Reimagining the Functional Side of Computer Literacy

The Youth Digital Skills Indicator: Report on the conceptualisation and development of the ySKILLS digital skills measure

“…Early conceptualisations of digital skills often saw them as one-dimensional and focused mostly on technical skills such as installing software, operating a device or programming. This was then labelled "computer literacy" (Richter, Naumann, & Groeben, 2001;Robinson & Thoms, 2001;Selber, 2004). Increasingly, with the broader diffusion of the internet, information navigation became part of the definition of digital skills (Bawden, 2001;Kolle, 2017;Saranto & Hovenga, 2004).…”

Remix as Professional Learning: Educators’ Iterative Literacy Practice in CLMOOC

“…In this case, Vera's resource sharing redirected conversation away from the more typical discussions around choosing and working with technology tools-processes that Selber [12] would characterize as functional and rhetorical-into more critical discussions about the people, experiences, issues, and power dynamics that are constructed through these tools and texts. These discursive moves, however, are not without self-sensor as we see Vera make what might be called a "bold move" in the community but then work to counter that move by refocusing attention on the features of the text as opposed to negotiating contentious and disruptive meanings in that text.…”

“…Historically, teacher professional development has primarily taken up a functional approach to technology [12]; thus, the purpose of CLMOOC is negotiated through previous experience and the historicity of meanings attached to professional learning. It was that seepage from previous experience [57] that acted on Vera as she attempted to smooth over a break from dominant organizing principles and logics.…”

“…With this orientation toward activity in CLMOOC, we considered how educators composed multimodal and multimediated artifacts, collaborated in liminal and distal configurations, and distributed their writing across differing digital platforms. We posit that the mobilities and relational tendencies found among making and connecting in CLMOOC, identified in this piece as remix activities, exemplified networked participatory learning and promoted functional, critical, and rhetorical approaches to educators' multiliteracies [12]. As a relational tendency between participants, remix, then, is conceptualized as a point of connection from which one participant or a group of participants connects to the community's practices, participant structures, and resources, and does something different with the tools, processes, structures, and/or accumulated content in the community.…”

Development of Concept-Based XHTML/CSS Pedagogy for Non-Technical Learners

“…For example, Karper (2004) (Karper, 2004, p. 40) because the information and technical competencies it teaches are seen as essential in modern education (Ariga & Watanabe, 2008;Hadjerrouit, 2005;Hofstetter, 2006;Mackey, 2005;Mull, 2001). It does require that educators "develop new, medium-specific strategies and re-imagine functional aspects of computer literacy (Selber, 2004)" (Turnley, 2005, p. 133) to meet Web design's expanded/expanding role (Marx, 2003).…”