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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Ozturk, Gulsah, and Sarah Ohi. "Understanding young children’s attitudes towards reading in relation to their digital literacy activities at home." Journal of Early Childhood Research 16, no. 4 (August 2, 2018): 393–406. http://dx.doi.org/10.1177/1476718x18792684.
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The effect of digital literacy practices upon young children’s learning is a contentious and growing area for research and debate. Nowadays, children encounter many different types of texts through their everyday engagement with digital technologies. The study reported here investigated the relationships between 6 and 7-year-old children’s home digital literacy practices, parental views about the use of technology and children’s attitudes towards reading as perceived by the children and their parents. A total of 105 children and their parents, from two primary schools in Istanbul participated in this study. Parents completed a questionnaire about their views on the use of technology, their children’s digital literacy experiences and their perceptions of their children’s reading attitudes, while the children engaged in individual interviews. The results from this study indicate that children’s attitudes towards reading are significantly related to both the frequency of their engagement in digital literacy activities in their homes and their parents’ perception of their child’s attitudes to reading. The findings suggest that parents can support children’s enjoyment in reading by engaging in both digital and non-digital print experiences with their children.
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Palviainen, Åsa, and Joanna Kędra. "What’s in the family app?" Journal of Multilingual Theories and Practices 1, no. 1 (October 15, 2020): 89–111. http://dx.doi.org/10.1558/jmtp.15363.
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Communication within contemporary families is increasingly and to a significantextent mediated through technological devices and digital applications.Although the everyday reality of many multilingual families is permeated by technology, research on their digital and language practices has been scant. This article argues for the need for eclectic approaches that draw upon theories, practices, and findings from research on transnational families and migration, digitally mediated family communication, parental mediation, multilingualism online, and family multilingualism and language transmission. Two empirical case studies are presented on multilingual family constellations in Finland in which the instant messaging application WhatsApp was used to create space to sustain transnational family relationships, to negotiate about agency, to create cultural identity and group membership, as well as to practise and develop literacy. Whereas previous research has focused on digital practices in families, on multilingual practices on internet platforms, or on language transmission processes in families, we argue that future research should focus more on the digital multilingual family and explore the role of languages as embedded in digital media activities and interwoven in everyday family life.
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Biró, Enikő. "Code Play as Translingual Practice." Acta Universitatis Sapientiae, Philologica 12, no. 2 (November 1, 2020): 114–28. http://dx.doi.org/10.2478/ausp-2020-0016.
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AbstractThe study starts with the definition of local, translocal, and global linguistic context in the digital space. Facebook as a social media platform provides opportunities for everyday digital literacy practices such as code play. Code play allows mixing codes and repertoires usually with a humorous reference. We argue that creative interaction among languages creates the methodological need for a translingual approach besides the traditional code-switching theory to explain online linguistic phenomena. Adopting a netnographic approach, this paper presents two participants’ linguistic history, online linguistic practices, and perceptions of their own digital literacy, exploring their portrayal of (multi)linguistic identity which has local, translocal, and global resonance. The paper exploits possibilities of code play to accomplish communicative goals through code-switching and translingualism with a linguistically diverse audience.
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Dahmash, Nada Bin. "‘We Were Scared of Catching the Virus’: Practices of Saudi College Students During the COVID-19 Crisis." International Journal of English Linguistics 11, no. 1 (November 25, 2020): 152. http://dx.doi.org/10.5539/ijel.v11n1p152.
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College students in Saudi Arabia engaged in various English activities in digital spaces during the COVID-19 crisis, despite it being their second language. Drawing on the concept of digital literacies proposed by Jones and Hafner (2012), this paper identifies the digital literacy practices that occurred in the English language during COVID-19 crisis. Focus group interviews and individual interviews were conducted via WhatsApp with ten college students who had recently attended an intensive English course at a university in Saudi Arabia. Thematic analysis, assisted by ATLAS.ti, revealed that the college students engaged in complex digital literacy practices in English during the COVID-19 crisis to improve their competency in English, educating the community and oneself about COVID-19 as well as to cope with the boredom of remaining indoors. College students mainly used smartphone apps in their literacies, and their usage was guided by their feelings, commitment and the contextual events around them. The literacies these students drew on reflected their metacognitive awareness of the value of English to their everyday life experience. This paper concludes by encouraging college students to exploit the potential of smartphone apps to improve their capacity in English and incorporate apps into their everyday lives.
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Creer, Adele. "Communicative interactions in everyday and college-assessed digital literacy practices: transcribing and analysing multimodal texts." Research in Post-Compulsory Education 22, no. 3 (July 3, 2017): 315–33. http://dx.doi.org/10.1080/13596748.2017.1358510.
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Flewitt, Rosie, and Alison Clark. "Porous boundaries: Reconceptualising the home literacy environment as a digitally networked space for 0–3 year olds." Journal of Early Childhood Literacy 20, no. 3 (September 2020): 447–71. http://dx.doi.org/10.1177/1468798420938116.
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Most children growing up in contemporary homes in post-industrial countries use digital media as part of everyday literacy activities, such as to connect with distant family and friends, watch their favourite programmes, play games and find information. However, conceptualizations of the Home Literacy Environment (HLE) have not yet adapted to the implications of these comparatively new practices for young children’s knowledge about literacy or the ways in which they negotiate affectively intense relationships in digital networks. Furthermore, the digital activity of very young children aged 0-3 years and the diversity of print and digital technologies they use remain under-researched. Reporting on detailed case studies of a two-year-old boy and a one-year-old girl in England, which formed part of an EU-wide qualitative study of 0-3-year-olds’ digital literacy practices at home, we problematise the relevance of conventional definitions of the HLE for contemporary homes. Building on nascent research in this field, we argue for the need to reconceptualise the HLE as a digitally networked space, with porous boundaries that enable the very youngest children to negotiate affectively intense relationships and express meaning across diverse modes and media as they connect with distant others in a digitally mediated world.
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Kowalkowski, Holland. "Exploring critical digital literacy practices: Everyday video in a dual language context, by J. Z. Pandya." Bilingual Research Journal 43, no. 4 (October 1, 2020): 457–60. http://dx.doi.org/10.1080/15235882.2020.1861127.
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Mälstam, Emelie, Ann-Helen Patomella, and Eric Asaba. "Incorporating new ways of doing by learning from everyday experiences and interactions using a multifactorial mHealth app." DIGITAL HEALTH 9 (January 2023): 205520762211492. http://dx.doi.org/10.1177/20552076221149293.
