Researching New Literacies: Web 2.0 Practices and Insider Perspectives

Lankshear, Colín; Knobel, Michele

doi:10.2304/elea.2007.4.3.224

Cited by 162 publications

(185 citation statements)

References 23 publications

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“…There is a thus a requirement to collect evidence of collaborative and emerging literacy and learning practices (Lankshear & Knobel, 2007). Yet uncertainty arises from newness and rates of change in new media.…”

Section: Methodsmentioning

confidence: 99%

Winking at Facebook: Capturing Digitally Mediated Classroom Learning

Barden

2014

E-Learning and Digital Media

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This article discusses the combination of methods used in a study of the use of Facebook as an educational resource by a class of five students at a Sixth Form College in north-west England. Through a project in which teacher-researcher and student-participants co-constructed a Facebook group page about the students' scaffolded research into dyslexia, the study examined the educational affordances of a digitally-mediated social were gained which would not have been afforded by a more orthodox approach. The article presents and analyses excerpts from the data which help to illustrate these insights. The discussion identifies potential benefits of employing these methods and also acknowledges factors which hampered fully effective joint implementation in this study. As well as suggesting improvements that could make the approach worth considering for any study exploring screen-mediated classroom learning, I hope to offer researchers investigating 2 similar settings some insight into the potential, pitfalls and limitations of attempting to combine these methods.

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Section: Methodsmentioning

confidence: 99%

Winking at Facebook: Capturing Digitally Mediated Classroom Learning

Barden

2014

E-Learning and Digital Media

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“…Likewise, Lankshear and Knobel (2007) highlight the collaborative nature of everyday social practices as one of the main characteristics of the so-called Web 2.0. This kind of collaboration decentralizes social practice including individuals without hierarchy.…”

Section: New Information and Communication Technologiesmentioning

confidence: 99%

Linguistic Education Under Revision: Globalization and EFL Teacher Education in Brazil

Mendes¹,

Finardi²

2018

ELR

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Globalization brought about many changes to the current society's life and mindset and thus, some new challenges to linguistic education, more specifically, foreign language education, have emerged as a consequence of these changes. This paper aims at reflecting upon some impacts of globalization on pre-service English as Foreign Language (hereafter EFL) teacher education in Brazil. Based on the literature review, the paper addresses the changes in the concepts of language, culture and identity related to cultural hybridity and the impact of new information and communications technology on the use, teaching and learning of foreign languages. It concludes that curricula for EFL teacher education programs in Brazil should be reviewed in order to focus more on glocal knowledge and digital literacy for a 21st century aligned education.

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“…Moreover, following PAR, teachers and practitioners are capable of generating personal theories by systematically studying their own practice [6]. The most important concepts used in this study are information literacy [7], [8], [9], digital literacy [10], [11], and new literacies [12], [13], [14]. The importance to make this distinction rather than adopting a multiliteracies approach lies in the fact that in an exploratory study data needs to be gathered on the challenges posed to the participants by different kinds of skills.…”

Section: Epistemological Assumptions Main Concepts and Theoriesmentioning

confidence: 99%

Doing Online Relearning through Information Skills (DORIS): A Mutual Shaping Perspective for Information Literacy Research and Practice

Machin-Mastromatteo

Virkus

2013

Communications in Computer and Information Science

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Abstract. This paper is part of a doctoral research study about the integration of social media in a learning experience and the roles that information literacy, digital literacy, and new literacies may play in such integration. A pilot study was conducted and the final empirical study took place in April 2013. The methodological approach used is participatory action research (PAR) and following its logic as well as the results of the pilot study, the research and methodological framework labeled as 'Doing Online Relearning through Information Skills' (DORIS) was developed. This framework comprises a series of learning interventions, activities, and assignments. This paper provides early data analysis focusing on: a) its particular epistemological assumptions and supporting theories, b) the overall mutual shaping perspective assumed, and c) some of the possible contributions such study can offer to information literacy research and practice.

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Researching New Literacies: Web 2.0 Practices and Insider Perspectives

Cited by 162 publications

References 23 publications

Winking at Facebook: Capturing Digitally Mediated Classroom Learning

Winking at Facebook: Capturing Digitally Mediated Classroom Learning

Linguistic Education Under Revision: Globalization and EFL Teacher Education in Brazil

Doing Online Relearning through Information Skills (DORIS): A Mutual Shaping Perspective for Information Literacy Research and Practice

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