Literacy, literacies and the digital in higher education

Goodfellow, Robin

doi:10.1080/13562517.2011.544125

Cited by 149 publications

(114 citation statements)

References 28 publications

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“…La terminologie varie avec le temps et les objets de recherche. Goodfellow (2011) recense : computer (-based, -assisted, -mediated) literacy, (online-, networked-, electronic-, e-) literacy; Duplàa (2011) Les travaux sur les littératies numériques se sont longtemps focalisés sur la recherche d'informations. Aujourd'hui, ils prennent en compte à la fois la dimension de la réception (lecture), de la production (écriture), la diversité des médias utilisés et la communication en réseau.…”

Section: La Littératie Numérique Scolaireunclassified

Les supports numériques pour enseigner, quels obstacles ? Littératie numérique scolaire et pratiques enseignantes

Ferone¹,

Patricia²,

Crinon³

2016

Actes Du Symposium International Sur La Litéracie À L’école = International Symposium for Educational Literacy (SILE/ISEL)

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Section: La Littératie Numérique Scolaireunclassified

Les supports numériques pour enseigner, quels obstacles ? Littératie numérique scolaire et pratiques enseignantes

Ferone¹,

Patricia²,

Crinon³

2016

Actes Du Symposium International Sur La Litéracie À L’école = International Symposium for Educational Literacy (SILE/ISEL)

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“…El término alfabetización digital fue popularizado por Gilster (1997), quien lo definió como "la habilidad de entender y utilizar información en múltiples formatos y de una gran variedad de recursos cuando ésta es presentada a través de ordenadores", ha sido ampliamente utilizado en el ámbito educativo (Eshet, 2004;Goodfellow, 2011) y la Unión Europea ha incluido esta alfabetización entre sus prioridades, siendo uno de los 7 pilares de su agenda digital para la "Estrategia Europa 2020" (Ferrari, 2013). Por otra parte, la alfabetización mediática generalmente se conceptualiza como los conocimientos y habilidades que los individuos necesitan para analizar, evaluar y producir mensajes en los medios y en variedad de contextos (Aufderheide, 1992;Lee, 2010;Martens, 2010) y está muy vinculada el ámbito educativo (Koltay, 2011), siendo la UNESCO (2013) uno de sus grandes promotores.…”

Section: Introductionunclassified

Factores de éxito en tutoriales en línea de competencias informacionales. Revisión sistemática

Fernández-Ramos¹

2016

Rev. esp. doc. cient.

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Resumen: La formación de competencias informacionales mediante tutoriales en línea es una práctica cada vez más frecuente en bibliotecas universitarias. En este trabajo se revisa la literatura científica con el fin de detectar los factores que condicionan el éxito de estos tutoriales, desde el punto de vista de los procesos a seguir en su desarrollo y de las características que deben tener. Para ello se analizan las propuestas de carácter teórico y tres tipos de estudios de carácter práctico: los que recogen opiniones de los usuarios, evaluaciones de tutoriales concretos en los que se expliciten los factores que hayan influido en los resultados y comparaciones de tutoriales con características diferentes. Se observa que, aunque la literatura identifica numerosos factores, solo unos pocos, como la brevedad, la inclusión de actividades prácticas, la relación con el currículum, la facilidad de uso o la colaboración con profesores, se mencionan de forma recurrente.Palabras clave: Alfabetización informacional; tutoriales; formación en línea; bibliotecas universitarias; evaluación; buenas prácticas. Success factors in online information literacy tutorials. Systematic reviewAbstract: Information literacy instruction using on-line tutorials is nowadays widely used across university libraries. In this article, the corresponding scientific literature is reviewed with the aim of detecting on-line tutorials' success factors from the point of view of both their characteristics and their development processes. We analyzed theoretical studies and three types of practical studies: users' opinions, evaluations of specific tutorials where factors influencing the results are specified, and comparisons among tutorials with different characteristics. Although many factors are mentioned in the literature, results show that only a few are recurrently identified as successful, such as conciseness, ease of use, provision of learning activities, faculty-librarian cooperation or relation to curriculum. 39(2), abril-junio 201639(2), abril-junio , e126 ISSN-L:0210-0614. doi: http://dx.doi.org/10.3989/redc.201639(2), abril-junio .2.1291 ESTUDIOS / RESEARCH STUDIES Rev. Esp. Doc. Cient., 39(2), abril-junio 2016, e126. Revista Española de Documentación Científica

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“…If so, we may want to consider whether another way of framing the issues is now required in order to maintain what we would consider to be an essential research and developmental focus on the situated, political, day-to-day 'doing' and 'being' involved in digitally mediated engagements with texts. A perspective is needed that retains this situated, critical perspective, distinguishing it clearly from the rhetorical use of the term 'digital literacies' to promote competency-based agendas that are aligned with institutional and organisational imperatives (see Goodfellow 2011;Lea 2013). Without such a framing, the danger is that there will be no challenge to the strongly normative perspective on academic practice which we argue is encapsulated in the present use of 'digital literacy/ies' to signal general competency and skill.…”

Section: Research In Learning Technologymentioning

confidence: 99%

Textual practices in the new media digital landscape: messing with digital literacies

Gourlay¹,

Hamilton

Lea

2014

Research in Learning Technology

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This paper offers a working conversation between the authors about the uneasy relationship between literacy studies and learning technologies. We come from the field of literacy studies but from contrasting perspectives: from academic literacies and work on literacies and technologies in higher education; from an interest in media theory and the implications of digital mediation for the contemporary university; from everyday literacies in informal settings and a concern for the gaps between policy and practice. We illustrate our perspectives through reference to post-compulsory education, especially higher education, but intend our arguments to be of broader value to all sectors of education and learning. We argue that it is probably inevitable that terms such as literacy/digital/network will be taken up by different arenas of scholarship and practice to mean different things, but what is important is finding spaces to make visible the embedded and implicit understandings, assumptions and ideological positions that are carried by these terms. In the paper, we attempt to lay bare some of the tendencies in the different approaches and argue the case for building on these differences in our work rather than seeing them as paradigm contests. We suggest that it would be more generative to the field to acknowledge the richness and diversity of these different traditions, rather than attempting the impossible task of forcing them into a superficial reconciliation.

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Literacy, literacies and the digital in higher education

Cited by 149 publications

References 28 publications

Les supports numériques pour enseigner, quels obstacles ? Littératie numérique scolaire et pratiques enseignantes

Les supports numériques pour enseigner, quels obstacles ? Littératie numérique scolaire et pratiques enseignantes

Factores de éxito en tutoriales en línea de competencias informacionales. Revisión sistemática

Textual practices in the new media digital landscape: messing with digital literacies

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