Academic literature on the topic 'Technological literacy Australia'
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Journal articles on the topic "Technological literacy Australia"
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Choudhry, Fahad, Long Ming, Khadeeja Munawar, Syed Zaidi, Rahul Patel, Tahir Khan, and Shandell Elmer. "Health Literacy Studies Conducted in Australia: A Scoping Review." International Journal of Environmental Research and Public Health 16, no. 7 (March 28, 2019): 1112. http://dx.doi.org/10.3390/ijerph16071112.
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Health literacy (HL) is an essential component of various literacies mentioned in the field of health and education, including cultural, technological, media and scientific literacies. It is important for motivating higher consumer engagement. We aimed to review previous studies of HL in Australia to inform future studies, extend current knowledge and further enhance HL. Using search strings, a systematic search of four databases (i.e., MEDLINE; Embase; CINAHL and Eric) was carried out. A Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) based search strategy led to identification of a total of N = 9696 records, that were further screened for inclusion in the review. The review findings were categorized into three major themes: (1) HL and health numeracy; (2) contrast of: knowledge deficiency, knowledge gained, problems of current health care system and (3) HL measurement methods and its domains. The findings from this scoping review show a dearth of measurement tools with sound psychometric properties for assessing HL. The findings also reveal low levels of HL in consumers which is in turn affecting health-related behaviors, utilization of health services and navigation of the health system. More recent developments have tried to integrate vital aspects, including introduction of applications to increase HL and exploring HL in Aboriginal communities.
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Sokolov, Dmitry. "Digital Literacy within the Context of an Innovation Economy." Science Management: Theory and Practice 3, no. 3 (September 28, 2021): 84–102. http://dx.doi.org/10.19181/smtp.2021.3.3.4.
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The article examines the specifics of digital literacy in the context of an innovative economy. A brief historical overview of the emergence of the concept of “digital literacy” and its spread over the past 20–25 years is given. Digital literacy is defined as a set of technical and cognitive skills necessary for navigating in a digital environment, equally essential for both the modern economy and scientific and technological development. The important role of digital literacy in an economy based on innovation is outlined. The article offers a concise comparative analysis of the situation with the development of digital literacy in three countries (USA, India, and Australia) and a comparison of foreign experience with Russian. A general analysis of the challenges in the field of digital literacy for Russia in the context of the problems of higher education and science policies is carried out.
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Sutherland-Smith, Wendy. "The tangled web." Multiple Perspectives on L1 and L2 Academic Literacy in Asia Pacific and Diaspora Contexts 15, no. 1 (June 30, 2005): 15–29. http://dx.doi.org/10.1075/japc.15.1.04sut.
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This study explores the notion of plagiarism and the Internet from 11 English as Second Language (ESL) teachers and 186 first-year ESL students at South-Coast University in Melbourne, Australia. Data collection was by a questionnaire and semi-structured interviews, and coded using SPSS and N*Vivo software to ascertain trends in response. The most significant difference in response related to the concept of the Internet as copyrightable space. ESL teachers in this study regarded cyberspace as a limitless environment for ‘cut and paste’ plagiarism in students’ academic writing, whereas ESL students considered the Internet a ‘free zone’ and not governed by legal proprietary rights. These conflicting views, it is suggested, relate to differing notions of authorship and attribution: the Romantic notion protected by legal theory and sanctions versus literary theory and techno-literacy notions of authorship. This research highlights the need to reformulate plagiarism policies in light of global and technological perspectives of authorship and attribution of text.
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Ciccone, Adriana, and Liz Hounslow. "Re-envisioning the role of academic librarians for the digital learning environment: The case of UniSA Online." Journal of University Teaching and Learning Practice 16, no. 1 (January 1, 2019): 156–75. http://dx.doi.org/10.53761/1.16.1.11.