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Background Digital health innovations can support the prevention and management of risk factors for cardiovascular diseases, such as stroke. However, little is known about people's everyday experiences of digitally augmented stroke-prevention programmes combining onsite group sessions including peers and healthcare professionals with interaction and support from a multifactorial mHealth app. Objective The aim of this study was to explore how people with stroke risk experienced interaction with a multifactorial mHealth app as support in the make my day stroke-prevention programme. Methods Repeated interviews and observations with 12 adults with moderate to high stroke risk were analysed using a constant comparative method informed by constructive grounded theory. Results Incorporating new ways of doing into everyday life involves a process through which participants learn from both being and doing in different environments (e.g., digital, physical and social). Digital self-monitoring combined with seemingly trivial everyday experiences played central roles in the process of increasing awareness of health and stroke risks, and providing tools to support increased self-reflection on everyday behaviours. Adoption of positive health behaviours in everyday life was supported or hindered by how easy to use and personally relevant the mHealth app was perceived to be. Conclusions An experience-based group programme together with a personally relevant multifactorial mHealth app can be supportive in stroke prevention to increase general health literacy and stroke risk literacy, and promote the incorporation of new ways of doing in everyday life. Routines of doing digital self-monitoring and health-promoting activities were however strongly influenced by different environments in which choices are presented. It is therefore important to explore how both self-monitoring and health-promoting activities can be incorporated into everyday routines for different individuals. Research should also explore how personally relevant mHealth can be developed and integrated into prevention practices in primary healthcare.
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Milyakina, Alexandra. "Rethinking literary education in the digital age." Sign Systems Studies 46, no. 4 (December 31, 2018): 569–89. http://dx.doi.org/10.12697/sss.2018.46.4.08.
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This paper discusses the perspectives of literary education in the context of the transforming of the notions of literature, reading, and learning. While everyday semiotic practices are becoming increasingly digital and multimodal, school education in most countries is still largely focused on mediating original literary texts in print and their established interpretations. Less conventional sources of literary information – brief retellings, comic strips, memes, social media posts – tend to make up a large part of the students’ semiotic environment; yet these are usually dismissed by school education as inaccurate and irrelevant. Cultural semiotics, however, allows regarding pulverized versions of texts as a part of a natural educational system – the culture itself. A holistic approach allows not only integrating everyday semiotic practices into a school curriculum, but also revealing the inherent multimodality, transmediality, and creativity of the literary experience. The paper explores possible implications of semiotics in three aspects of literary education: multimodality and heterogeneity of literary experience; influence of digital media on the perception habits; reading as a creative building of a whole from different fragments. The overarching goal is to enrich school education through a deeper understanding of literary experience and a widening of the spectrum of acknowledged tools, formats and media. The theoretical survey is supported by real-life examples from school practice and recreational reading.
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Ibrahim, Yasmin. "Food Porn and the Invitation to Gaze." International Journal of E-Politics 6, no. 3 (July 2015): 1–12. http://dx.doi.org/10.4018/ijep.2015070101.
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In the digital world, notions of intimacy, communion and sharing are increasingly enacted through new media technologies and social practices which emerge around them. These technologies with the ability to upload, download and disseminate content to select audiences or to a wider public provide opportunities for the creation of new forms of rituals which authenticate and diarise everyday experiences. Consumption cultures in many ways celebrate the notion of the exhibit and the spectacle inviting gaze through everyday objects and rituals. Food as a vital part of culture, identity, belonging, and meaning making celebrates both the everyday and the invitation to renew connections through food as a universal subject of appeal. Food imagery as a form of transacted materiality online offers familiarity, comfort, co-presence but above all a common elemental literacy where food transcends cultural barriers, offering a universal pull towards a commodity which is ephemeral yet preserved through the click economy. Food is symbolic of human solidarity, sociality and sharing and equally of difference creating a spectacle and platform for conversations, conventions, connections, and vicarious consumption. Food images symbolise connection at a distance through everyday material culture and practices.
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Artamonova, Olga, and Jannis Androutsopoulos. "Smartphone-Based Language Practices among Refugees: Mediational Repertoires in Two Families." Journal für Medienlinguistik 2, no. 2 (April 8, 2020): 60–89. http://dx.doi.org/10.21248/jfml.2019.14.
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Drawing on an ethnographic pilot study carried out in a refugee residence in Hamburg in 2017/18, this paper explores the relationship between smartphone usage and multilingual repertoires among refugee families from Syria and Afghanistan who arrived in Germany since 2015. The data includes nine semi-directed interviews, in which the informants report on their media and language choices for various purposes and to various types of addressees, ethnographic field notes, and video demonstrations of smartphone usage by some of the informants. Analysis focuses on a comparison of the mediational repertoires in two families, originating in Syria and Afghanistan. We explore the relevance of various factors, such as literacy, type of social contact, and purpose of digital media use, to the informants’ linguistic choices from their repertoire. Both families rely on a wide range on languages and smartphone applications in their everyday life at the residence. In both families, mediational repertoires differ by generation. The paper also discusses sources and strategies for smartphone-based language-learning. The findings suggest that media literacy and Internet access are highly relevant to the process of social integration, including language learning, among refugees.
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Carenzio, Alessandra, Simona Ferrari, and Päivi Rasi. "Older People’s Media Repertoires, Digital Competences and Media Literacies: A Case Study from Italy." Education Sciences 11, no. 10 (September 27, 2021): 584. http://dx.doi.org/10.3390/educsci11100584.
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Digital media are part of everyday life and have an intergenerational appeal, entering older people’s agendas, practices, and habits. Many people aged over 60 years lack adequate digital competences and media literacies to support learning, well-being, and participation in society, thus imposing a need to discuss older people’s willingness, opportunities, and abilities to use digital media. This study explored older people’s media use and repertoires, digital competences, and media literacies to promote media literacy education across all ages. The article discusses the data from 24 interviews with older people aged 65 to 98 years in Italy to answer the following research questions: What kinds of media repertoires emerge? What kinds of competences and media literacies can be described? What kinds of support and training do older people get and wish to receive? The analysis of the data produced four specific profiles concerning media repertoires: analogic, accidental, digital-instrumental, and hybridised users. Media literacy is still a critical framework, but the interviewees were open to opportunities to improve their competences. The use of digital media has received a strong boost due to the pandemic, as digital media have been the only way to get in touch with others and carry out their daily routine.
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MacLure, Katie, and Derek Stewart. "Digital literacy knowledge and needs of pharmacy staff: A systematic review." Journal of Innovation in Health Informatics 23, no. 3 (October 7, 2016): 560. http://dx.doi.org/10.14236/jhi.v23i3.840.
