Relevant bibliographies by topics / Everyday digital literacy practices

Academic literature on the topic 'Everyday digital literacy practices'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Everyday digital literacy practices"

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Creer, Adele. "Introducing Everyday Digital Literacy Practices into the Classroom: An Analysis of Multi-layered Media, Modes and their Affordances." Journal of New Approaches in Educational Research 7, no. 2 (July 15, 2018): 131–39. http://dx.doi.org/10.7821/naer.2018.7.265.

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Integrating digital media into classroom practice requires consideration on many levels, how young people access and engage with digital media at the level of media, mode and genre is complex and may redefine how literacy practices in the classroom are perceived. Young people use digital media in their everyday literacy practices and a failure to embrace new technologies in the classroom may lead to a disjuncture between their everyday and college-assessed literacy practices. Following an analysis of communicative interactions that looked at multi-layered media, modes and their affordances, this paper offers insights from recent research. It looks carefully at the congruence and incongruences that exists between the two literacy practices with the aim to offer rich insights into meaning making in what are comparatively new, digital literacy practices. A major conclusion is that some assessment tasks do have congruence with young people’s everyday literacy practices but at times they either do not take account of the students ‘funds of knowledge’ (Moll et al.,1992) to the full which is likely to cause confusion and possible under performance.
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Kumpulainen, Kristiina, Heidi Sairanen, and Alexandra Nordström. "Young children’s digital literacy practices in the sociocultural contexts of their homes." Journal of Early Childhood Literacy 20, no. 3 (May 21, 2020): 472–99. http://dx.doi.org/10.1177/1468798420925116.

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This socioculturally framed case study investigates the digital literacy practices of two young children in their homes in Finland. The aim is to generate new knowledge about children’s digital literacy practices embedded in their family lives and to consider how these practices relate to their emergent literacy learning opportunities. The study asks two questions, ‘How do digital technologies and media inform the daily lives of children in their homes? Moreover, how do the sociocultural contexts of homes mediate children’s digital literacy practices across operational, cultural, critical and creative dimensions of literacy?’ The empirical data collection drew on the ‘day-in-the-life’ methodology, using a combination of video recordings, photographs, observational field notes and parent interviews. The data were subjected to thematic analysis following an ethnographic logic of enquiry. The findings make visible how children’s digital literacy practices are intertwined in families’ everyday activities, guided by parental rules and values. The study demonstrates children’s operational, cultural and creative digital literacy practices. The study also points out the need for more attention to children’s critical engagement in their digital literacy practices.
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Nicholas, Howard, and Wan Ng. "Mobile Digital Literacy of Australian Adolescent Students." International Journal of Digital Literacy and Digital Competence 10, no. 3 (July 2019): 32–48. http://dx.doi.org/10.4018/ijdldc.2019070103.

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The vast majority of adolescents own and use mobile devices on a daily basis for learning and other everyday activities. Mobile digital literacy is a term that captures the various capabilities that these young people have to interact effectively and safely with information and people in virtual environments, as well as to sustain their formal and informal learning across time and space as they develop into independent, self-directed lifelong learners. As part of understanding adolescents' mobile digital practices, this research developed a framework for investigating the students' mobile digital literacy. This research used a quantitative methodology and adapted a generic digital literacy framework to investigate Years 7-10 Australian students' perceptions of their ability to use mobile technology for learning and everyday activities. The results show that the framework can effectively capture students' perceptions of themselves as having high levels of mobile digital literacy in all the three components (technical, cognitive, and social-emotional) of the digital literacy framework. The implications are discussed.
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Lloyd, Annemaree, and Jane Wilkinson. "Tapping into the information landscape: Refugee youth enactment of information literacy in everyday spaces." Journal of Librarianship and Information Science 51, no. 1 (May 29, 2017): 252–59. http://dx.doi.org/10.1177/0961000617709058.

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The development of information literacy and learning practices in everyday spaces is explored. Data for the study was collected using photo voice technique. Data analysis was conducted using photos and analysis of group transcripts. Participants describe how they tapped into social, physical and digital sites to draw information in the process of (re) forming their information landscapes, building bridges into new communities and maintaining links with family overseas. Media formats were identified according to their appropriateness as fit for purpose, suggesting that the enactment of information literacy was agile and responsive to need at the moment of practice. The results indicate that everyday spaces provide opportunities to develop information literacy practices, which support informal learning. Findings of the study conclude that information literacy is played out in a series of digital, vernacular and visual enactments, which shape the information landscape.
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Jun, FU. "Digital Literacy in Chinese Young People’s Engagement on Weibo." Beijing International Review of Education 2, no. 3 (October 7, 2020): 420–34. http://dx.doi.org/10.1163/25902539-00203008.