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Academic librarians cannot escape the implications of the knowledge economy and the pervasion of technology which effects everything that we do. Similarly, we must be prepared to teach our students how to cope in this knowledge society and how to develop the necessary information and digital literacy skills to be productive members of society in a digital environment. This article explores the first eighteen months of our experience as digital curriculum librarians in a large project at the University of South Australia (UniSA), UniSA Online. We have taken this opportunity to critically reflect on being embedded librarians within such a strategic and unique project. We examine the key cultural, pedagogical and technological challenges we have faced in delivering resources, support and services to the project team. The solutions we have adopted to overcome these challenges within an intensive course development environment are also outlined. The importance of building good relationships both within the project team, academics and with other library staff to deliver positive outcomes is discussed. We examine the pedagogical imperatives we have followed and the technological challenges we have faced to provide an active learning experience for our students in a digital learning environment. Our role as digital curriculum librarians is still evolving, however, we can observe some emerging trends within academic librarianship and comment on them, as we believe that the imperatives of the knowledge society will only become more prevalent into the future. We conclude by outlining which professional skills we need as academic librarians to evolve our roles and be successful in the digital world.
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Jane, Beverley L. "Australian studies: A vehicle for scientific and technological literacy?" Research in Science Education 20, no. 1 (January 1990): 152–60. http://dx.doi.org/10.1007/bf02620490.
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Newman, Lareen, Kate Biedrzycki, and Fran Baum. "Digital technology use among disadvantaged Australians: implications for equitable consumer participation in digitally-mediated communication and information exchange with health services." Australian Health Review 36, no. 2 (2012): 125. http://dx.doi.org/10.1071/ah11042.
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Objective. To present research findings on access to, and use of, digital information and communication technologies (ICTs) by Australians from lower income and disadvantaged backgrounds to determine implications for equitable consumer access to digitally-mediated health services and information. Methods. Focus groups were held in 2008-09 with 80 residents from lower income and disadvantaged backgrounds in South Australia, predominantly of working- and family-formation age (25 to 55 years). Qualitative analysis was conducted on a-priori and emergent themes to describe dominant categories. Results. Access to, and use of, computers, the Internet and mobile phones varied considerably in extent, frequency and quality within and across groups due to differences in abilities, resources and life experience. Barriers and facilitators included English literacy (including for native speakers), technological literacy, education, income, housing situation, social connection, health status, employment status, and trust. Many people gained ICT skills by trial and error or help from friends, and only a few from formal programs, resulting in varied skills. Conclusion. The considerable variation in ICT access and use within lower income and disadvantaged groups must be acknowledged and accommodated by health initiatives and services when delivering digitally-mediated consumer-provider interaction, online health information, or online self-management of health conditions. If services require consumers to participate in a digitally-mediated communication exchange, then we suggest they might support skills and technology acquisition, or provide non-ICT alternatives, in order to avoid exacerbating health inequities. 1. What is known about the topic? Government and health provider use of digitally-mediated information and communication is rapidly increasing. However, national data show that ICT access is distributed unevenly across Australia’s population. Furthermore, this distribution mirrors the health gradient. There is little qualitative data on the extent to which, and ways in which, ICTs are used within lower income and disadvantaged groups - those with greater health need. 2. What does this paper add? This paper augments the scant literature to describe ICT access and use in a range of lower income and disadvantaged groups. It indicates barriers and facilitators, and highlights the need for formal supports to level up the whole population to have the skills, confidence and resources to use and benefit from ICT-mediated communication. 3. What are the implications for practitioners? As health services and governments increase the level of digitally-mediated information and communication connection with consumers/patients, it is important to understand and find ways to address differential consumer access to and use of ICTs, so that equity of access to services and information is promoted. This is particularly important as lower income and disadvantaged groups are likely to have both poorer health and lower ICT use.
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Talbot, Benjamin, Sara Farnbach, Allison Tong, Steve Chadban, Shaundeep Sen, Vincent Garvey, Martin Gallagher, and John Knight. "Patient and Clinician Perspectives on the use of Remote Patient Monitoring in Peritoneal Dialysis." Canadian Journal of Kidney Health and Disease 9 (January 2022): 205435812210844. http://dx.doi.org/10.1177/20543581221084499.