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Objective To explore the digital literacy knowledge and needs of pharmacy staff including pharmacists, graduate (pre-registration) pharmacists, pharmacy technicians, dispensing assistants and medicine counter assistants.Methods A systematic review was conducted following a pre-published protocol. Two reviewers systematically performed the reproducible search, followed by independent screening of titles/abstracts then full papers, before critical appraisal and data extraction. Full articles matching the search terms were eligible for inclusion. Exclusions were recorded with reasons. Kirkpatrick’s 4 level model of training evaluation (reaction, learning, behaviour and results) was applied as an analytical framework.Results Screening reduced the initial 86 papers to 5 for full review. Settings included hospital and community pharmacy plus education in Australia, Canada and the US. No studies of pharmacy staff other than pharmacists were identified. Main findings indicate that pharmacy staff lack digital literacy knowledge with minimal research evidenced at each level of Kirkpatrick’s model.Conclusions As a society, we acknowledge that technology is an important part of everyday life impacting on the efficiency and effectiveness of working practices but, in pharmacy, do we take cognisance, ‘that technology can change the nature of work faster than people can change their skills’? It seems that pharmacy has embraced technology without recognised occupational standards, definition of baseline skills or related personal development plans. There is little evidence that digital literacy has been integrated into pharmacy staff training, which remains an under-researched area.
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Buchanan, Steven, and Emma Nicol. "Developing health information literacy in disengaged at-risk populations." Journal of Documentation 75, no. 1 (January 14, 2019): 172–89. http://dx.doi.org/10.1108/jd-06-2018-0086.
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PurposeThe purpose of this paper is to advance our understanding of the challenges of health information literacy (IL) education in disadvantaged and disengaged at-risk populations; and from the perspective of professionals out with information professions occupying everyday support roles.Design/methodology/approachA qualitative in-depth case study. The participants were a team of UK Family Nurses providing outreach support to young expectant mothers from areas of multiple deprivations, and the mothers themselves. The data collection methods were observation, survey, interviews and focus groups.FindingsInformation needs of mothers are multiple, and not always recognised as information problems, or revealed. Several felt overwhelmed, and actively avoided health information. There is low awareness and/or use of state sources of online health information. Family nurses provide an important information intermediary role, but are unfamiliar with IL concepts and models; consequently, there is limited evidence of client transitions to independent information seeking, or underpinning pedagogical practices to achieve such goals.Research limitations/implicationsFurther research is required into appropriate pedagogical approaches to IL education adaptable to semi-structured everyday situations. Recognition of information need requires particular attention, including methods of elicitation and specification in the problematic context.Practical implicationsIn an era of digital transitions and public service reforms, the authors raise important questions regarding the true reach of public health policy.Originality/valueThe paper holistically examines nurse–client information behaviours, and extends the discussion of low IL in nurses beyond issues of evidence-based practice to issues of developing healthcare self-efficacy in at-risk clients.
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Poveda, David, Mitsuko Matsumoto, Ebba Sundin, Helena Sandberg, Cristina Aliagas, and Julia Gillen. "Space and practices: Engagement of children under 3 with tablets and televisions in homes in Spain, Sweden and England." Journal of Early Childhood Literacy 20, no. 3 (May 18, 2020): 500–523. http://dx.doi.org/10.1177/1468798420923715.
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Young children’s engagements with digital technologies form part of their emergent everyday literacy practices. The study reported here derives from the pan-European study ‘A Day in the Digital Lives of Children aged 0-3’. The methodology was centred on the videoing of an entire day’s experiences of a child aged under 3, together with a reflective interview with the parents and inventories related to digital access, skills and activities of the child. In this paper, we look at three children in Spain, Sweden and England, respectively. We examine our data through three prisms. (1) Spatio-temporal: We consider the children’s engagements in terms of their appropriation of space, in relationships with others in the home and the intimate geographies of young children’s digital literacies. (2) Parental discourse: We use the tensions and contradictions for families framework to examine the selection and monitoring of digital literacies. (3) Practice: Drawing on the first two prisms, we zoom into how children engage with tablet devices and television. Our research demonstrates richness, diversity and agency in these young children’s practices with technologies. We propose the concept of living-room assemblage as an analytical metaphor to understand the macrohabitats of young children’s digital literacies and practices, which emerge as multi-layered, creative and co-occurring with other family activities.Our analysis also explores the challenges presented to parents and the ways in which they navigate tensions and contradictions in their media and digital environments, which are condensed in family practices and discourses around tablets and television.
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Knobel, Michele. "Remix, literacy and creativity: An analytic review of the research literature." Eesti Haridusteaduste Ajakiri. Estonian Journal of Education 5, no. 2 (October 28, 2017): 31–53. http://dx.doi.org/10.12697/eha.2017.5.2.02b.
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Creativity is often identified as a key factor contributing to national economic growth and as an important life skill for personal and group wellbeing. Therefore, it is worth taking a close look at "creativity" as a concept and a practice, and to examine what might be at stake when grouping them together, especially in relation to schooling. The situation at schools is in marked contrast to a sizeable body of out-of-school research which shows how people are being creative and imaginative in their meaning making practices, especially within remix practices. The purpose of the paper is to survey existing English language research on digital remix and literacy with a view to identifying patterns across these studies that speak of the ways in which ordinary, everyday people have been practicing creativity. In the course of conducting this analytic review empirical publications published in English over the past two decades were examined and an overview of scientific literature on remix and literacy in out-of-school spaces was drawn up, identifying interesting patterns regarding creative endeavor and meaning making that might usefully inform classroom pedagogy. A related aim was to identify patterns concerning how digital remix and literacy have been studied to date. All of the 36 reviewed studies emphasise how approaching creativity as a thoroughly social phenomenon helps to confront instrumental approaches. The remix work documented in these studies show how committed people are to deliberately work at "being creative" and how that may help people to creatively engage with, or respond to, the rapid pace of change, with existing and emerging social, governmental and environmental problems, as well as to establish and maintain relationships across distance and differences.
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Cabral, Zuleica Aparecida, and Mariele A. Mickalski. "Olhares Acerca do Letramento Digital: Perspectivas da Prática." Revista de Ensino, Educação e Ciências Humanas 19, no. 4 (December 30, 2018): 472. http://dx.doi.org/10.17921/2447-8733.2018v19n4p472-477.