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Abstract This study identifies the digital literacies generated from Chinese young people’s engagement with Weibo (one of the major Chinese social media platforms). These literacies, manifest as widely accepted community practices on Weibo, extend the prevalent understanding of digital literacy as a set of functional skills or competencies. This extended understanding of digital literacies underlines the importance of their social and cultural dimensions, showing how young people experience them as meaningful and relevant to their digital life. By drawing attention to the constitutive nature of young people’s everyday online practices, and their role in defining digital literacies, this study also highlights the significance of digital literacies for the formation of their identity as a member of digital communities, and for their practice of citizenship in digital spaces.
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Bakó, Rozália Klára, and Gyöngyvér Erika Tőkés. "Strangers in Digiland." Acta Universitatis Sapientiae Communicatio 4, no. 1 (December 1, 2017): 109–15. http://dx.doi.org/10.1515/auscom-2017-0006.

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AbstractWith the growing importance of digital practices in young children’s everyday routines, parents and educators often face frustration and confusion. They find it difficult to guide children when it comes to playing and learning online. This research note proposes an insight into parents’ and educators’ concerns related to children’s and their own digital literacy, based on two exploratory qualitative inquiries carried out from March 2015 to August 2017 among 30 children aged 4 to 8 from Romania, their parents and educators. The research projectDigital and Multimodal Practices of Young Children from Romania(2015–2016) and its continuationThe Role of Digital Competence in the Everyday Lives of Children Aged 4–8(2017–2018, ongoing) are part of a broader effort within the Europe-wide COST network IS1410 –The Digital and Multimodal Practices of Young Children(2014–2018). Parents and educators are disconnected from young children’s universe, our research has found. The factors enabling adults’ access to “Digiland” and ways of coping with the steep learning curve of digital literacy are explored through parents’ and teachers’ narratives, guided observation of children’s digital practices, and expert testimonies.
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Liu, Yina. "A Brief Review of Young Children’s Home Digital Literacy Practices." Alberta Academic Review 4, no. 1 (July 5, 2021): 3. http://dx.doi.org/10.29173/aar120.

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COVID-19 has created significant changes in the everyday lives of teachers, children and parents. Due to school lockdowns in the spring semester of 2020, teachers shifted from in-person classroom teaching into “emergent remote teaching” (Hodges et al. 2020, para. 5), where digital tools and software were used for instruction and teacher-student communications. Many children have also shifted their social lives from face-to-face to virtual interactions (Hutchins 2020); for example, engaging in online family story reading, social media participation, and joining after school activities digitally. This pandemic has highlighted the importance of being literate in digital environments for children. Digital literacy, that is, literacy practices undertaken across multi-media, involving “accessing, using and analysing digital texts and artefacts in addition to their production and dissemination” (Sefton-Green et al. 2016, p. 15). The importance of the digital world and digital tools for the post-COVID future where digital literacy could become more prominently featured for teachers, children, and parents must not be underemphasized. In this presentation, I reviewed the literature on young children’s digital literacy practices at home. Many studies have illustrated the benefits and various kinds of learning that children get from their digital play at home, including emergent literacy learning (Neumann 2016), digital citizenship (Bennett et al. 2016), etc. Moreover, I presented the complex trajectories of children playing with their digital devices and toys at home (Marsh 2017). In the 21st century children’s home play, the boundaries between the virtual and physical worlds are blurring (Marsh 2010; O’Mara and Laidlaw 2011; Carrington 2017). More importantly, this literature review suggests a gap and an opportunity for future researchers to explore home digital literacy of children, who are from minority backgrounds in Canada, as literacy practices are socially and culturally situated. This presentation illustrates the importance of my proposed doctoral research, as my research aims to explore Culturally and Linguistically Diverse (CLD) children’s digital home literacy practices in Canada.
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Merchant, Guy. "Mind the Gap(s): Discourses and Discontinuity in Digital Literacies." E-Learning and Digital Media 4, no. 3 (September 2007): 241–55. http://dx.doi.org/10.2304/elea.2007.4.3.241.

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Meaning making in new media is rapidly presenting new opportunities and new challenges for those working in formal and informal educational contexts. This article provides an overview of current theory, thinking and commentary in order to map the field of digital literacy and to identify key questions for research and policy development. It identifies some of the discontinuities or gaps that exist between teachers, their students, and what technology can now deliver. Through two case studies the author tells the story of social practices that illustrate everyday digital lives and show how interactions involve a constellation of literacy events. This approach allows him to raise questions about the transfer of such practices into educational contexts and to explore the gaps between informal uses of digital literacy and current classroom literacy routines.
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Roemer, Lucie. "Book Review: Exploring Critical Digital Literacy Practices: Everyday Video in a Dual Language Context." Journal of Media Literacy Education 10, no. 3 (October 1, 2018): 175–79. http://dx.doi.org/10.23860/jmle-2018-10-03-11.

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Marav, Daariimaa. "MONGOLIAN STUDENTS' DIGITAL LITERACY PRACTICES: THE INTERFACE BETWEEN ENGLISH AND THE INTERNET." Trabalhos em Linguística Aplicada 55, no. 2 (August 2016): 293–318. http://dx.doi.org/10.1590/010318134962176441.

