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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

Published

Standard

Real purpose, real audience and real value : researching contributions of digital literacy to learning. / Passey, Don.

Pursuing digital literacy in the 21st century : reconstructing the school to provide digital literacy for all. ed. / Lampros K. Stergioulas; Helen Drenoyianni. West London : Brunel University, 2008.

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

Harvard

Passey, D 2008, Real purpose, real audience and real value: researching contributions of digital literacy to learning. in LK Stergioulas & H Drenoyianni (eds), Pursuing digital literacy in the 21st century : reconstructing the school to provide digital literacy for all. Brunel University, West London. <http://e-start.brunel.ac.uk/docs/file/profiles/p20_DonPassey.pdf>

APA

Passey, D. (2008). Real purpose, real audience and real value: researching contributions of digital literacy to learning. In L. K. Stergioulas, & H. Drenoyianni (Eds.), Pursuing digital literacy in the 21st century : reconstructing the school to provide digital literacy for all Brunel University. http://e-start.brunel.ac.uk/docs/file/profiles/p20_DonPassey.pdf

Vancouver

Passey D. Real purpose, real audience and real value: researching contributions of digital literacy to learning. In Stergioulas LK, Drenoyianni H, editors, Pursuing digital literacy in the 21st century : reconstructing the school to provide digital literacy for all. West London: Brunel University. 2008

Author

Passey, Don. / Real purpose, real audience and real value : researching contributions of digital literacy to learning. Pursuing digital literacy in the 21st century : reconstructing the school to provide digital literacy for all. editor / Lampros K. Stergioulas ; Helen Drenoyianni. West London : Brunel University, 2008.

Bibtex

@inbook{57e1c1cbee4241618218e8b7a00d4a52,
title = "Real purpose, real audience and real value: researching contributions of digital literacy to learning",
abstract = "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.",
author = "Don Passey",
note = "International Conference on Digital Literacy, 17 - 18 November 2008, held at Brunel University.",
year = "2008",
language = "English",
editor = "Stergioulas, {Lampros K.} and Helen Drenoyianni",
booktitle = "Pursuing digital literacy in the 21st century",
publisher = "Brunel University",

}

RIS

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 -