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A chegada das novas tecnologias e o aumento de informações advindos da globalização faz com que haja a necessidade de os indivíduos dominarem as tecnologias que se encontram presentes nas atividades cotidianas, seja no trabalho, na escola, na vida social. Para que isso seja possível, o ensino deve estar voltado para a promoção do letramento digital dos alunos, a fim de que eles saibam dominar e lidar com situações cotidianas, nas quais as novas tecnologias se encontram presentes. Neste norte se busca, neste trabalho, trazer as perspectivas de professores de línguas, atuantes na sala de aula, acerca do letramento digital a partir de uma pesquisa qualitativa. Isso porque se entende a relevância das tecnologias digitais no ambiente educacional, na utilização da leitura e da escrita para a autonomia e construção de saberes dos alunos. Portanto, para que os alunos saiam da escola cidadãos letrados digitalmente e capazes de se incluírem no vasto universo de tecnologias, em que se encontra a sociedade atualmente, faz-se necessário a inclusão de práticas de letramento digital na escola e na formação de jovens e adultos. Palavras-chave: Letramento Digital. Leitura/Escrita. Ensino de Línguas. AbstractThe arrival of new technologies and the increase of information coming from globalization makes it necessary for individuals to master the technologies that are present in daily activities, either it at work, at school or in social life. For this to be possible, teaching should be aimed at promoting pupils' digital literacy so that they are able to master and deal with everyday situations in which new technologies are present. Therefore, in this study it was sought to bring the perspectives of language teachers, acting in the classroom, about digital literacy from a qualitative research. This is because the relevance is understood of digital technologies in the educational environment, in the use of reading and writing for students' autonomy and knowledge construction. Therefore, in order for students to leave school digitally literate citizens capable of being included in the vast universe of technologies in which our society is today, it is necessary to include digital literacy practices in school and in the training of young people and adults. Keywords: Digital Literacy. Reading/Writing. Language Teaching.
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Mascheroni, Giovanna. "Remediating Participation and Citizenship Practices on Social Network Sites." MedienJournal 34, no. 3 (March 27, 2017): 22–35. http://dx.doi.org/10.24989/medienjournal.v34i3.185.
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Being mainstream places where a variety of online practices converge and are integrated, social network sites have also witnessed the emergence of grassroots and topdown political uses: from candidates’ and parties’ profiles, to single-issues campaigns’ discussion groups, to petitions and forms of ‘political fandom’, political content is now a constant presence in social media. Since social network sites are pervasive in young people’s everyday lives, questions of the efficacy of the internet in engaging disaffected youth and expanding the opportunities for participation are under debate. This paper discusses the findings of a qualitative study aimed at investigating political uses of social network sites and emerging practices of online participation among Italian youth. Participatory uses of social network sites are unevenly distributed among young people: political content tends often to be incorporated as identity marker, while other young people actively engage in citizenship practices online. Therefore, it is argued, civic and political uses of social media have to be contextualised in young people’s every day lives, especially in their ‘civic cultures’ and in the particular ‘convergent media ecology’ in which they are immersed. Depending on the civic cultures young people form and shape, and the digital literacy they develop, political uses are either a further outcome of networked individualism or the signal of new modes of participation which is mainly grassroots, non conventional and concerning identity and lifestyle choices.
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Lokot, Tetyana. "Be Safe or Be Seen? How Russian Activists Negotiate Visibility and Security in Online Resistance Practices." Surveillance & Society 16, no. 3 (October 12, 2018): 332–46. http://dx.doi.org/10.24908/ss.v16i3.6967.
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This paper examines how Russian opposition activists negotiate online visibility—their own and that of their messages and campaigns—and the security concerns brought on by the pervasive digital surveillance that the state resorts to in order to reinstate its control over the online discursive space. By examining the internet-based presence and activity of the members of Alexey Navalny’s FBK (Anti-Corruption Foundation) and other opposition activists, the paper traces connections between everyday security practices that these activists engage in online and the resistance tactics and repertoires they enact in an environment where the free and open exchange of information on the Russian internet is becoming increasingly difficult. The analysis finds that Russian opposition activists place a high value on digital, media, and security literacy and that navigating the internet using security tools and protocols such as VPN, two-phase authentication, and encrypted messaging is increasingly seen as the default modus operandi for those participating in organised dissent in Russia to mitigate growing state surveillance. Furthermore, the analysis reveals that Russian activists have to balance the need for security with growing visibility—a key factor for entering the mainstream political and social discourse. The tension between being secure and being visible emerges as a key aspect of resistance practices in an environment of near-constant state surveillance, as activists concurrently manage their safety and visibility online to minimise the risks posed by government spying and maximise the effect of their dissent.
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Dittmar, Johanna, and Ingo Eilks. "Secondary School Students and Internet Forums—A Survey of Student Views Contrasted with an Analysis of Internet Forum Posts." Education Sciences 9, no. 2 (May 30, 2019): 121. http://dx.doi.org/10.3390/educsci9020121.
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Students today are increasingly engaged in the use of digital information and communication technologies. The Internet continues to grow and more and more young people are using it worldwide. Educational practices, however, have been slow to adapt to the corresponding developments. For example, Internet forums are generally ignored in most educational practices, including chemistry education, although they are often used to find new information by everyday people. The question therefore arises: Why are such media not used to provoke and promote science or chemistry teaching and learning, while simultaneously developing critical scientific media literacy? To understand how the younger generation learns via Internet forums, this article looks at a survey of Internet forum usage behavior by lower and upper secondary school students (age range 12–17) in relation to chemistry-specific content. The findings are then contrasted with an analysis of user behavior. The final analysis revealed that students are open and critical when using Internet forums, even though such learning is mostly unconnected to formal education. These results can inform science and chemistry teaching by focusing teaching and learning more on Internet forums in order to employ them as an educational medium in science class.
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Wohlwend, Karen E. "Monster High as a Virtual Dollhouse: Tracking Play Practices across Converging Transmedia and Social Media." Teachers College Record: The Voice of Scholarship in Education 119, no. 12 (December 2017): 1–20. http://dx.doi.org/10.1177/016146811711901205.
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Background Today, children play in transmedia franchises that bring together media characters, toys, and everyday consumer goods with games, apps, and websites in complex mergers of childhood cultures, digital literacies, consumer practices, and corporate agendas. Recent research on youth videogames and virtual worlds suggests the productive possibilities and tensions in children's imaginative engagements on these commercial playgrounds. Purpose Transmedia websites are conceptualized and analyzed as virtual dollhouses, or assemblages of toys, stories, and imagination that converge digital media, popular media, and social media. In this framing, transmedia websites are not texts to be read but contexts to inhabit. Are virtual dollhouses safe places where children can reimagine the worlds they know and play the worlds they imagine? Are girls doing more than playing simple repetitive games, dressing up avatars, caring for pets, and decorating rooms in virtual dollhouses? Research Design Nexus analysis tracks the histories and social functions of traditional doll-houses, then examines the monsterhigh.com website for these functions and converging practices. In nexus analysis, when practices repeat or support one another across imaginaries, shared normative expectations for ideal players and performances are thickened and amplified. Similarly, conflicting practices create ruptures that disrupt expected trajectories and usual ways of doing things. Nexus analysis of website and game designs and children's YouTube videos identifies repetitions of social practices with the dolls in the commercial website and in child-made films on YouTube social media, making visible the resonances across converging cultural imaginaries as well as ruptures that open opportunities for player agency and redesign. Conclusions As children engage the pretense of virtual dollhouses, they play out blended activities that are at once both simulated and real: dressing their avatars, creating imagined profiles, shopping, playing games, purchasing in-app goods, watching and “liking” videos, recruiting followers/friends, and affiliating with the brand and other fans. These lived-in practices align with particular visions of girlhood that circulate naturalized and normalizing expectations for girls that also converge in these concentrations of media. However, examination of the digital dress-up and online doll play that children produce and share on social media shows that players also make use of the complexity that convergence produces. Children remake imaginaries for their own purposes in ways that both reproduce and rupture these expectations. The analysis points up the need for (a) nuanced and expanded research on children's transmedia engagements, (b) productive play and digital literacies, and (c) critical media literacy in schools.