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ABSTRACT Over the last few decades, Mongolia has experienced social, economic, technological and political changes. Those changes have contributed to the growing cultural status of English mediated in particular through the digital literacy practices of young Mongolians. However, much of the digital and new media research takes place in predominantly Anglo-American contexts (RINSLOO & ROWSELL, 2012) and not much is known about what shapes Mongolian university students' use of digital technologies. The research reported on here aims to fill this gap. Drawing on perspectives offered by the field of Literacy Studies, which analyses literacy practices within the social and cultural contexts in which they occur, and employing a mixed methods approach, the research examines how Mongolian university students majoring in English used digital technologies, especially the internet, in their everyday lives. Data were generated through a survey of 98 students and through observations of and interviews with six case study participants who came from diverse socioeconomic backgrounds. The findings indicate that most students' digital literacy practices were directed towards improving their English. They used digital technologies strategically by negotiating the issues of cost and time, and exercised agency in personalising the technologies to support their English learning and eventually to improve their social positions. However, the findings also suggest that the participants' engagement with digital technologies was shaped by contextual and structural factors which included family background, personal resources such as English proficiency, digital literacies and aspirations. The research considers how the findings may inform improvements to educational practices around the teaching and learning of English and digital literacies in Mongolian universities.
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Dissertations / Theses on the topic "Everyday digital literacy practices"

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Hodgson, John Michael Purvis. "Grounded literacy : a longitudinal study of young people's everyday media practices." Thesis, University of the West of England, Bristol, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444510.

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Winterwood, Fawn Christine Phelps. "Literacy, identity, and digital youth culture understanding the cultural ecology of informal digital literacy practices /." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1212410327.

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Albawardi, Areej Hammad. "Digital literacy practices of Saudi female university students." Thesis, University of Reading, 2018. http://centaur.reading.ac.uk/77848/.

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This study examines the way young Saudi women use language and other communicative resources in their digitally mediated interactions. It is motivated by the debate in Saudi Arabia on the impact of digital media on the way people use language, especially Arabic, the way they manage their social relationships, and the way they enact their cultural identities. The study was conducted at a women’s university in the eastern part of Saudi Arabia. A hundred and three participants were asked to complete a questionnaire on their online language use. Forty-seven of those participants were asked to keep a detailed literacy log of their digital practices over a period of four days and to submit samples of their interactions for closer analysis. The theoretical framework used to analyze the data combines concepts from new literacy studies (Barton & Hamilton, 1998; Gee & Hayes, 2010; Street, 2003), multimodal discourse analysis (Kress & Van Leeuwen, 2006; Jewitt, Bezemer, & O'Halloran, 2016), and mediated discourse analysis (Jones & Norris, 2005; Scollon, 2001). The framework sees people’s language use in terms of social practices and explores how those practices are affected by the different media people use to communicate, and how mediated communication is linked to broader issues of culture and identity. The analysis reveals that the participants’ digital practices are multimodal and multilingual, and the choices they make about the codes and modes they use take place in the context of a complex nexus of practice, involving the interaction among (i) the affordances and constrains of the different technologies they use, (ii) the demands of their social relationships, and (iii) their individual experiences and socialization into different ways of communicating. By appropriating different codes and modes in different ways in social media, young Saudi women are able to strategically situate themselves in different cultural ‘worlds’, maintaining traditional identities and cultural practices while at the same time enacting new kinds of identities. The study contributes to the debate on the effect of digital media on language use by adopting a sociocultural approach which links language use to social practices, social relationships and social identities.
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Davies, Huw C. "Challenging orthodoxies in digital literacy : young people's practices online." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/395344/.

