scholarly journals The five resources of critical digital literacy: a framework for curriculum integration

2014 ◽  
Vol 21 ◽  
Author(s):  
Juliet Hinrichsen ◽  
Antony Coombs
Keyword(s):  
Curriculum Development ◽  
Critical Literacy ◽  
Digital Literacy ◽  
Meaning Making ◽  
Academic Development ◽  
Learning Technology ◽  
Digital Environment ◽  
Critical Perspective ◽  
Literacy Curriculum ◽  
Perspective Drawing

This article sets out a framework for a critical digital literacy curriculum derived from the four resources, or reader roles, model of critical literacy developed by Luke and Freebody (1990). We suggest that specific problematics in academic engagement with and curriculum development for digital literacy have occurred through an overly technocratic and acritical framing and that this situation calls for a critical perspective, drawing on theories and pedagogies from critical literacy and media education. The article explores the consonance and dissonance between the forms, scope and requirements of traditional print/media and the current digital environment, emphasising the knowledge and operational dimensions that inform literacy in digital contexts. It offers a re-interpretation of the four resources framed as critical digital literacy (Decoding, Meaning Making, Using and Analysing) and elaborates the model further with a fifth resource (Persona). The article concludes by identifying implications for institutional practice.Keywords: curriculum development; academic development; digital identity(Published: 31 January 2014)Citation: Research in Learning Technology 2014, 21: 21334 - http://dx.doi.org/10.3402/rlt.v21.21334

Curriculum Development: Preservice Teachers’ Perceptions of Design Thinking for Understanding Digital Literacy as a Curricular Framework

2018 ◽  
Vol 198 (3) ◽  
pp. 202-214 ◽  
Author(s):  
Kate Shively ◽  
Jennifer Palilonis
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Curriculum Development ◽  
Digital Literacy ◽  
Design Thinking ◽  
First Year ◽  
Literacy Curriculum ◽  
Teachers Perceptions ◽  
Curricular Framework

This study examines design thinking (DT) as a strategy to develop K-3 digital literacy curricula. This article chronicles first-year, preservice teachers’ (PSTs’) perceptions using DT to explore an often-misunderstood curricular framework, digital literacy. The participants employed DT as a strategy for developing digital literacy curriculum. Findings discussed in this article explored PSTs’ perceptions of DT and how the strategy helped or hindered their understanding of digital literacy as an elementary curricular framework. This study calls for further investigation regarding DT as a strategy for curriculum development early in teacher preparation.

scholarly journals Training in Cybersecurity in Interaction with Parents in Kindergarten

2019 ◽  
pp. 246-253
Author(s):  
Svetlana Shabas
Keyword(s):  
Digital Literacy ◽  
Information Technologies ◽  
Preschool Education ◽  
Digital Technologies ◽  
Main Task ◽  
School Age ◽  
Digital Information ◽  
Digital Environment ◽  
Digital Competence ◽  
The Impact

In modern conditions of overall informatization, the majorities of children of older pre-school age actively use gadgets and have access to the Internet. However, just one-fourth of parents demonstrate concerns about digital security. That is why the issues associated with cybersecurity training in preschool education, legislative regulation in ensuring the security and development of children in a digital environment are relevant for present-day pre-school education. The study was based on the activities carried out by teachers and psychologists of the methodology association of the Leninsky district of Yekaterinburg. The methods used in the study involved observations, the analysis of information obtained through counseling and psychological checks, interviews, surveys of instructors and specialists dealing with parents in kindergarten. As a result, we revealed the problems with digital competence among all the participants of the process of upbringing and education and defined the impact of parents on the formation of digital literacy. Of special interest is a new position when the modern parent is given a “relief” from a child with the help of gadgets, which calls for family psychological support on pre-schoolers’ secure use of digital technologies. The main task of working with parents is to shape perceptions of the problems associated with free contacts of the child with information technologies and the necessity to control digital information received by the child.

scholarly journals CYBER AGGRESSORS, THEIR MOTIVES, EMOTIONS AND BEHAVIOURAL TENDENCIES IN THE PROCESS OF CYBERBULLYING

2019 ◽  
Vol 9 (2) ◽  
pp. 71-76
Author(s):  
VLADIMÍRA HLADÍKOVÁ ◽  
SABÍNA GÁLIKOVÁ TOLNAIOVÁ
Keyword(s):  
Digital Literacy ◽  
Main Part ◽  
Digital Communication ◽  
Digital Environment ◽  
Theoretical Reflection ◽  
Negative Phenomena

The contribution focuses on the risk aspects of digital communication in cyberspace with a specific emphasis on bullying and has a theoretical-empirical character. The authors focused on the theoretical reflection of cyber aggressors, presenting number of definitional framework in the context of addressing issues of domestic and foreign authors. The main part of the contribution is focused on the results of the research aimed at the personality of cyber aggressors, their motives, experienced emotions and behavioural tendencies in the cyberbullying process. An important part of the contribution represents authentic statements of cyber aggressors contracted in various contexts. In conclusion, the authors emphasize the importance of prevention and elimination activities, as well as media and digital literacy, which would help to reduce negative phenomena in the digital environment.

