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Digital Literacy (Tensions in opositions (Hinrichsen) (Technological…
Digital Literacy
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DEFINITION OF TERM
Backgroung domains
(Ilomaki, 2016)
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The most used term (Ilomaki, 2016)
digital literacy (incl.digital literacies or digital literacy skills) (32),
new literacies (incl. new literacy skills/practices) (13),
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Digital competences develop in problem-oriented, technology-rich and long-term settings where technology is used in a meaningful context, and various technological tools are used in integrated ways. (Ilomaki, 2016)
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DC should not be defined too narrow nor to strictly because of its and tech changing nature (Ilomaki, 2016)
Boundary concept (Ilomaki, 2016)
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live concept (first policy and practice, then research)
Löwy (1992) argued about boundary concepts: they must be imprecise and open enough to allow people from different traditions to join in their use.
the term, even in a research context, is still closely connected to policy aims.
The potential of digital competence to function as a boundary concept will strengthen in the future if it can facilitate collaboration and discussion between various cultures.
DC has to shift the emphasis from a purely technical meaning to a more complex concept, in order to be pedagogically meaningful. (Calvani, 2010) - DM AS WELL
multidimensional: it implies integration between abilities and skills of cogntive, relational and social nature which make it necessarily a nonlinear concept;
complex: it is not completely quantifiable with single tests; some aspects of this competence are difficult to assess,
at least in the short term, and may re-main concealed, requiring more time and very differentiated contexts before coming to surface;
interconnected: it is not independent from other abilities or basic competen-ces with which it overlaps
(for instance, reading, problem solving, numeracy, logical, inferential, and metacognitive skills);
sensitive to the socio-cultural context: it would not be reasonable
to think of a unique model of digital literacy adequate at all times and in all contexts;
co-existence of three dimensions
and their integration (Calvani, 2010)
technological dimension: being able to explore and face problems and new technological contexts in a flexible way;
cognitive dimension: being able to read, select, interpret and evaluate data and information taking into account their pertinence and reliability;
ethical dimension: being able to interact with other individuals constructively and with a sense of responsibility towards oneself and towards others.
? How to assess different dimensions (instant and situated DCA) (Calvani, 2010)
2 aspects of the concept
Critical digital literacy
(Pangrazio, 2016)
skills & competences
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critical thinking skills reflecting on ideology, power
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Knowledge space, collective
intelligence (Poore, 2011)
We need a literacy that teaches us how to participate in, and to produce (as well as consume), digital culture (e.g., Bruns, 2008; Gere, 2008; Hartley, 2009).
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