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Jamaludin, Azilawati, and Yam San Chee. "Investigating Youth’s Life Online Phenomena." International Journal of Gaming and Computer-Mediated Simulations 3, no. 4 (October 2011): 1–18. http://dx.doi.org/10.4018/jgcms.2011100101.
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This paper examines the dialectics between living in offline and digitally-mediated worlds and how youth construct their identity and sense of self, negotiate meaning, and make sense of their social experiences. Situating the study within the context of the popular MMORPG, World of Warcraft (WoW), the authors investigate the interplay between the everyday, situated lives of five digital youth gamers, aged 18 to 25, and their activities and ‘lived practices’ in WoW. Findings suggest a recurrent theme that challenges ascribed dichotomies between youth’s presence in the offline and online world in terms of their identities in play, sense of embodiment, and orientation toward work, play, and the spirit of communitas within WoW. Exploration of such a phenomenon indicates a more intimately enmeshed and dialectically coupled experience of youths’ in their contextual traversals, providing a fundamental conceptual understanding of the impact of youths’ exodus to the virtual world and its implications for 21st century teaching and learning. The outcomes address theoretical challenges associated with the interpretation of 21st century literacy performances that may be characterized as a need to move away from static and linear narratives of development to a more divergent becoming of learners through the learning process.
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Thumfart, Johannes. "The (Il)legitimacy of Cybersecurity. An Application of Just Securitization Theory to Cybersecurity based on the Principle of Subsidiarity." Applied Cybersecurity & Internet Governance 1, no. 1 (November 17, 2022): 97–120. http://dx.doi.org/10.5604/01.3001.0016.1093.
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The application of securitization theory to cybersecurity is useful since it subjects the emotive rhetoric of threat construction to critical scrutiny. Floyd’s just securitization theory (JST) constitutes a mixture of securitization theory and just war theory. Unlike traditional securitization theory, it also addresses the normative question of when securitization is legitimate. In this contribution, I critically apply Floyd’s JST to cybersecurity and develop my own version of JST based on subsidiarity. Floyd’s JST follows a minimalistic and subsidiary approach by emphasizing that securitization is only legitimate if it has a reasonable chance of success in averting threats to the satisfaction of basic human needs. From this restrictive perspective, cyber-securitization is only legitimate if it serves to protect critical infrastructure. Whilst Floyd’s JST focuses exclusively on permissibility and needs instead of rights, I argue that there are cases in which states’ compliance with human rights obligations requires the guarantee of cybersecurity, most importantly regarding the human right to privacy. My version of JST is also based on the principle of subsidiarity, in the sense that securitization should always include stakeholders directly affected by a threat. To strengthen this kind of subsidiarity, focused on the private sector, I argue for the legitimacy of private active self-defence in cyberspace and emphasize the importance of a ‘whole-of-society approach’ involving digital literacy and everyday security practices. Moreover, I argue that far-reaching securitization on the nation-state-level should be avoided, particularly the hyper-securitization of the digital public sphere, following unclear notions of ‘digital sovereignty’.
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Bengi, László. "Calculation as a cultural practice in modern literature." Neohelicon 46, no. 2 (September 25, 2019): 497–508. http://dx.doi.org/10.1007/s11059-019-00498-x.
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Abstract The opposition between quantitative sciences and the humanities is a well-known problem of cultural debates, along with its reflection in the conflicting approaches to digital humanities. As the emphasis has moved from long-standing scientific methods of quantification to the overall digital turn of everyday life, this process sheds light on the varying sociocultural conditions for calculations in modern societies. Consequently, numbers cannot be conceived as inherent properties of things by discovery through experimentation and explanation: this essentialist conception seems to originate in a misunderstanding of nineteenth-century scientific research and its claim of objectivity. Rather, quantification and the cultural matrices of calculation build a raster image serving as an interface between world and mind. In this broad sense, everyday life is deeply pervaded by numbers. Moreover, the ability for calculations cannot be treated as a uniform skill any more. Instead, it varies in accordance with different cultural forms and functions. Number-based practices are also represented widely in modern literature and in non-literary works, such as being in the letters and diaries of many writers. The essay is thus intended to analyze and compare the forms of calculation in the novels and diaries of some East Central European writers—such as Kafka, Kosztolányi, Musil—who thrived in the first decades of the twentieth century. In so doing, it describes three models through which calculation as a cultural practice enters the field of literature.
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Kłeczek, Jakub. "Dramaturgia nowych mediów i performans postcyfrowy. Projektowanie doświadczeń użytkownika we współczesnych sztukach performatywnych." Przestrzenie Teorii, no. 36 (December 15, 2021): 107–23. http://dx.doi.org/10.14746/pt.2021.36.6.
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The paper aims to answer the question – to what extent is the current reflection on user experience design in performing arts still valid? The text discusses the concept of post-digital performance (Causey); and the phenomenon of user experience design in the face of new media dramaturgy (Eckersall, Grehan, Scheer). From the perspective of these concepts and phenomena, I describe two works (To Like or Not to Like by Interrobang and Karen by Blast Theory). The text complements the discussion on performance artists’ approaches to media technologies. In this paper, I describe the changes in designing the relationships of performers and users (individualization and personalization) and the contexts of everyday media practices in artists’ strategies.
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Kim, Dahye. "Who Is Afraid of Techno-Fiction? The Emergence of Online Science Fiction in the Age of Informatization." Journal of Korean Studies 27, no. 2 (October 1, 2022): 305–27. http://dx.doi.org/10.1215/07311613-9859850.
