Students choosing digital sources: Studying students’ information literacy in group work with tablets

Abstract

The focus of this article is on digital literacy and students' use of digital sources. Examining how students choose digital video sources when doing group work with tablets in a social studies project. The analysis centers on how students collaboratively negotiate and reason around their choice of video sources during an assignment about environmental issues. The data corpus consists of videos of group work. A sociocultural perspective on learning is employed for analyzing student participation. We explore how the tablets influence the group interaction and how the group members negotiate the process of choosing the video sources found online. The findings show that students do not discuss digital sources only in terms of the formal criteria for digital literacy, but in relation to their perception of how the video sources are presented. Based on the findings, we discuss digital literacy in the context of group work with tablets.

Information literacy: a desideratum of the 21st century

“…Literature shows that digital literacy in the 21st century is classified as a surviving skill that is driven by information literacy and other literacies such as communication literacy, technology literacy, computer literacy and visual literacy (Morilla et al , 2021; Lofthus and Silseth, 2019; Lloyd and Wilkinson, 2019; Spante et al , 2018). According to Reddy et al (2020c), Chan et al (2017) and Phuapan et al (2016), digital literacy is defined as an individual's ability to find and evaluate information, use this information effectively, create new content using this information and share and communicate the newly created information using appropriate digital technologies.…”

“…According to Reddy et al (2020c), Chan et al (2017) and Phuapan et al (2016), digital literacy is defined as an individual's ability to find and evaluate information, use this information effectively, create new content using this information and share and communicate the newly created information using appropriate digital technologies. The authors' Cetin (2021), Morilla et al (2021), Lofthus and Silseth (2019), Lloyd and Wilkinson (2019) and Walton (2016) in their papers state that digital literacy is a combination of information literacy and few other literacies such as media literacy, visual literacy, communication literacy and ICT literacy. Prior studies also show that information literacy improves the media literacy, digital literacy, mobile learning abilities and academic skills of the students (Morilla et al , 2021; Manu et al , 2020; Kusumastuti and Nuryani, 2020; Pinto et al , 2018; Munn and Small, 2017).…”

Action camera: First person perspective or hybrid in motion?

“…The data that is analysed in the following sections were produced in two research projects. In both projects the usage of tablets in educational settings is in focus (Lofthus and Silseth 2019). One project was carried out in an outdoor museum, the other in a group setting in the classroom.…”

Problemløsing ved samarbeid i PISA 2015: En diskusjon av rammeverket og norske elevers resultater

“…Det har vaert mange studier av kvaliteten på samarbeid og gruppearbeid i klasserom, både internasjonalt (Baker mfl., 1999;Cazden, 2001;Reznitskaya mfl., 2009;Howe & Mercer, 2010) og nasjonalt (Dysthe, 2001;Furberg & Ludvigsen, 2008;Lofthus & Silseth, 2019). Studiene i dette feltet har lenge sett på samtalene og dialogene som et middel studentene bruker for å utvikle konkrete strategier, for å laere lesestrategier, skolefag og samarbeidsferdigheter (Howe mfl., 2019;Lawrence & Snow, 2011).…”