Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter
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TY - CHAP
T1 - Real purpose, real audience and real value
T2 - researching contributions of digital literacy to learning
AU - Passey, Don
N1 - International Conference on Digital Literacy, 17 - 18 November 2008, held at Brunel University.
PY - 2008
Y1 - 2008
N2 - Digital literacy (in the form of capabilities associated with using social networking sites, creating videos, writing reviews accessible to others, or the making of online news, for example) is reported often as being undertaken by pupils outside, rather than inside, schools. It is often access to specific projects within schools that offer opportunities to develop and use digital literacy capabilities that are focused on school-based subject matter, selected for specific educational endeavours and purposes. Empirical studies show that these opportunities can lead to outcomes not just at a subject level (which might be assessed through more traditional tests or examinations), but across a realm of areas including communication and operational skills, group work and teamwork approaches, ownership and independent learning, technical skills, confidence, interest, and the meeting of deadlines (where forms of assessment other than subject tests are clearly needed). Fundamentally, empirical studies report that projects employing digital literacy afford pupils realpurpose, audience and value. Researching this realm of outcomes provides real challenges, both in terms of identification of affordances, and identification of levels of affordances arising. This presentation and chapter will consider research approaches adopted, and an evidence base emerging, for wide benefits beyond subject gains alone.
AB - Digital literacy (in the form of capabilities associated with using social networking sites, creating videos, writing reviews accessible to others, or the making of online news, for example) is reported often as being undertaken by pupils outside, rather than inside, schools. It is often access to specific projects within schools that offer opportunities to develop and use digital literacy capabilities that are focused on school-based subject matter, selected for specific educational endeavours and purposes. Empirical studies show that these opportunities can lead to outcomes not just at a subject level (which might be assessed through more traditional tests or examinations), but across a realm of areas including communication and operational skills, group work and teamwork approaches, ownership and independent learning, technical skills, confidence, interest, and the meeting of deadlines (where forms of assessment other than subject tests are clearly needed). Fundamentally, empirical studies report that projects employing digital literacy afford pupils realpurpose, audience and value. Researching this realm of outcomes provides real challenges, both in terms of identification of affordances, and identification of levels of affordances arising. This presentation and chapter will consider research approaches adopted, and an evidence base emerging, for wide benefits beyond subject gains alone.
M3 - Chapter
BT - Pursuing digital literacy in the 21st century
A2 - Stergioulas, Lampros K.
A2 - Drenoyianni, Helen
PB - Brunel University
CY - West London
ER -