scholarly journals Aspectos pragmáticos de la literacidad digital: la gestión interrelacional en la comunicación por teléfono móvil / Pragmaticaspects of digital literacy: rapport management in mobile phone communication

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Lucía Cantamutto
Keyword(s):  
Digital Literacy ◽  
Digital Environment ◽  
Interactional Sociolinguistics ◽  
Rapport Management ◽  
Language Variety ◽  
Pragmatic Variation ◽  
Social Habits ◽  
Peninsular Spanish ◽  
Pragmatic Aspects ◽  
Mobile Phone Communication

ABSTRACTThis  paper  is  part  of  a  larger  study  on  mobile  communication  in  the  Spanish  language  variety  of  Buenos  Aires (Argentina)  and  the  peninsular  Spanish  (Spain)  from  a  sociolinguistic  and  pragmatic  perspective,  which  aims  to  identify discursive  regularities  and  phenomena  of  pragmatic  variation,  and  associated  to  contextual  variables.  Communication  via SMSes, subscribed to “electronic style” (Vela Delfa 2005, 670), progressively has distinguished characteristics that differen-tiate  it  from  other  communications  produced  in  digital  environment.  In  the  analysis,  we  consider  the  how,  on  one  hand, despite the brevity required by character-limit, pragmatics elements of expressive, appellative, phatic functions of language are  verified,  and,  second,  how  these  issues  reflect  attitudes  related  to  rapport  management  between  speakers,  therefore, questions of (im)politeness and, in addition, negotiation of image. These linguistics practices associated with digital literacy, as knowledge to be acquired, impact on social practices and attitudes derived from the adaptation to the context of interac-tion. Central features of pragmatic aspects related to (im)politeness, which were collected by test of social habits (Hernández Flores, 2002) implemented in both study communities, will be presented. The present study is framed within the Interactional Sociolinguistics’  approach,  concepts  from  Cyberpragmatics(Yus,  2010)  and  sociocultural  Pragmatics.  We  follow  Spencer-Oatey (2000-2011) and Fant & Granato (2002) in the study of rapport management.RESUMENEste trabajo forma parte de un estudio más amplio sobre la comunicación por teléfono móvil en la variedad lingüísti-ca del español bonaerense (Argentina) y del español peninsular (España) desde una perspectiva sociolingüística y pragmática, que tiene por objeto identificar regularidades discursivas y fenómenos de variación pragmática, asociados a variables sociolin-güísticas y contextuales. Las comunicaciones por SMS, inscritas en el estilo electrónico (Vela Delfa 2005,670), progresivamente han distinguido características propias, que las diferencian de otras comunicaciones producidas en entornos digitales. En el análisis atendemos al modo en que, por un lado, a pesar de la brevedad —exigida por el límite de caracteres—, se verifican elementos pragmáticos vinculados a las funciones expresiva, fática y apelativas del lenguaje y, por otro, a cómo estas cuestiones reflejan actitudes vinculadas a la gestión interrelacional entre hablantes y, con especial atención a cuestiones de (des)cortesía verbal y, adicionalmente, negociación de imagen. En tanto prácticas lingüísticas vinculadas a la literacidad digital, como cono-cimiento y habilidades repercuten, en parte, en prácticas sociales y actitudes derivadas de la adecuación al contexto de interac-ción. Se presentan características medulares de aspectos pragmáticos relativos a la (des)cortesía verbal recogidos con test de hábitos sociales (Hernández Flores 2002) implementados a 219 hablantes en ambas comunidades de estudio entre septiembre de 2013 y febrero de 2014. El presente estudio se enmarca en los lineamientos de la sociolingüística interaccional e integra concep-tos de la ciberpragmática (Yus, 2010) y la pragmática sociocultural. Por otra parte, para la conceptualización de la gestión interrelacional, consideramos a Spencer-Oatey (2000) y a Fant y Granato (2002).

Beyond Anne Frank

2019 ◽  
pp. 69-92
Author(s):  
Ritu Radhakrishnan
Keyword(s):  
Critical Literacy ◽  
Social Action ◽  
Integrated Curriculum ◽  
Meaning Making ◽  
Dance Music ◽  
Multiple Modalities ◽  
Meaningful Experiences ◽  
Anne Frank

This chapter addresses the ways in which aesthetic practices provide educators at all levels and across disciplines with practical tools for enhancing critical literacy in pursuit of responsible citizenship. Engaging with aesthetics allows students to create meaning-making experiences and explore their own thinking about a topic and provides students with an opportunity to create meaningful experiences to address social action. Sharing of these processes and creations is often less polarizing than dialogues or debates and allows for inclusion of students with multiple modalities and talents. This curricular approach is more than simply creating an arts-integrated curriculum. Students should be creating, critiquing, and engaging with various forms of aesthetics (e.g. visual, drama, dance, music, etc.).