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Abstract An important and distinctive characteristic of the emergence of South Korean science fiction for an adult readership is its flourishing in digital space, predominantly written by the new generation of middle-class, techno-savvy youth beginning in the late 1980s. This article, which terms these science fiction texts from the late 1980s through the 1990s “techno-fiction,” begins by examining how contemporary literary critics viewed both science fiction and the practice of digital writing as concerning symptoms of “postmodernity” that threatened older aesthetic axioms of the literary field. For these critics, techno-fiction signified the empirical facts not only that increasing numbers of texts were being produced via the mediation of computer technology but, even more concerning, that the larger, politico-economic transformation of informatization was radically restructuring the cultural landscape and everyday cultural practices. Building on these critics’ calls to pay attention to the rising middle-class habitus and related cultural techniques to better understand the state of literature and culture in the age of information, and set against the backdrop of state-initiated and neoliberal processes of informatization, this article closely examines how these middle-class youth grew up to become key players in the production and consumption of techno-fiction.
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Van de Wal, Rozemarijn. "Dear Diary: A Celebration of Diaries and their Digital Descendants. The Dear Diary exhibition, King’s College London, 2017." European Journal of Life Writing 6 (October 5, 2017): R20—R27. http://dx.doi.org/10.5463/ejlw.6.230.
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Diaries present a valuable source for historical research. They provide an insight into the lives of ordinary people, informing us about the everyday as well as the extraordinary in the context of changing times and societies. Diaries give us a personal perspective on public issues, an understanding of how people thought at a certain time and place, information almost unobtainable from other sources. However, diary writing is a genre at risk. Not only do diarists often disregard the value of their writings and make no plans or efforts for their future conservation, but the private nature of diaries often makes people hesitant about saving them for future generations. In addition, the advancement of the digital age is radically changing the genre. Traditionally associated with pen and paper, diaries are increasingly ‘written’ online or otherwise compiled through the use of digital methods. The internet is quite literally changing our lives as well as the practices of life-writing. This article was submitted to the European Journal of Life Writing on 8 August 2017 and published on 5 October 2017.
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Silva, Bento Duarte da, Elaine Jesus Alves, and Isabel Cristina Auler Pereira. "DO QUADRO NEGRO AO TABLET: Desafios da docência na era digital." Revista Observatório 3, no. 3 (May 1, 2017): 532. http://dx.doi.org/10.20873/uft.2447-4266.2017v3n3p532.
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Este artigo contextualiza o cenário contemporâneo de ampla difusão e uso das tecnologias no cotidiano dos jovens e ao mesmo tempo faz uma analogia da introdução do quadro-negro e do tablet na escola. Apresenta dados coletados numa pesquisa realizada com professores da rede pública que reforçam a necessidade da formação docente para a literacia digital com foco na aprendizagem online. Parte do pressuposto de que a introdução do quadro negro nas escolas, no século XIX, impactou de forma relevante o modelo de educação, que antes era individual e baseada na oralidade do professor para a forma escrita e coletiva. A chegada do tablet que permitiu ao aluno o acesso a informações de múltiplas fontes, também mudou significativamente o contexto educativo. No entanto, os tablets e outros dispositivos móveis não obtiveram respaldo nas práticas docentes como ocorreu com a introdução do quadro- negro nas escolas. Assim, este artigo visa fazer algumas provocações sobre as (re) configurações que os dispositivos móveis causaram nas formas tradicionais de ensino e aprendizagem e as mudanças no papel docente. As reflexões sobre a temática iniciaram no âmbito da pesquisa de doutoramento em Educação na Universidade do Minho intitulada: Formação de professores, Literacia Mediática e Inclusão Sociodigital: Estudo de caso em curso a distância da Universidade Federal do Tocantins. O estudo constatou que professores cursistas de licenciatura online admitem possuir baixa literacia digital, sentem dificuldades em lidar com alunos portadores de celulares ou tablets nas aulas e afirmam não interagir com os alunos fora dos espaços escolares. PALAVRAS-CHAVE: Quadro-negro e tablets; concepção pedagógica; formação de professores. ABSTRACT This article contextualize the contemporary setting of wide dissemination and use of technology in everyday life of young people and at the same time makes an analogy of the introduction of the blackboard and tablet in school. It presents data found in a survey of public school teachers to reinforce the need for teacher training for digital literacy focusing on online learning. It assumes that the introduction of the blackboard at school in the nineteenth century, impact materially the model of education, which was previously based on the individual and the teacher orality to writing and collectively. The arrival of the tablet that allowed the student access to information from multiple sources, also significantly changed the educational context. However, tablets and other mobile devices did not obtain support in teaching practices as with the introduction of the blackboard at school. Thus, this article aims to make some teasing about the (re) settings that mobile devices have caused the traditional ways of teaching and learning and changes in the teaching role. The reflections on the theme initiated in the framework of doctoral research in Education at the University of Minho entitled: Teacher Training, Literacy and inclusion sociodigital Mediatic: Ongoing Case study the distance from the Federal University of Tocantins. The study found that teacher students teachers online degree admit having low digital literacy, have difficulty in dealing with students with cell phones or tablets in class and say they do not interact with students outside school spaces. KEYWORDS: Blackboard and tablets; instructional design; teacher training. RESUMEN En este artículo se analiza el entorno contemporáneo de amplia difusión y uso de la tecnología en la vida cotidiana de los jóvenes y al mismo tiempo hace una analogía de la introducción de la pizarra y la tableta en la escuela. Presenta los datos recogidos en una encuesta de maestros de escuelas públicas que refuerzan la necesidad de la formación del profesorado para la alfabetización digital con un enfoque en el aprendizaje en línea. Se supone que la introducción de la pizarra en la escuela en el siglo XIX, afectar sustancialmente al modelo de educación, que se basaba anteriormente en el individuo y la oralidad a la escritura maestro y colectivamente. La llegada de la tableta que permite al estudiante acceso a la información de múltiples fuentes, también cambió significativamente el contexto educativo. Sin embargo, las tabletas y otros dispositivos móviles no recibieron apoyo en las prácticas de enseñanza, con la introducción de la junta en las escuelas. Por lo tanto, este artículo tiene como objetivo hacer algunas bromas sobre la (re) configuraciones de los dispositivos móviles que han causado las formas tradicionales de enseñanza y aprendizaje y los cambios en la función docente. Las reflexiones sobre el tema iniciado en el marco de la investigación de doctorado en Educación en la Universidad de Minho: La formación del profesorado, la alfabetización mediática y la inclusión sociodigital: En curso Estudio de caso la distancia de la Universidad Federal de Tocantins. El estudio encontró que el maestro Los estudiantes maestros de grado en línea admitir que tiene la alfabetización digital de baja, tienen dificultades en el trato con los estudiantes con teléfonos móviles o tabletas en clase y dicen que no interactúan con los estudiantes fuera de los espacios escolares. PALABRAS CLAVE: Tabla negro y la tableta; diseño de la instrucción; formación de profesores.
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Ortega, Élika. "Media and Cultural Hybridity in the Digital Humanities." PMLA/Publications of the Modern Language Association of America 135, no. 1 (January 2020): 159–64. http://dx.doi.org/10.1632/pmla.2020.135.1.159.