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We are told the Web is different from previous mass communication technologies because its technical affordances have created an informational “Wild West” (Reevell (2007)). We are also told, that by overestimating their ‘savvy’, we have abandoned many young people to the risks of this frontier beyond regulation (Hargittai, 2010) (boyd, 2014) (Livingstone, 2007). Young people are therefore said to be vulnerable to untruths circulating on the Web such as health misinformation (Levin-Zamir, Lemish, & Gofin, 2011) (Hargittai & Young, 2012) and conspiracy theories (Millar, 2012). The advertised remedy for these problem populations of digitally illiterate youths is a programme of re-education. I begin by examining these claims to show the way we have constructed and investigated this problem has shaped our claims about young people online. I argue, in our drive to locate problem populations, we have reduced young people’s relationship with the Web to a series of reductive summative judgments that blame the Web or young people for their lack of digital information literacy. If we accept the current orthodoxy and then blame the Web we offer a technological determinist explanation of reality: technology produces misinformed populations. If we locate the problem solely with young people, as many researchers do, we evoke a legacy of bio-physiological conceptions of youth’s deficiencies. Our social explanations often attribute young people’s deficiencies to their parent’s occupation (the typical proxy in this research domain for socio-economic status) or their ethnicity; but these reduce young people to unreflective victims of structural inequality. I begin by conceptually distancing my research from positivistic methods such as tests and questionnaires that often confirm young people’s relatively powerless position in society (Morrow & Richards, 1996); particularly when these methods result in binary judgments such as ‘unskilled’ or ‘skilled’. I then conceive of young people’s status as a social construct that affects their sense of self while they behave as active agents negotiating their position in society. Similarly, I reconceptualise hitherto fixed categories of information, misinformation, and disinformation as dynamic and socially-produced. I then position this unstable form of information within Foucauldian descriptions of the relationship between informational truths and the production of power in our society. I operationalise these new concepts of youth and information in this domain by using Mason’s (2011) facet methodology and mixed qualitative and digital ethnographic techniques. This combination of concepts (of youth, information, and power) and my research methods, allowed me to investigate the multidirectional and situational environmental and social influences (including my research methods) on youth’s engagements with information on the Web. My findings show that we cannot effectively isolate and implicate the Web, young people, or their socio-economic status as explanations of why and how young people use the Web for information. In analysing the data I began by looking for a conceptual framework that would account for the entanglements of technology, people, and society. This study identifies and analyses how young people’s web practices are defined by “the possibilities and impossibilities” (Bourdieu 1984, p100) that exist within young people’s educational fields and beyond. Although learning new skills is always important, the social context in which these skills are acquired and used is crucial. The social environment influences which skills are naturalised, incentivised, and rewarded. This thesis focuses on this space where, buffeted by the various vested interests who are concerned about how the Web is being utilised; young people are exercising their agency and using the Web in ways that suit their purposes. My research has found young people are not free to use the Web as they please nor do they always consciously or critically reflect on their own practices, yet they do describe complex patterns of usage that help them explore their sense of self as well as society’s norms and values. My data shows young people’s Web usage emerges from the tensions between: how they want to use the Web; how they have learnt to use it; how they have been taught to use it; how they have been allowed to use it; and how these tensions are played-out in context of their contingent social reality. In short, this thesis aims to repatriate young people’s web practices from the sterile, positivist methods space of questionnaires and tests of digital literacy to social contexts of everyday life. Constructions of young people in relation to technology have important consequences. We no longer think young people know what they are doing so we are now looking for evidence to substantiate our intervention strategies. These findings suggest we need to rethink, again, what we mean in our narratives of justification when are describing young people’s digital deficits and digital inequality otherwise these interventions could be ineffective or indeed counterproductive.
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Adams, Megan Elizabeth. "Through Their Lenses: Examining Community-Sponsored Digital Literacy Practices in Appalachia." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1429194448.

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Morris, Janine. "Contexts of Digital Reading: How Genres Affect Reading Practices." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1459243445.

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Campbell, Eduard. "Pre-service teachers' perceptions and practices: integrating digital literacy into English education." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/22765.

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Teachers are increasingly expected to use digital resources to facilitate learning. Recent research in Higher Education has indicated the existence of a digital divide among students. With the changing role of the English teacher as a facilitator of critical skills and the traditional centrality of literacy to the English classroom, digital literacy has an integral place in English teacher education, despite its absence from the current South African English curriculum. However, integrating digital literacy is challenging and often resisted by teachers. This qualitative case study provides a detailed description and analysis of how pre-service English teachers perceived their own, their learners' and other teachers' digital literacy practices, and how these perceptions relate to their own practices. The study is informed by post-structuralist theory, drawing on the New Literacy Studies (NLS), which views literacy as embedded in social practice, imbued with power and highly dependent on context. It is believed that gaining a deeper understanding of perceived and actual digital literacy practices within specific contexts could lead to an in-depth knowledge of how digital literacy may be integrated in teacher education. The case comprises four English Method students at a relatively elite South African university who were enrolled for the Postgraduate Certificate in Education (PGCE) professional qualification. The participants viewed their own proficiency in digital literacy as limited. The data were gathered from four sources: the participants' detailed lesson plans where digital literacy has been integrated; their reflections upon these lesson plans; questionnaires providing background on their biographies and experiences with technology and a focused group interview. The study found that the participants associated some digital resources with their own and their learners' private lives and therefore did not recognize the value of these resources as educational tools. In addition, the participants experienced the internet as overwhelming and conflated digital literacy with 'Internet Literacy'. They did not find good examples of practice from other teachers at the schools where they undertook their teaching practicals. The way they perceived their learners' practices could have serious consequences for how they facilitate learning and negotiate power differentials in the classroom. Drawing on these findings, the thesis ends with a framework for the integration of digital literacy into teacher education. The framework draws on insights from Authentic Learning, New Literacy Studies and constructivist notions of learning to propose a carefully-scaffolded model which starts with students' own internet practices and provides models and authentic tasks in order to show them the affordances of digital literacy for promoting learning in the English classroom.
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Cen, Wei. "International students' digital literacy practices and the implications for college ESOL composition classes." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1605279455193093.

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Haynes-Moore, Stacy. "Digital role-play in a secondary English language arts classroom: exploring teacher and students' identities and practices." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/6127.