scholarly journals Artists as catalysts: the ethical and political possibilities of teaching artists in literacy classrooms

2020 ◽  
Vol 19 (4) ◽  
pp. 447-462
Author(s):  
Anne Crampton ◽  
Cynthia Lewis
Keyword(s):  
Critical Literacy ◽  
English Language ◽  
Meaning Making ◽  
Human Subjects ◽  
Literacy Learning ◽  
Teaching Artists ◽  
Content Type ◽  
Critical Scholarship ◽  
English Classroom ◽  
Language Arts Classrooms

Purpose This study aims to discuss the ethical and political possibilities offered by the presence of teaching artists (TAs) and visual artwork in racially and culturally diverse high school literacy (English Language Arts) classrooms. Design/methodology/approach This study explores episodes from two separate ethnographic studies that were conducted in one teacher’s critical literacy classroom across a span of several years. This study uses a transliteracies approach (Stornaiulo et al., 2017) to think about “meaning-making at the intersection of human subjects and materials” (Kontovourki et al., 2019); the study also draws on critical scholarship on art and making (Ngo et al., 2017; Vossoughi et al., 2016). The TA, along with the materials and processes of artmaking, decentered the teacher and literacy itself, inviting in new social realities. Findings TAs’ collective interpretation of existing artwork and construction of new works made visible how both human and nonhuman bodies co-produced “new ways of feeling and being with others” (Zembylas, 2017, p. 402). This study views these artists as catalysts capable of provoking, or productively disrupting, the everyday practices of classrooms. Social implications Both studies demonstrated new ways of feeling, being and thinking about difference, bringing to the forefront momentary possibilities and impossibilities of complex human and nonhuman intra-actions. The provocations flowing from the visual artwork and the dialogue swirling around the work presented opportunities for emergent and unexpected experiences of literacy learning. Originality/value This work is valuable in exploring the boundaries of literacy learning with the serious inclusion of visual art in an English classroom. When the TAs guided both interpretation and production of artwork, they affected and were affected by the becoming happening in the classroom. This study suggests how teaching bodies, students and artwork pushed the transformative potential of everyday school settings.

“It’s TikTok with no c!”: the Need for Critical Literacy Curricula in the Elementary Classroom

2020 ◽  
Vol 2 (1) ◽  
pp. 103-119
Author(s):  
Yoonjin Nam
Keyword(s):  
Social Media ◽  
Critical Literacy ◽  
Digital Literacy ◽  
Hip Hop ◽  
Elementary Classroom ◽  
Ethnographic Case Study ◽  
Video Sharing ◽  
Hip Hop Pedagogy ◽  
Social Media Platforms

Abstract Students walk into the classroom with numerous hours of exposure to social media. Through different social media platforms, they engage in digital literacy and experience entertainment but also, questions, frustrations and different negotiations of their identities. This qualitative, ethnographic case study was done in an elementary classroom in the Midwest. Participants revealed their keen awareness to the viral debates that happened on TikTok (a mobile video- sharing app) regarding race and the frustrations they experienced through it personally. These findings suggest the urgent need for critical literacy curricula (specifically critical Hip Hop pedagogy) to be implemented within schools for dialogue to even begin which could eventually become an avenue for students to express their agency.

scholarly journals What is accounting? The “being” and “be-ings” of the accounting phenomenon and its critical appreciation

2019 ◽  
Vol 32 (5) ◽  
pp. 1414-1436 ◽  
Author(s):  
Nihel Chabrak ◽  
Jim Haslam ◽  
Helen Oakes
Keyword(s):  
Design Methodology ◽  
Interpretive Research ◽  
Critical Perspective ◽  
Content Type ◽  
Accounting Research ◽  
Critical Orientation ◽  
Perspective Drawing ◽  
The Usa

Purpose The purpose of this paper is to reflect a critical perspective drawing from phenomenology, especially informed by a reading of Heidegger, to enhance and extend appreciation of the need to question accounting’s meaning or delineation and how research might be undertaken into the accounting phenomenon and related areas. Design/methodology/approach To illustrate and clarify argumentation in terms of accounting mobilization and the domain of accounting research, the mainstream and strongly positivistic accounting perspective adopted in the USA is critically assessed. At the same time, the authors elaborate how much of interpretive research (including much of that labeled critical) is also lacking in terms of the perspective articulated here. Findings The paper stresses the case for questioning the taken-for-granted and conventional. It promotes reflexivity, cautious pragmatism, attentiveness to the value of the existing, responsibility to difference and otherness and openness to new possibilities as part of a deeper critical orientation. Originality/value The paper draws from phenomenology, especially in Heideggerian terms to open-up new conversational domain to debate accounting.

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