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In this Essay, I Propose Taking Media-Cultural Hybridity as a Framework for Theorizing the Many Praxes of the Digital Humanities. Media-cultural hybridity, characterized by systemic media changes that have fostered cross-cultural exchanges, can usefully frame the varieties of DH and their concomitant global-cultural implications. Most DH practitioners will agree that media changes have already altered aspects of our reflections about, and everyday work in, the humanities; the field has examined the effects of these changes frequently and in depth in the last decade. But if, as I suggest in the following paragraphs, systemic media changes are accompanied by parallel systemic cultural changes, then DH could surpass the rhetoric of collaboration and make way not just for trans- or interdisciplinarity but also, crucially, for cross-cultural practices. In these pages I can only begin to sketch this framework, which itself is just one part of a larger investigation, but the questions I raise here will, I hope, be intriguing enough to spark further discussion. Now that DH has carved some niches, big and small, in academies around the world, highlighted the importance of local academic and cultural specificities, and established a praxis that negotiates the print and digital cultural records, is it possible to work toward topological understandings of the various emergences of the field? That is, can we develop understandings not just of the many local and disciplinary DH praxes but also of the encounters between them as indicators of the continuities and ruptures in the field? And, ultimately, can those understandings force us to rethink our epistemology so that it incorporates the cross-cultural exchanges at play?
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Finocchi, Riccardo, Antonio Perri, and Paolo Peverini. "Smart objects in daily life: Tackling the rise of new life forms in a semiotic perspective*." Semiotica 2020, no. 236-237 (December 16, 2020): 141–66. http://dx.doi.org/10.1515/sem-2019-0020.
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AbstractOur everyday life is increasingly permeated with digital objects that carry out smart and complex functions. The latest (but certainly not final) advancement of smart digital applications – is to be identified the creation of a field, at once conceptual and material, of things denominated smart objects (henceforth SOs). This technological evolution is so pervasive that it is referred to as smartification. Smart objects have some distinctive features including in particular varying degrees of agency, autonomy and authority. There is no doubt that the SO category is extremely broad, various and intrinsically fuzzy, it is evident that the phenomenon is by no means easy to define: which objects are really smart and which are not? But above all: what do we mean in semio-linguistic, and not psychological nor merely phenomenological terms, when we attribute the qualifier smart to an artifact? What is clear is that a new, or at least different (and controversial) relationship is developing between objects and subjects, or rather between human beings and objects inhabiting the spaces of social action: that is, a new system of objects, to cite Baudrillard (1968), or a new “society of objects” (see Landowski and Marrone 2002). In this paper we will focus on a type of smart physical device designed to interact with its users in the domestic sphere, assisting them in a variety of tasks – such as for example Amazon Echo, capable of connecting to Alexa, an intelligent personal assistant based on machine learning, or the more recent Google Assistant. Our semiotic-oriented – or, more precisely, potentially socio-semiotic/ethno-semiotic – analysis will deal with these issues theoretically by concentrating on the problem of identity, which is anthropologically, but also and above all philosophically, sensitive. We shall look at the impact of technological devices on the perceptive/cognitive systems of human beings, starting with a reflection on the practices of interaction, signification and interpretation that also involve digital objects with a possible impact on everyday life.
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Therkildsen Sudmann, Tobba, Eva Haukeland Fredriksen, Ingebjørg Træland Børsheim, and Ilona Heldal. "Knowledge Management from Senior Users of Online Health Information Point of View." Electronic Journal of Knowledge Management 18, no. 3 (April 23, 2021): pp325–337. http://dx.doi.org/10.34190/ejkm.18.3.2069.
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In today’s society, all citizens who need digital information to manage their everyday life must be able to access it and trust it. They should have enough knowledge to use information and communication technologies (ICTs) and online health information (OHI) in an intended and purposeful way. The broader aim of this paper is to present and discuss health knowledge management (KM) from senior users of the online health information point of view. The theoretical point of departure is based on an understanding of health, knowledge and the Internet as social practices. This paper investigates e-Health literacy (eHL) and KM in health amongst seniors aged 65-90. It presents a case study on how they access, apprais, share and apply OHI in comparison to the way they use face-to-face health-encounters. Data comes from 17 open-ended interviews. E-HL and KM concepts are used to analyse and describe online behaviour and knowledge management in health as an interplay between individual and social factors. The results show how participants engage in self- and co-management of their own or others' health and illustrate how they get or receive help to understand OHI. By examining how they use ICT and do (not) trust OHI regarding “serious cases,” this paper provides critical insight into ways seniors acquire information and how they appraise, understand or trust in it. Their information-seeking activities are performed mainly in private settings, seldom with professionals. They have lower levels of trust in their own, individual appraisal skills, compared to collective searches and discussions. Norwegian seniors are cool and pragmatic, and emphatic on the “when needs must, see your GP!”. By examining differences in ICT use, knowledge acquisition and support given or received, the results pinpoint how providers must affirm seniors’ ICT use and individual and collective online health behaviour as assets for healthy ageing. A potential barrier for citizens’ use of OHI and health technology is the built-in understanding of health as an individual capacity and ICT use as an individual activity, compared to a contemporary understanding of health and the Internet as social practices and collective resources. Designers of health technologies and OHI should critically consider built-in understandings of content and users to enhance accessibility and value for citizens of all ages.
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Hultin, Eva, and Maria Westman. "Early Literacy Practices go Digital." Literacy Information and Computer Education Journal 4, no. 2 (June 1, 2013): 1096–104. http://dx.doi.org/10.20533/licej.2040.2589.2013.0145.
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Taylor, Maurice C. "Informal Adult Learning and Everyday Literacy Practices." Journal of Adolescent & Adult Literacy 49, no. 6 (March 2006): 500–509. http://dx.doi.org/10.1598/jaal.49.6.5.
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Smith, June. "Mobilising everyday literacy practices within the curricula." Journal of Vocational Education & Training 57, no. 3 (September 2005): 319–34. http://dx.doi.org/10.1080/13636820500200289.
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Pangrazio, Luci, and Julian Sefton-Green. "Digital Rights, Digital Citizenship and Digital Literacy: What’s the Difference?" Journal of New Approaches in Educational Research 10, no. 1 (January 15, 2021): 15. http://dx.doi.org/10.7821/naer.2021.1.616.