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This dissertation study focused on complications and opportunities that surface for classroom learning in the intersections of a teacher’s methods, students’ literacies, and digital space. Though researchers have discussed adolescents’ literacies and participation in out-of-school digital spaces, there persists a need to explore and document the ways educators and students use classroom digital spaces. This study examined the teaching and learning experiences of one teacher and eight students as they collaborate, compose, and produce a literature-based digital role-play. Research questions focused on how the activity of a classroom digital role-play might connect with current literacy reforms, in what ways the teacher’s incorporation of the digital space might shape her classroom identity and pedagogy, and in what ways students’ digital participation might reflect, extend, and negotiate their school-ascribed identities as non-proficient learners. To address these questions, I collected data between March and June 2014 in a 10th grade English language arts classroom of a rural, Midwest public high school. This particular course was designed as an academic literacy support for students labeled as non-proficient school readers. I amassed my data collection from multiple interviews with teacher and student participants, series of classroom observations, student writings, surveys, classroom documents, teaching journals, classroom audio-recordings, and field notes. I analyzed these data using a combination of qualitative methods: ethnographic approaches, narrative inquiry, discourse analysis, and virtual methods. I first created a narrative portrait and analysis of the teacher and students to illuminate participants’ multiple social identities. I next used methods of discourse analysis to examine the teacher and students’ language use in the classroom and digital spaces, to extend my understanding of the way their speech and writing helps them to construct social identities. My findings complicate the way teachers might approach the use of digital spaces. Data reveal ways that the digital role-play space presents disruptions to the teacher’s ways of thinking about her classroom identity and practices. My findings also suggest that the use of a classroom digital space affords opportunities for students to explore their classroom social identities; the digital space flattens traditional school hierarchies in which the teacher leads and students learn. My study is potentially significant in that I explore the way the teacher and students experience and make meaning from the blend of their classroom interactions and digital literacy practices. Further, I argue that folding a digital space into daily classroom life reveals significant possibilities for classroom collaboration, distributed knowledge, and shared learning among students and teacher.
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Hagge, Julia. "Subtext of Decisions: Literacy Practices in the Context of Coding." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6247.

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In this dissertation I present findings from a qualitative case study of five early adolescents engaged in an online programming community. As a researcher, I was interested in how early adolescents designed digital media as they learned how to code within an online programming community known as Scratch. My research was guided by two questions: (1) What are the literacy practices and processes embedded in the design and collaboration of products created within an online programming community? (2) In what ways do participants make decisions in the design of their projects created in Scratch? The data collected for this descriptive case study included participant created digital media products, interviews, observations, and online community artifacts. Based upon a content analysis of the digital media products and an inductive analysis of the interviews, observations, and community artifacts data, I determined participants demonstrated decisions connected to the design of projects created, decisions focused on the function of projects, and decisions connected with meaning. I created a typography to represent the decisions made by participants as they created projects in Scratch. Additionally, participants expressed a sense of accomplishment and expertise in Scratch product development. Findings from this research provide a nuanced understanding of the literacy practices and processes enacted by early adolescents as they create digital media in an online programming community via the use of coding.
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Books on the topic "Everyday digital literacy practices"

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Rothoni, Anastasia. Teenagers’ Everyday Literacy Practices in English. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33592-2.

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Michele, Knobel, and ebrary Inc, eds. New literacies: Everyday practices and social learning. 3rd ed. Maidenhead: Open University Press, 2011.

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Cartelli, Antonio. Current trends and future practices for digital literacy and competence. Hershey, PA: Information Science Reference, 2012.

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Freebody, Peter. Everyday literacy practices in and out of schools in low socio-economic urban communities. [Australia]: Centre for Literacy Education Research, 1995.

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Strüver, Anke, and Sybille Bauriedl, eds. Platformization of Urban Life. Bielefeld, Germany: transcript Verlag, 2022. http://dx.doi.org/10.14361/9783839459645.

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The increasing platformization of urban life needs critical perspectives to examine changing everyday practices and power shifts brought about by the expansion of digital platforms mediating care-services, housing, and mobility. This book addresses new modes of producing urban spaces and societies. It brings both platform researchers and activists from various fields related to critical urban studies and labour activism into dialogue. The contributors engage with the socio-spatial and normative implications of platform-mediated urban everyday life and urban futures, going beyond a rigid techno-dystopian stance in order to include an understanding of platforms as sites of social creativity and exchange.
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Wilmott, Clancy. Mobile Mapping. NL Amsterdam: Amsterdam University Press, 2020. http://dx.doi.org/10.5117/9789462984530.

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This book argues for a theory of mobile mapping, a situated and spatial approach towards researching how everyday digital mobile media practices are bound up in global systems of knowledge and power. Drawing from literature in media studies and geography -- and the work of Michel Foucault and Doreen Massey -- it examines how geographical and historical material, social, and cultural conditions are embedded in the way in which contemporary (digital) cartographies are read, deployed, and engaged. This is explored through seventeen walking interviews in Hong Kong and Sydney, as potent discourses like cartographic reason continue to transform and weave through the world in ways that haunt mobile mapping and bring old conflicts into new media. In doing so, Mobile Mapping offers an interdisciplinary rethinking about how multiple translations of spatial knowledges between rational digital epistemologies and tacit ways of understanding space and experience might be conceptualized and researched.
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Pandya, Jessica Zacher. Exploring Critical Digital Literacy Practices: Everyday Video in a Dual Language Context. Taylor & Francis Group, 2018.

