New Literacies: A Dual-Level Theory of the Changing Nature of Literacy, Instruction, and Assessment

Leu, Donald J.; Kinzer, Charles K.; Coiro, Julie; Castek, Jill; Henry, Laurie

doi:10.1598/0710.42

Cited by 340 publications

(438 citation statements)

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“…These results indicate that digital reading differs, to some extent, from traditional reading in that additional skills seem to be required. The particular demands on digital reading are, for instance, argued to include skills needed to gather, read, evaluate, integrate, and communicate information online (Leu et al 2013;Rasmusson and Eklund 2013). As a consequence of altered reading habits, it has been recognized in many countries that there is a need for teaching and evaluating these new literacies demanded for reading and learning on the Internet (Forzani 2013); the digital reading part in PISA 2009 can be seen as one way to meet this need.…”

Section: Previous Researchmentioning

confidence: 99%

A multilevel analysis of Swedish and Norwegian students’ overall and digital reading performance with a focus on equity aspects of education

Rasmusson

2016

Large-scale Assess Educ

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Background: Influence of external factors in general, and socioeconomic background factors in particular, on traditional reading performance has been extensively researched and debated. While traditional reading is well investigated in this respect, there is a lack of studies on equity aspects related to digital reading achievement, in spite of the fact that time spent on reading from digital devices such as computers, tablets, and smart phones without doubt is increasing all over the world. In the hope of contributing to an area that up until now to a great extent has been left unresearched, the present study aims at investigating to what degree external factors, such as cultural and economic capital, parental pressure, and school choice, are related to 15-year-old students' achievement in digital reading and in overall reading on both the student level and the school level in Norway and Sweden. Methods:To conduct the analysis, multilevel structural modeling techniques have been used on PISA data from the two countries. Results:The results for the Norwegian as well as for the Swedish sample showed that overall reading achievement was related to cultural capital in both countries, as expected, and in line with previous research. An identified digital reading factor, representing the unique aspects of digital reading achievement when overall reading was controlled for, was less influenced by the external factors of cultural and economic capital, and by parental pressure and school type, compared to performance in overall reading. Interestingly, on the school level, it was found that the external factors, school choice, and parental pressure related to overall reading achievement differently in the Norwegian and Swedish samples. School choice influenced overall reading in the Swedish data but not in the Norwegian data, and the opposite pattern was found for parental pressure. Conclusion:In conclusion, it is suggested that the results indicate aspects of inequity in the school systems in Norway and Sweden. However, no influence of background factors on the unique aspects of digital reading ability was found, and a tentative interpretation could be that digital reading ability is not (yet) perceived as a part of a cultural capital.

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Section: Previous Researchmentioning

confidence: 99%

A multilevel analysis of Swedish and Norwegian students’ overall and digital reading performance with a focus on equity aspects of education

Rasmusson

2016

Large-scale Assess Educ

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“…Although called an ISP Model, its scope covers most of what is M A N U S C R I P T A C C E P T E D ACCEPTED MANUSCRIPT included in IL education models and standards. Additionally, scholars have identified five stages in conducting online research, namely, identifying problems, locating, evaluating, synthesizing and communicating information (Lankshear & Knobel, 2011;Leu, Kinzer, Coiro, & Cammack, 2004;Leu, Kinzer, Coiro, Castek, & Henry, 2013).…”

Section: Affect In Information Seekingmentioning

confidence: 99%

The effectiveness and acceptance of an affective information literacy tutorial

Guo

Goh

Luyt

et al. 2015

Computers & Education

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“…For example, The Programme for International Student Assessment (PISA) defines reading literacy as "understanding, using, reflecting on and engaging with written texts, in order to achieve one's goals, develop one's knowledge and potential, and participate in society" (PISA, 2015, p. 49). This entails adequate language skills combined with multiple literacies including digital skills (Leu & al., 2013;OECD, 2013). Digital skills refer to medium-related skills, including basic computer use and navigation across sites with menus and hyperlinks, and content-related skills, for example, the ability to search, select and evaluate information, as well as communicate and create content in digital environments (Van Dijk &Van Deursen, 2014).…”

Section: Introductionmentioning

confidence: 99%

Vocabulary Skills and Online Dictionaries: A Study on EFL Learners’ Receptive Vocabulary Knowledge and Success in Searching Electronic Sources for Information

Niitemaa

Pietilä

2018

JLTR

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Abstract-The study reported in this article examined Finnish EFL learners' ability to search for lexical items and information in online dictionaries and on websites. The study was conducted as part of a project investigating upper secondary school students' digital skills in relation to language learning. The motivation behind the study was that in Finland, the high-stakes school-leaving examinations, including foreign language tests, are currently being digitalized. The aim of the study was to uncover the relationship between word recognition skills and the learners' ability to find lexical items and information in a series of online vocabulary tasks when the choice of the digital sources was not controlled. The results showed, for example, that overall word recognition skills and recognition of low-frequency vocabulary correlated positively with success rates in finding individual words in online dictionaries and factually accurate information on webpages, but not with finding appropriate collocations. Moreover, to succeed in 50% of the look-ups required scoring a minimum of 60% in the vocabulary levels test.

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New Literacies: A Dual-Level Theory of the Changing Nature of Literacy, Instruction, and Assessment

Cited by 340 publications

References 0 publications

A multilevel analysis of Swedish and Norwegian students’ overall and digital reading performance with a focus on equity aspects of education

A multilevel analysis of Swedish and Norwegian students’ overall and digital reading performance with a focus on equity aspects of education

The effectiveness and acceptance of an affective information literacy tutorial

Vocabulary Skills and Online Dictionaries: A Study on EFL Learners’ Receptive Vocabulary Knowledge and Success in Searching Electronic Sources for Information

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