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Background: Numerous factors influence patient recruitment to, and retention on, peritoneal dialysis (PD), but a major challenge is a perceived “inaccessibility” to treating clinicians. It has been suggested that remote patient monitoring (RPM) could be a means of improving such oversight and, thereby, uptake of PD. Objective: To describe patient and clinician perspectives toward RPM and the use of applications (Apps) suitable for mobiles, tablets, or computers to support the provision of PD care. Design: Qualitative design using semi-structured interviews. Setting: All patient participants perform PD treatment at home under the oversight of an urban PD unit in Sydney, Australia. Patient and clinician interviews were conducted within the PD unit. Participants: 14 participants (5 clinicians [2 nephrologists, 3 PD nurses] and 9 patients treated with PD). Methods: Semi-structured interviews were conducted using interview guides tailored for clinician and patient participants. Transcripts were coded and analyzed by a single researcher using thematic analysis. Results: Six themes were identified: perceived benefits of RPM implementation (offering convenience and efficiency, patient assurance through increased surveillance, more complete data and monitoring adherence), uncertainty regarding data governance (protection of personal data, data reliability), reduced patient engagement (transfer of responsibility leading to complacency), changing patient-clinician relationships (reduced patient-initiated communication, the need to maintain patient independence), increased patient and clinician burden (inadequate technological literacy, overmanagement leading to frequent treatment changes), and clinician preference influencing patient behavior. Limitations: The interviews were conducted in English only and with participants from a single urban dialysis unit, which may limit generalizability. Conclusions: For patients and clinicians, advantages from the use of RPM in PD may include increased patient confidence and assurance, improved treatment oversight, more complete data capture, and overcoming barriers to data documentation. Careful patient selection and patient and clinician education may help to optimize the benefits of RPM, maintain patient independence, and reduce the risks of patient disengagement. The use of an App may support RPM; however, participants expressed concerns about increasing the burden on some patients through the use of unfamiliar technology. Human Research Ethics Committee Approval Number: CH62/6/2019-028
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Affeldt, Stefanie. "The Burden of ‘White’ Sugar: Producing and Consuming Whiteness in Australia." Studia Anglica Posnaniensia 52, no. 4 (December 20, 2017): 439–66. http://dx.doi.org/10.1515/stap-2017-0020.
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Abstract This article investigates the history of the Queensland cane sugar industry and its cultural and political relations. It explores the way the sugar industry was transformed from an enterprise drawing on the traditional plantation crop cultivated by an unfree labour force and employing workers into an industry that was an important, symbolical element of ‘White Australia’ that was firmly grounded in the cultural, political, nationalist, and racist reasoning of the day. The demographic and social changes drew their incitement and legitimation from the ‘White Australia’ culture that was represented in all social strata. Australia was geographically remote but culturally close to the mother country and was assigned a special position as a lone outpost of Western culture. This was aggravated by scenarios of allegedly imminent invasions by the surrounding Asian powers, which further urged cane sugar’s transformation from a ‘black’ to a ‘white man’s industry’. As a result, during the sugar strikes of the early 20th century, the white Australian sugar workers were able to emphasize their ‘whiteness’ to press for improvements in wages and working conditions. Despite being a matter of constant discussion, the public acceptance of the ‘white sugar campaign’ was reflected by the high consumption of sugar. Moreover, the industry was lauded for its global uniqueness and its significance to the Australian nation. Eventually, the ‘burden’ of ‘white sugar’ was a monetary, but even more so moral support of an industry that was supposed to provide a solution to population politics, support the national defence, and symbolize the technological advancement and durability of the ‘white race’ in a time of crisis.
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Eira, Christina. "Authority and Discourse." Written Language and Literacy 1, no. 2 (January 1, 1998): 171–224. http://dx.doi.org/10.1075/wll.1.2.03eir.
