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
Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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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 -