A Digital Fluency Framework to Support 21st-Century Skills

Fleming, Erica C.; Robert, Jenay; Sparrow, Jennifer; Wee, Josephine; Dudas, Patrick M.; Slattery, Margaret J.

doi:10.1080/00091383.2021.1883977

Cited by 5 publications

(5 citation statements)

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“…Technology has taken up a major role in every aspect of society, and education is no exception, as universities evolve to better suit the needs and requirements of an increasingly technological society [1] and master the constant introduction of "digital technologies for communication, collaborative knowledge construction, reading, and multimedia learning in education systems" [2] (p. 3100). The impact of the 21st century digital transformation has influenced education in an unprecedented way.…”

Section: Introductionmentioning

confidence: 99%

“…Higher education institutions (HEIs) are currently preparing students for jobs that do not yet exist [1], and this implies equipping learners with a set of requirements seen as quality indicators and necessary traits for future success. Being able to perform meaningful, authentic tasks and to apply the knowledge and skills acquired in real world contexts are essential 21st century skills to help students contribute effectively to the global workforce [6][7][8][9][10].…”

Section: Introductionmentioning

confidence: 99%

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Online Peer Assessment for Learning: Findings from Higher Education Students

Loureiro

Gomes

2023

Education Sciences

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Assessment practices in the higher education (HE) context have undergone profound changes over recent years, particularly regarding their purpose, strategies, and available resources. This exploratory study seeks to analyze, through the perceptions of HE students, the contribution and adequacy of an assessment for learning strategy, namely, online peer assessment (OPA), inspired by the conceptual framework of the PrACT Model, a framework which aims to contribute to the dissemination of alternative assessment practices. The main data collection technique used was the survey questionnaire and the study participants (n = 16) were students from a higher education institution in Portugal. Results point to the lack of student experience in the practice of OPA and are discussed in conformity with the dimensions of the PrACT framework. OPA is considered, from the student’s perspective, an adequate alternative digital assessment strategy, contributing to student motivation as well as to the development of cognitive, metacognitive, and digital skills.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Online Peer Assessment for Learning: Findings from Higher Education Students

Loureiro

Gomes

2023

Education Sciences

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“…Even today, all the factors studied in this work are necessary for successful online learning. Learners need to have the technological ability, to be proficient in using digital tools and be prone to access online resources, participate in online discussions, and complete assignments [ 95 , 96 ]. Online learning often involves reading and writing assignments and participating in online discussions.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of online learning readiness in the new distance learning normality

Reyes-Millán,

Villareal-Rodríguez,

Murrieta-Flores

et al. 2023

Heliyon

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“…The STEAM approach that the authors highlight in this article focuses on the integration with transliteracy skills, considered as a continuum of digital fluency skills. ‘Digital fluency’ is a term that updates different definitions of ‘literacies’ corresponding to different phases of the inquiry process (Fleming et al, 2021). In the context of the ‘TLIT4U – Improving Transliteracy Skills through Serious Games’ project, the authors consider that a STEAM approach, integrated with teaching and learning transliteracy and digital fluency competences, now makes it possible to improve the inquiry-based learning process, and every teacher can offer students equal learning opportunities to acquire digital fluency competences.…”

Section: Introductionmentioning

confidence: 99%

Towards a STEAM model for digital fluency skills: Perceptions of students and teachers

Encheva,

Tammaro,

Yancheva

et al. 2024

IFLA Journal

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Transliteration involves skills, critical thinking and practices based on digital fluency in a changing context. This concept is based on the inquiry process of scientific research, but is currently not integrated into the STEAM (science, technology, engineering, art, mathematics) approach. In the first phase of the ‘TLIT4U – Improving Transliteracy Skills through Serious Games’ project, an attempt was made to clarify the STEAM framework towards an inquiry-based training model. The authors, belonging to different universities in Bulgaria, Finland and Italy, investigated the perception of the concept of digital fluency and the research-process awareness of students with different disciplinary backgrounds at their respective universities. Subsequently, the authors organized interviews and focus groups with teachers, librarians and scholars at partner universities to investigate their perceptions of transliteracy. The main findings and open questions highlighted by the TLIT4U comparative study are presented in this article.

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A Digital Fluency Framework to Support 21st-Century Skills

Cited by 5 publications

References 1 publication

Online Peer Assessment for Learning: Findings from Higher Education Students

Online Peer Assessment for Learning: Findings from Higher Education Students

Evaluation of online learning readiness in the new distance learning normality

Towards a STEAM model for digital fluency skills: Perceptions of students and teachers

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