital texts, the activities around them, and features of the surrounding social and material environment. This paper addresses these methodological issues drawing from three educationally focused studies, and reporting their experiences and insights within uniquely different contexts. We deal with the issue of adopting new digital methods for literacy research through the notion of a ‘deep dive’ to explore educational tasks in classrooms. Through a discussion of how we approached the capture and analysis of our data, we present methods to better understand digital literacies in education. We then outline challenges posed by our methods, how they can be used more broadly for researching interaction in digital environments, and how they augment transdisciplinary debates and trends in research methods.

AB - Literacy studies approaches have tended to adopt a position which enables ethnographic explorations of a wide range of ‘literacies’. An important issue arising is the new challenge required for researchers to capture, manage, and analyse data that highlight the unique character of practices around texts in digital environments. Such inquiries, we argue, require multiple elements of data to be captured and analysed as part of effective literacy ethnographies. These include such things as the unfolding of digital texts, the activities around them, and features of the surrounding social and material environment. This paper addresses these methodological issues drawing from three educationally focused studies, and reporting their experiences and insights within uniquely different contexts. We deal with the issue of adopting new digital methods for literacy research through the notion of a ‘deep dive’ to explore educational tasks in classrooms. Through a discussion of how we approached the capture and analysis of our data, we present methods to better understand digital literacies in education. We then outline challenges posed by our methods, how they can be used more broadly for researching interaction in digital environments, and how they augment transdisciplinary debates and trends in research methods.

KW - digital literacies

KW - literacy studies

KW - research methods

KW - education

U2 - 10.1080/09500782.2015.1041972

DO - 10.1080/09500782.2015.1041972

M3 - Journal article

VL - 29

SP - 477

EP - 492

JO - Language and Education

JF - Language and Education

SN - 0950-0782

IS - 6

ER -