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Real purpose, real audience and real value: researching contributions of digital literacy to learning

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNChapter

Publication date2008
Host publicationPursuing digital literacy in the 21st century : reconstructing the school to provide digital literacy for all
EditorsLampros K. Stergioulas, Helen Drenoyianni
Place of PublicationWest London
PublisherBrunel University
Number of pages0
<mark>Original language</mark>English


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.

Bibliographic note

International Conference on Digital Literacy, 17 - 18 November 2008, held at Brunel University.