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Pandya, Jessica Zacher. Exploring Critical Digital Literacy Practices: Everyday Video in a Dual Language Context. Taylor & Francis Group, 2018.

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Pandya, Jessica Zacher. Exploring Critical Digital Literacy Practices: Everyday Video in a Dual Language Context. Taylor & Francis Group, 2018.

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Pandya, Jessica Zacher. Exploring Critical Digital Literacy Practices: Everyday Video in a Dual Language Context. Taylor & Francis Group, 2018.

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Book chapters on the topic "Everyday digital literacy practices"

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Norlund Shaswar, Annika. "Digital Literacy Practices in Everyday Life and in the Adult L2 Classroom: The Case of Basic Literacy Education in Swedish." In Educational Linguistics, 171–95. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79237-4_8.

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Jones, Susan. "Finding Perspective: Researching Everyday Literacy Practices." In Portraits of Everyday Literacy for Social Justice, 17–35. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75945-6_2.

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Lehmuskallio, Asko, and Edgar Gómez Cruz. "Why material visual practices?" In Digital Photography and Everyday Life, 1–16. London; New York : Routledge, [2016] | Series: Routledge studies in European communication research and education.: Routledge, 2016. http://dx.doi.org/10.4324/9781315696768-1.

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Rothoni, Anastasia. "Researching Young People’s Everyday English Literacies." In Teenagers’ Everyday Literacy Practices in English, 45–74. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33592-2_3.

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Rothoni, Anastasia. "Theorising and Understanding Young People’s Everyday Literacies." In Teenagers’ Everyday Literacy Practices in English, 21–43. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33592-2_2.

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Rothoni, Anastasia. "Introduction." In Teenagers’ Everyday Literacy Practices in English, 1–20. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33592-2_1.

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Rothoni, Anastasia. "Mapping the Terrain of Teenagers’ Everyday English Literacy Practices." In Teenagers’ Everyday Literacy Practices in English, 75–105. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33592-2_4.

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Rothoni, Anastasia. "The Interplay of Global Forms of Popular Culture and New Media in Teenagers’ Literacy Practices." In Teenagers’ Everyday Literacy Practices in English, 107–41. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33592-2_5.

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Rothoni, Anastasia. "Peer-Group Membership and Youth Identities in “Translocal” Activity Spaces." In Teenagers’ Everyday Literacy Practices in English, 143–79. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33592-2_6.

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Rothoni, Anastasia. "Connected or Mismatched? The Complex Relationship Between Home and School Literacy." In Teenagers’ Everyday Literacy Practices in English, 181–213. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33592-2_7.

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Conference papers on the topic "Everyday digital literacy practices"

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Strazdina, Eva. "Visual Literacy in the Context of Digital Education Transformation." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.82.

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The evolution of digital technologies and the use of visual media in our everyday life highlights the necessity to educate visually literate individuals. The Organisation for Economic Co-operation and Development (OECD, 2018) has launched the Future of Education and Skills 2030 that emphasizes that due to the digitalization into all areas of life, digital and data literacy are considered to be core foundations and being literate in this context requires the ability to comprehend, interpret, use and create textual and visual information in various formats, contexts and for diverse purposes (making meaning based on encoding and decoding signs/sign systems). The concept of visual literacy has been studied for several decades, however, it is a relatively new study area within a digital environment in Latvian media and education context. By bringing attention to the practice and reporting students comprehension and competency within the domain of digital visual literacy, the author reports the findings of a study that examined the competence of the sub-domain of visual literacy, applying Inquiry Graphic (IG) as a framework for the analysis. The purpose of this paper is to contribute quantitative and qualitative data to the domain of visual literacy amongst the Riga Art and Media school final year students and conceptualize visual literacy in the process of digital education transformation, proposing further research on academic practice and pedagogical tools to improve a person’s visual literacy and visual media competence in a digital environment.
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Laitochová, Jitka, Martina Uhlířová, and Eliška Kočařová. "POSSIBILITIES OF DEVELOPMENT OF PUPILS’ MATHEMATICAL LITERACY." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end053.