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On the surface, orthography selection and development are linguistic issues; but in practice they are loaded with imperatives arising from a number of sources. An orthography is constructed as a cultural semiotic, frequently holding sacred status at various levels, and representing the perceived political or technological advancement of one culture over another. This paper proposes a model for understanding the motivations which characterise the orthography selection process. At base, the authority which directs this process reflects a configuration of cultural discourses. Disagreement and imposed change can be explained in terms of conflict within or between discourses; choices which appear inexpedient according to the framework of one discourse become comprehensible from the perspective of the discourse that motivates them. A Hmong orthography project currently in progress in Coolaroo (Melbourne, Australia) can be seen as highlighting issues common to orthography establishment worldwide. Community representatives are working on the establishment of an orthography originating with the messianic figure Shong Lue Tang, on grounds including national identity, politico-religious allegiance, and linguistic suitability. The image of Shong Lue Tang arises from the hope, expressed throughout Hmong oral tradition, for a Messiah who brings political, spiritual, and literary autonomy to the Hmong. This project and its immediate and historical contexts serve as a case study for the model here proposed.
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Kušnír, Jaroslav. "Media, simulation, freedom and control in Richard Flanagan’s The Unknown Terrorist 2006." Ars Aeterna 10, no. 1 (June 1, 2018): 50–59. http://dx.doi.org/10.1515/aa-2018-0005.
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Abstract Richard Flanagan’s novel, The Unknown Terrorist, does not only depict terrorism and violence but especially contemporary postmodern life in an Australian urban setting influenced by media, information technologies and consumerism. Drawing on Jean Baudrillard’s theory of simulacra and simulation, this paper analyses Flanagan’s depiction especially of the main character, the Doll, and the way she symbolically represents various aspects of the process of simulation as understood by Baudrillard. In this context, the Doll and other characters are understood as subjects both manipulating and manipulated by the simulated image of reality represented by media and technology, the image which replaces physical reality. The imagery of manipulation is understood as a metaphor implying a critique of hypocrisy and consumerism of the contemporary urban setting in the technologically advanced society represented by the Australian city of Sydney.
Dissertations / Theses on the topic "Technological literacy Australia"
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Sheppard, Jillian Eve. "The internet, society and politics : political participation in Australia." Phd thesis, 2014. http://hdl.handle.net/1885/156018.
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This thesis examines the effects of internet use on Australian citizens' propensity to participate in political activity. The study applies the 'civic voluntarism' model of political participation to the Australian case, theorising that internet use comprises a resource. It hypothesises that participation in Australia is a factor of an individual's free time, time spent using the internet, money, civic skills, internet-related skills, recruitment and engagement. Australia is an appropriate case study due to its institutional and cultural similarities with other advanced democracies, as well as its notable differences. Voting is compulsory for Australian citizens, and they are compelled to vote frequently and in complex systems. Previous research has found that compulsory voting has positive effects on participation between elections, as well as on the stability of the country's political parties. Australians have ample opportunity to participate in politics. The thesis analyses 2010 (and earlier) Australian Election Study data, supplemented by data from previous Australian Election Studies, the World Values Survey and Comparative Study of Electoral Systems. Descriptive, logistic regression and ordinary least squares regression analyses find that internet use leads to participation earlier in life than would occur otherwise, but that participants possess the high socioeconomic status of participants in other advanced democracies. Skills are particularly important: across a range of behaviours including electoral, campaign, communal and protest participation, the positive influence of internet proficiency over time spent online is evident. However, the determinants vary greatly between types of participatory act, revealing lowered costs of entry, and opportunities for low-resourced citizens to equip themselves to participate. The findings have implications for understanding how the internet impacts the changing face of participation in Australia, how citizens can be mobilised in the future and the prognosis for the health of Australia's participatory democracy.
Books on the topic "Technological literacy Australia"
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Talk, text and technology: Literacy and social practice in a remote indigenous community. Bristol: Multilingual Matters, 2012.