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Using digital media is complicated. Invasions of privacy, increasing dataveillance, digital-by-default commercial and civic transactions and the erosion of the democratic sphere are just some of the complex issues in modern societies. Existential questions associated with digital life challenge the individual to come to terms with who they are, as well as their social interactions and realities. In this article, we identify three contemporary normative responses to these complex issues –digital citizenship, digital rights and digital literacy. These three terms capture epistemological and ontological frames that theorise and enact (both in policy and everyday social interactions) how individuals learn to live in digitally mediated societies. The article explores the effectiveness of each in addressing the philosophical, ethical and practical issues raised by datafication, and the limitations of human agency as an overarching goal within these responses. We examine how each response addresses challenges in policy, everyday social life and political rhetoric, tracing the fluctuating uses of these terms and their address to different stakeholders. The article concludes with a series of conceptual and practical ‘action points’ that might optimise these responses to the benefit of the individual and society.
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Conard, Scott. "Best practices in digital health literacy." International Journal of Cardiology 292 (October 2019): 277–79. http://dx.doi.org/10.1016/j.ijcard.2019.05.070.
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Idris, Muhammed Y., Ernest Alema-Mensah, Elizabeth Olorundare, Mohammad Mohammad, Michelle Brown, Elizabeth Ofili, and Priscilla Pemu. "Exploring the Discursive Emphasis on Patients and Coaches Who Participated in Technology-Assisted Diabetes Self-management Education: Clinical Implementation Study of Health360x." Journal of Medical Internet Research 24, no. 3 (March 18, 2022): e23535. http://dx.doi.org/10.2196/23535.
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Background A critical unmet need for underserved patients with diabetes is regular access to sufficient support for diabetes self-management. Although advances in digital technologies have made way for eHealth applications that provide a scalable path for tailored interventions for self-management of chronic conditions, health and digital literacy has remained an obstacle to leveraging these technologies for effective diabetes self-management education. Studies have shown that the availability of coaches helps to maintain engagement in internet-based studies and improves self-efficacy for behavior change. However, little is known about the substances involved in these interactions. Objective This study aims to compare the content of conversations between patient–coach pairs that achieved their self-management goals and those that did not. The context is a clinical implementation study of diabetes self-management behavior change using Health360x within the practices of the Morehouse Choice Accountable Care Organization in the Atlanta metro area. Health360x is a coach-assisted consumer health information technology designed to support self-management skills acquisition and behavior among underserved, high-risk patients with diabetes. Methods We provide a novel analysis of the discursive emphasis on patients and coaches. We examined transcripts of visits using a structural topic model to estimate topic content and prevalence as a function of patient and coach characteristics. We compared topics between patient–coach pairs that achieved diabetes-related self-management goals and those who did not. We also estimated a regression in which utterances are the units, the dependent variable is the proportion of an utterance that is about a given topic, and the independent variables are speaker types and explored other themes. Results Transcripts from 50 patients who were recruited and consented, starting in February 2015, were analyzed. A total of 44 topics were estimated for patient–coach pairs that achieved their intended health goals and 50 topics for those who did not. Analysis of the structural topic model results indicated that coaches in patient–coach pairs that were able to achieve self-management goals provided more contextual feedback and probed into patients’ experience with technology and trust in consumer information technologies. We also found that discussions around problem areas and stress, support (βCoach=.015; P<.001), initial visits (βCoach=.02; P<.001), problems with technology (βCoach=.01; P<.001), health eating goals (βCoach=.01; P=.04), diabetes knowledge (βCoach=.02; P<.001), managing blood sugar (βCoach=.03; P<.001), and using Health360x (βCoach=.003; P=.03) were dominated by coaches. Conclusions Coach-facilitated, technology-based diabetes self-management education can help underserved patients with diabetes. Our use of topic modeling in this application sheds light on the actual dynamics in conversations between patients and coaches. Knowledge of the key elements for successful coach–patient interactions based on the analysis of transcripts could be applied to understanding everyday patient–provider encounters, given the recent paradigm shift around the use of telehealth.
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Phillips, Jonathan William, and Drew Whitworth. "Integrating information practices into everyday teaching." Journal of Information Literacy 16, no. 1 (June 5, 2022): 30. http://dx.doi.org/10.11645/16.1.2923.
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This paper reports on the information practices and information literacy (IL) skills of South Korean elementary school students from the perspectives of working teachers. Key to this investigation was the notion of information practice, and how this is shaped by the practice architecture found in an educational setting. A sequential mixed design was undertaken to investigate these ideas which consisted of exploratory interviews with 4 elementary school teachers and was followed by a questionnaire which analysed the responses of 314 elementary school teachers. Findings indicate that in this setting, teachers, students and pre-set curricular content serve as the most frequently used information sources for students during their everyday classes. We pay specific attention to the ongoing centrality of the textbook, in its traditional paper format, to the ways in which teachers design learning activities, and suggest that this limits the diversity of informational approaches to which young South Korean learners are exposed. While these learners are engaged, they are limited in terms of informational genre since teachers and textbooks were found to be dominant information proxies. Activities in which students engage in active seeking or scanning are rarer. Contexts with such a configuration may be hindering the development of critical information literacy skills that are vital in dealing with the abundance of information faced by individuals today.
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Suwarto, Dyna Herlina, Benni Setiawan, and Siti Machmiyah. "Developing Digital Literacy Practices in Yogyakarta Elementary Schools." Electronic Journal of e-Learning 20, no. 2 (February 14, 2022): pp101–111. http://dx.doi.org/10.34190/ejel.20.2.2602.
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The expansion of digital technology presents both obstacles and opportunities, particularly for young people. Consequently, educational institutions have been developing digital literacy curriculums. Since digital literacy is not yet included in the national curriculum as a compulsory subject, private schools have constructed digital literacy programmes based on local resources. This study investigates how digital literacy practices are carried out in selected private elementary schools in Yogyakarta, Indonesia, based on ICT learning, an information and media literacy approach, educators' role, and learning points. The data were collected in interviews with: (1) principals, (2) Information and Communication Technology (ICT) teachers, (3) librarians and (4) classroom teachers because, according to previous research, they are the main actors of digital literacy in school. The structured interviews use research instruments derived from two earlier studies and are tailored to the study's needs. This study demonstrates that (a) the digital literacy approach is implemented mainly through an ICT learning and media literacy approach while the information literacy approach is undermined; and (b) principals, classroom teachers, and ICT teachers are the three actors who play the most important roles in digital literacy, while librarians play a minor one. The majority of digital literacy training takes place in computer laboratories, while training in classrooms and libraries is less frequent. The study recommends the school blend ICT learning, information literacy, and media literacy pedagogy more comprehensively, with the library serving as the primary locus. In parallel, school principals should encourage school librarians to collaborate with the computer and class teachers to enhance the inclusive digital literacy curriculum.
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Kirkwood, Katherine. "Integrating digital media into everyday culinary practices." Communication Research and Practice 4, no. 3 (March 22, 2018): 277–90. http://dx.doi.org/10.1080/22041451.2018.1451210.
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