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"In this article, we deal with the development of mathematical literacy of pupils and students. The article responds to the current requirement to focus mathematics education on the practical use of knowledge in everyday life, i.e., on mathematical literacy. The article is motivated by the results of a questionnaire survey conducted on a group of 159 students at the university teaching program in the Faculty of Education, Palacký University, Czech Republic, in 2021. It turns out that most future mathematics teachers are interested in developing mathematical literacy of their future pupils and students and are willing to continue their education in this field, for example, by participating in seminars on the development of mathematical literacy in children of all ages. The aim of the article is to show ideas for a seminar for future mathematics teachers. We use mathematical examples to illustrate different approaches to the development of mathematical literacy and the joint development of mathematical and digital literacy."
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Uhlířová, Martina, Jitka Laitochová, and Dana Adedokun. "DEVELOPING MATHEMATICAL PRE-LITERACY AND ROBOTIC TOYS FROM THE PERSPECTIVE OF SCHOOL PRACTICE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end055.

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"We encounter mathematics and mathematical concepts in our everyday lives. The foundation for later mathematical skills lies in the good development of pre-mathematical ideas in a child’s preschool years. In this paper we will discuss partial results of the study entitled “Mathematics and Reading Preschool Literacy (MRPL1)”, in which 119 teachers from 72 kindergartens from different parts of the Czech Republic participated. The focus will be mainly on the use of modern robotic tools based on the trend of incorporating digital technologies into preschool education. Targeted work with these tools can significantly contribute to the development of children’s spatial orientation, their numerical skills, logical reasoning and algorithmizing. In the application part we will focus specifically on the possibilities of educational use of the robotic toy Bee Bot. The research has revealed that the need to develop children’s mathematical literacy in kindergartens is still neglected by teachers. While teachers do acknowledge its importance, they themselves do not know how to develop children’s mathematical pre-literacy. In their own practice, they prefer the children to play spontaneously and fill in pre-printed worksheets. It is encouraging that the teachers have shown interest in the new ideas. Activities related to Bee Bot interested them. Overall, however, they lack sufficient methodological support. Based on the findings, educational activities with Bee Bot have been included as part of the undergraduate education of kindergarten teachers at the Faculty of Education of Palacký University in Olomouc."
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Stadler-Altmann, Ulrike, and Susanne Schumacher. "I’M NOT A ROBOT - REPORT ON THE IMPLEMENTATION OF AI IN EARLY CHILDHOOD EDUCATION." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end033.

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"Artificial intelligence (AI) technology is creating a new reality in daily life with e.g., smart home functions. This in turn has a major impact on both the socialisation processes of children and communication behaviour in family. The increasing technology-driven saturation of our everyday routines with AI is a crucial challenge for educational institutions. However, looking at AI in pedagogical work in kindergartens from a scientific perspective, the topic still has some research gaps. Only a few articles, describe efficient education concepts aiming at fostering AI literacy (cf. Chen et al., 2020; Kandlhofer et al., 2017). In Early Childhood Education (ECE) practice, however, there are many reservations about technology, digital media, and AI in particular (Mertala, 2017). Nevertheless, it is imperative that pedagogically trained professionals understand in depth the implications that arise from the interaction between humans and AI. Within the framework of the project, which is focused on pedagogical practice, educators are encouraged to deal with the topic of AI on the one hand and to test concrete implementation possibilities with didactic materials, so-called toolboxes, on the other. In this way, the use of AI can become a key competence both in pedagogical professional training and in the educational biography of children. Consequently, the aim of I’m not a robot-project is to design transferable and practical modules within the further training of educational professionals to enable an active, creative, and conscious use of AI-based technologies throughout Europe. Furthermore, the goal is to develop and test innovative didactic methods regarding AI teaching and learning materials. The EduSpace Lernwerkstatt -a working unit of the Free University of Bolzano- will conduct the mixed-method study in close cooperation with the project partners, who will all carry out development and testing independently and with country-specific characteristics. The ultimate aim is to develop training programmes for educators that will enable them to integrate current technological developments into their everyday work in a meaningful way."
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Reinsalu, Kristina. "Shedding Light on the Digital Vulnerability: Challenges and Solutions." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002576.