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Australia. Scientific and technological cooperation: Agreement between the United States of America and Australia, amending and extending the, agreement of October 16, 1968, as extended, effected by exchange of notes, signed at Washington October 15, 1985 and January 13, 1986. Washington, D.C: Dept. of State, 1993.
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Kral, Inge. Talk, Text and Technology: Literacy and Social Practice in a Remote Indigenous Community. Multilingual Matters, 2012.
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Kral, Inge. Talk, Text and Technology: Literacy and Social Practice in a Remote Indigenous Community. Multilingual Matters, 2012.
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Digital Games: Literacy in Action. Wakefield Press Pty, Limited, 2012.
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Kral, Inge. Talk, Text and Technology. Multilingual Matters, 2013.
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Beale, Denise. How the Computer Went to School: Australian Government Policies for Computers in Schools, 1983-2013. Monash University Publishing, 2014.
Find full textBook chapters on the topic "Technological literacy Australia"
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Rennie, Jennifer. "Rethinking Literacy in Culturally Diverse Classrooms." In Multiliteracies and Technology Enhanced Education, 83–99. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-673-0.ch006.
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Literate demands on our youth today have become increasingly more complex due to a technological revolution, increased local diversity and a stronger connectedness with our global neighbours (New London Group, 1996). Contemporary classrooms are characterised by a diverse range of learners that come from different places, with different life world experiences and preferred ways of learning and knowing. Texts are no longer confined to print and comprehending texts involves understanding how different modes such as the audio, visual and spatial integrate to make meaning. Despite this, schools continue to measure and describe student’s literacy in relation to their ability to encode and decode print. The recent Program for International Student Assessment results (OECD, 2006) show that Australia has dropped from 5th ranking to 6th in the world in terms of reading literacy. More disturbing is the fact that this assessment showed a continuing widening gap in academic achievement between Australia’s Indigenous and non Indigenous students with very little improvement since 2000. Similarly in the United States recent literacy results show that despite some gains in the achievements of minority groups, there has been little narrowing in the gap between white students and minority students (Lee, Grigg et al., 2007). This chapter adopts a socio-cultural view of literacy and calls for a rethinking of what might count as literacy in school. It reports on a study which documented the literacy practices valued in the home community, community school and urban high school of seven Aboriginal students as they moved from Year 7 in their community school to Year 8 in their new urban high school (Rennie, Wallace et al. 2004). It discusses theoretical ideas related to a multiliteracies framework (Cope & Kalantzis, 2000), literacy as an act of translation (Somerville, 2006) and Aboriginal world views and knowledge (Martin, 2008) as a means to explore ways we might rethink the teaching of literacy in diverse and culturally rich classrooms.
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Medhekar, Anita, and Julie Nguyen. "My Digital Healthcare Record." In Research Anthology on Improving Health Literacy Through Patient Communication and Mass Media, 538–57. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-2414-8.ch030.
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In the 21st century, the digital revolution is disrupting every sector of the economy. Australia has adopted the digital healthcare technological revolution such as My Health Record (MyHRC) to improve healthcare practice for clinicians/medical professionals and empower consumers to provide positive health management experience with a patient-centred approach to digital health revolution and digital literacy. My Health Record has its benefits, but it has been a challenge for the healthcare practitioners, hospital staff, as well as patients as consumers to accept, embrace, and uptake digital technologies and manage their healthcare records amidst concerns of slow adoption by the patient, data privacy, and implications of the secondary use of their personal data by non-government entities.
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Medhekar, Anita, and Julie Nguyen. "My Digital Healthcare Record." In Opportunities and Challenges in Digital Healthcare Innovation, 131–50. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3274-4.ch008.
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In the 21st century, the digital revolution is disrupting every sector of the economy. Australia has adopted the digital healthcare technological revolution such as My Health Record (MyHRC) to improve healthcare practice for clinicians/medical professionals and empower consumers to provide positive health management experience with a patient-centred approach to digital health revolution and digital literacy. My Health Record has its benefits, but it has been a challenge for the healthcare practitioners, hospital staff, as well as patients as consumers to accept, embrace, and uptake digital technologies and manage their healthcare records amidst concerns of slow adoption by the patient, data privacy, and implications of the secondary use of their personal data by non-government entities.
