Identifying Digital Literacies to Build Academic Literacies

Caverly, David C.; Payne, Emily Miller; Castillo, Amarilis M.; Sarker, Amber L.; Threadgill, Elizabeth; West, Daniel

doi:10.1080/10790195.2019.1638218

Cited by 16 publications

(12 citation statements)

References 35 publications

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“…As the social world is highly engaged in our lives, my students have a natural awareness of using social web sites. This result is correlated with the study of Kikon (2019, p.287) and Caverly, Payne, Castillo, Sarker, Threadgill, and West (2019). Her study also found out that the learners were very good in terms of web search skills.…”

Section: Discussionsupporting

confidence: 86%

An Investigation of Problems Experienced Through Online Education and Measuring Digital Literacy: An Exploratory Study of Turkish Masters’ Degree and PHD Students

Altun

2021

EJFL

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Coronavirus has changed the habits of all over the world deeply. This transformation has profoundly affected the way of the education system. Closing schools and universities carried education to online platforms. My university has also been using a new online education platform. Naturally, my students have been facing some problems during my lessons. I targeted to explore what kinds of problems have been experienced. My second aim of this exploratory research is to measure my students’ digital literacy levels. The findings of my research showed that the learners were mostly facing problems such as internet connection, losing concentration, and social interaction. Furthermore, their digital literacy sub-scales were found as very good and good, but they have a problem with one side of digital literacy. Article visualizations:<img src="/-counters-/edu_01/0763/a.php" alt="Hit counter" />

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Section: Discussionsupporting

confidence: 86%

An Investigation of Problems Experienced Through Online Education and Measuring Digital Literacy: An Exploratory Study of Turkish Masters’ Degree and PHD Students

Altun

2021

EJFL

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“…In the literature, there is a plurality of terms related to digital literacy, where researchers tend to use "digital literacy," "digital skills," "digital competence," and "21 st century digital skills" interchangeably (Audrin & Audrin, 2022). In general, students referred to as "digital natives" have high confidence in interacting with digital technology, but some research results show that they are not necessarily digitally literate (Caverly et al, 2019;Le et al, 2022). The results of this study support the statement that there are many discrepancies between the results of the first tier (self-assessment) and the second tier (knowledge-based assessment) in the survey…”

Section: Discussionsupporting

confidence: 73%

Chemistry students’ digital literacy skills on thermochemistry context “hydrogen fuel issue”

Putri

Rahayu

Widarti

et al. 2022

EURASIA J Math Sci Tech Ed

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Living in the era of the Internet of things makes students familiar with the use of digital platforms in their daily life. However, several studies show that familiarity with digital platforms does not merely indicate that students are digitally literate. Students are still vulnerable to unreliable news, only mastering digital social platforms, and are unfamiliar with specific digital applications of expertise. This study aims to examine chemistry students’ digital skills related to thermochemical content integrated with the global dilemma of using hydrogen fuel. This research utilized a mixed-methods design, a sequential explanatory type. Quantitative data was obtained through surveys and structured interviews to obtain qualitative data. Research participants included 74 chemistry students from seven state universities in Indonesia. The research instrument was a two-tier digital literacy questionnaire (r=0.947) consisting of 13 items, with self-assessment as the first tier and knowledge-based assessment (verification questions) as the second tier. Digital literacy profiles from surveys and interviews show that most students’ skills are at the foundation and intermediate levels. The research implication is that students’ digital literacy skills need to be improved, especially explicitly teaching several competencies related to digital literacy.

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“…El abanico de estudios de la literacidad digital desde el marco de los NEL es considerable y está en expansión, por lo cual en este artículo se limita a algunos estudios que muestran la variedad de discursos digitales, la visión del lenguaje y la escritura a través de diferentes soportes a nivel universitario (Vargas-Franco, 2016;Bourelle et al, 2017;Caverly et al, 2019).…”

Section: Literacidad Digitalunclassified

“…Un estudio cercano a este, pero centrado en el portafolio de fotografías es el de Schmerbeck y Lucht (2017), en el cual se incorporaron varias formas de evaluación formativa como la participación oral y el empleo de rúbricas. Caverly et al (2019) vinculan las prácticas letradas académicas, digitales y vernáculas al analizar las percepciones de estudiantes sobre su 5…”

Section: Literacidad Digitalunclassified

Prácticas letradas académicas más allá del déficit: una revisión crítica de literatura

Sito¹,

Mosquera²

2021

Enunciación

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¿Qué relaciones podemos derivar al acercar las discusiones sobre literacidad académica a la formación docente? En esta revisión de literatura se analizan los aportes que posibilita la perspectiva de la literacidad académica para la enseñanza del lenguaje en la formación profesional, en especial para la formación de maestros. Desde los nuevos estudios de literacidad (NEL) se comprende la lectura y la escritura académicas como prácticas incrustadas en contextos sociales; se trata de un marco de oposición a enfoques convencionales de enseñanza de la escritura, en relación con la epistemología y la construcción de conocimiento. Partiendo de este campo de estudios, se analizan cincuenta referencias, que constituyen investigaciones empíricas publicadas en revistas indexadas en los últimos diez años, y trabajos clásicos del campo. Se trata de una investigación cualitativa e interpretativa, en la que se retoman algunos trabajos clásicos y se conectan con las categorías de análisis: 1) literacidad académica a través de las disciplinas, 2) pedagogía de la escritura y la lectura, 3) trayectoria universitaria estudiantil, 4) prácticas letradas académicas: tensiones en los procesos de apropiación, 5) literacidad digital. Los NEL, como marco de investigación crítico, plantean la necesidad de un cambio estructural en los programas de escritura que tenga en cuenta la experiencia del estudiante y generen prácticas dialógicas y equitativas para evitar la deserción. Igualmente, una parte de la revisión comprende que la decolonización del currículo no solo requiere un mejor acceso epistemológico a discursos académicos, sino también cuestionamientos críticos frente a estos discursos.

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Identifying Digital Literacies to Build Academic Literacies

Cited by 16 publications

References 35 publications

An Investigation of Problems Experienced Through Online Education and Measuring Digital Literacy: An Exploratory Study of Turkish Masters’ Degree and PHD Students

An Investigation of Problems Experienced Through Online Education and Measuring Digital Literacy: An Exploratory Study of Turkish Masters’ Degree and PHD Students

Chemistry students’ digital literacy skills on thermochemistry context “hydrogen fuel issue”

Prácticas letradas académicas más allá del <i>déficit</i>: una revisión crítica de literatura

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