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There was a hope that digital transformation, in improving public service provision and delivery, and in promoting inclusion – with due regard to the needs of vulnerable populations – is instrumental in mitigating the effects of exclusion and improving people’s livelihoods (UN e-Government Survey 2012). Also, the rise of social media with their more inclusive tendencies and lower technical skill requirements was expected to open new horizons for the inclusion of vulnerable groups. Whereas these hopes have partly become true, we are also witnessing that vulnerable groups are facing new type of risks such as digital harassment, hate speech, disinformation/misinformation attacks and other risks which hinder those groups from fully benefitting from digital transformation.While traditional digital divide reasons (lack of access and skills) remain important, motivational reasons have increased in importance over time. Effective interventions aimed at tacklingdigital exclusion need to take into consideration national contexts, individual experience etc. What worked a decade ago in a particular country might not work currently in a different or even the same country (Helsper, E.J. and Reisdorf, B.C. 2016). The aim of research paper is to shed a light on the digital vulnerability, and to understand (a) which are the groups and activities where digital transformation (increase of digital awareness, skills, resources) could bring about the biggest change in the quality of life, and empowerment? (b) What are the main actors in this field? (c) What are the practical implications to rise their capacity and empower them?Our research collects and analyses data from Ukraine and Georgia. The democratic development of these two countries has been relatively similar. Both countries have also placed emphasis on digital development. However, the state of democracy is fragile in both countries, there are many inequalities and a great threat to security, especially in Ukraine. This makes the vulnerable groups even more vulnerable digitally and the risks mentioned above might have real dramatic consequences.Even though we are looking more closely at these two countries, there is a threat to democracy and societies everywhere, so this focus is universal.The research will make use of primary as well as of secondary data. The primary data will be collected using semi-structured interviews with different stakeholders. The secondary data will be collected from public sources (strategy and policy documents etc.)In our study the digitally vulnerable groups (DVG) are those whose digital engagement in political decision-making and e-services is hindered by their lack of awareness of digital issues, access to technological benefits, and / or digital literacy and skills. Irrespective of the causes (e.g. demographic, socioeconomic and/or health status, living conditions or social position, etc.), these barriers prevent the people from reaping the benefits of digital transformation and as such, have a negative impact on their rights, interests, and everyday life. The primary research shows that the priority target groups are similar in both countries – these are (a) children and young people; and (b) elderly people. Evidently those both groups have completely different needs, barriers, and enablers for benefitting from digital agenda. The research is part of a project DRIVE, the results will be used for preparing recommendations for action, train civil society organisations and public authorities to work on these recommendations and turn two of the recommendations into a pilot project to be implemented during the project.
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Kajee, Leila. "DIGITAL LITERACY: A CRITICAL FRAMEWORK FOR DIGITAL LITERACY PRACTICES IN CLASSROOMS." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0374.

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Clegg, Tamara, Daniel M. Greene, Nate Beard, and Jasmine Brunson. "Data Everyday: Data Literacy Practices in a Division I College Sports Context." In CHI '20: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3313831.3376153.

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Cloonan, Anne. "Writing New Rules for Multimodal Self-Curation: Teacher Research Into Students' Everyday Literacy Practices." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1432083.

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Couto, Maria João, Catarina Lucas, Maria José Brites, and Luís Pereira. "DIGITAL LITERACY IN EUROPE: BEST PRACTICES IN SIX COUNTRIES." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0913.

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Zuhri, Fauris. "English Learning Achievement of Multilingual Learners Through Digital Literacy Practices." In Thirteenth Conference on Applied Linguistics (CONAPLIN 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210427.026.

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Reports on the topic "Everyday digital literacy practices"

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Islam, Asiya, and Preeti Manchanda. Gender Inequalities in Digital India: A survey on digital literacy, access, and use. Digital Futures at Work Research Centre (Digit), January 2023. http://dx.doi.org/10.20919/mcuu2363.

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This paper reports the main findings from a survey on gender inequalities in digital literacy, use, and access among youth (18-25 years) in three parts of India – Delhi, Uttar Pradesh, and Bihar. In addition to gender, the survey was attentive to other inequalities too in its enquiry about the location (urban/rural), caste, household income, and education level of the respondents. This paper largely presents inequalities of gender as they intersect with urban/rural location since other variables, while important, yielded smaller numbers that need further careful analysis. The survey was informed by various contemporary developments – global growth in the use of digital technology for education, employment, and everyday lives; Covid-19 pandemic that has accelerated this growth; and the Digital India programme that aims to empower citizens through digital skilling. The survey, then, set out to explore the nature and implications of social inequalities in a society moving towards digital empowerment. The survey findings reveal overwhelming dependence among young people on smartphones for internet access and that entertainment and social media are the top uses of the internet. The survey also finds that women, particularly in rural areas, are less likely than men to exclusively own smartphones. That is, the smartphones that women have access to tend to be ‘household phones’, shared with other members of the family. This has consequences for the time and purposes that women are able to use smartphones and internet for. Based on these findings, the paper proposes avenues for further research on intersectional inequalities in digital literacy, access, and use. It also suggests policy interventions to maximise the potential of digital technology for education and employment, with specific attention to gender inequalities.
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Belcher, Scott, Terri Belcher, Kathryn Seckman, Brandon Thomas, and Homayun Yaqub. Aligning the Transit Industry and Their Vendors in the Face of Increasing Cyber Risk: Recommendations for Identifying and Addressing Cybersecurity Challenges. Mineta Transportation Institute, July 2022. http://dx.doi.org/10.31979/mti.2022.2113.

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Public transit agencies in the United States depend on external vendors to help deliver and maintain many essential services and to provide critical technologies, from ticket purchases to scheduling to email management. While the integration of new, advanced technologies into the public transit industry brings important advancements to U.S. critical transportation infrastructure, the application of digital technologies also brings with it a new assortment of digital risks. Transit agencies of all sizes are finding themselves subject to cyber incidents—most notably ransomware attacks—like those experienced by larger, more prominent companies and critical infrastructure providers. The findings in this report focus on helping all parties involved improve in three key areas: cyber literacy and procurement practices, the lifecycle of technology vis-à-vis transit hardware, and the importance of embracing risk as a road to resiliency.
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