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Wells, Muriel, and Damien Lyons. "Navigating 21st Century Multimodal Textual Environments." In Handbook of Research on Global Issues in Next-Generation Teacher Education, 43–61. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9948-9.ch003.
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In the 21st century young people live and learn in a technological world that is fast paced and in a constant state of change. As technology becomes more and more accessible outside of the classroom, educators are challenged to re-consider the literacy skills required to be successfully literate. Enacting literacy teaching and learning in and for the 21st century requires teachers to update their pedagogical knowledge, skills and contextual understanding of the world children live and learn in. This chapter offers a brief overview of the Australian Curriculum, locating it within a 21st century learning discourse. The authors interpret and analyse one young student's creation of a digital text in a movie modality. Attention is paid to how the case study teacher created meaningful digital literacy learning experiences and opportunities for children to create and interact in social, multimodal textual environments, both within and beyond the school.
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Taylor, Calvin. "Mobiles, Movement, and Meaning-Making." In Interdisciplinary Mobile Media and Communications, 1–25. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6166-0.ch001.
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Drawing on ethnographic research conducted with adolescents at a rural Australian high school, this chapter constructs a theoretical model for “mobile literacy.” Mobile technologies, and their increasing technological capabilities, present emerging challenges for definitions and understandings of what precisely constitutes “literate practice,” challenges which have not been wholly resolved though more disparate discussions of “electronically mediated communication.” Such an understanding is important in order to develop approaches that effectively integrate mobile technologies into formal educational contexts. The model constructed in this chapter draws on different theoretical traditions where literacy is concerned, combining these with a sociological model developed by Pierre Bourdieu, to draw out the importance of the social dimension in mobile technology use. The ethnographic methodology results in findings that reveal the structuring impact of economic, social, cultural, and symbolic resources associated with these devices. Far from revealing that mobiles free us from a consideration of “place,” this research demonstrates that to be “mobile literate” is to be even more finely attuned to the contextual factors for any mobile technology use.
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Faulkner, Julie, and Bronwyn T. Williams. "Riding Critical and Cultural Boundaries." In Multiliteracies and Technology Enhanced Education, 71–82. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-673-0.ch005.
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This chapter explores the impact of new technologies on young peoples’ literacy practices, with a particular focus on humour as text. Acknowledging ways in which rapidly-changing cultural and technological conditions have reshaped how people work and play, the authors work within expanded definitions of literacy, or multiliteracies. Exploring the potential of humour to interrogate cultural assumptions, Australian and American students participated in a cross cultural television study. They viewed a ‘foreign’ sitcom, asking to what extent knowledge of the sitcom’s cultural norms was fundamental to an appreciation of the intended humour of the series. The student cohorts then communicated on line, developing their reading of the sitcoms in a cross cultural forum. The study asks how the students’ multiliterate practices, including their critical interpretations of television comedy, hold implications for literacy education.
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Bennett, Sue. "Digital Natives." In Encyclopedia of Cyber Behavior, 212–19. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0315-8.ch018.
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The term “digital native” was popularized by Prensky (2001) as a means of distinguishing young people who are highly technologically literate and engaged. His central claim was that because of immersion in digital technologies from birth, younger people think and learn differently than older generations. Tapscott (1998) had proposed a similar idea, calling it “The Net Generation,” and there have been numerous labels applied to the same supposed phenomena since. Recent research has revealed that the term is misapplied when used to generalize about an entire generation, and instead indicates that only a small sub-set of the population fits this characterization. This research shows significant diversity in the technology skills, knowledge, and interests of young people, and suggests that there are important “digital divides,” which are ignored by the digital native concept. This chapter synthesizes key findings from Europe, North America, and Australia and predicts future directions for research in this area.