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Shifting Landscapes of Digital Literacy

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Title: Shifting Landscapes of Digital Literacy
Language: English
Authors: Alexander Bacalja (ORCID 0000-0002-2440-1488), Catherine Beavis (ORCID 0000-0002-8835-0309), Annemaree O'Brien (ORCID 0000-0002-8323-7817)
Source: Australian Journal of Language and Literacy. 2022 45(2):253-263.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 11
Publication Date: 2022
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Digital Literacy, Shift Studies, Literacy Education, Foreign Countries, Social Influences, Cultural Influences, Educational Technology, Critical Thinking, Information Technology
Geographic Terms: Australia
DOI: 10.1007/s44020-022-00019-x
ISSN: 1038-1562
1839-4728
Abstract: This paper explores how changing digital literacy practices in educational contexts require that we continually revisit conceptualisations of digital literacy education. We begin by analysing the positions taken by stakeholders who contribute to digital literacy discourses in Australia, exploring how competing interests produce effects which manifest in ways that differently consecrate social and cultural practice in the digital age. We advocate the need for pedagogic frameworks that support digital literacy education. Existing approaches tend to privilege the operationalisation of digital technology. By contrast, teaching is needed which focusses on meaning-making and creating. However, the 'datafication of everyday life' (Barassi, 2018, p.170) has included extraordinary interventions into schooling that have significant implications for teachers and students. We argue that preparing young people for digital citizenship must include a focus on critical digital literacies that are responsive to contemporary digital forces (e.g. platformatisation, artificial intelligence, edu-apps, algorithms) as well as those digital technologies that are yet to make their way into formal schooling.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1419895
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Alexander+Bacalja%22">Alexander Bacalja</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2440-1488">0000-0002-2440-1488</externalLink>)<br /><searchLink fieldCode="AR" term="%22Catherine+Beavis%22">Catherine Beavis</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8835-0309">0000-0002-8835-0309</externalLink>)<br /><searchLink fieldCode="AR" term="%22Annemaree+O'Brien%22">Annemaree O'Brien</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8323-7817">0000-0002-8323-7817</externalLink>)
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 1038-1562<br />1839-4728
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  Data: This paper explores how changing digital literacy practices in educational contexts require that we continually revisit conceptualisations of digital literacy education. We begin by analysing the positions taken by stakeholders who contribute to digital literacy discourses in Australia, exploring how competing interests produce effects which manifest in ways that differently consecrate social and cultural practice in the digital age. We advocate the need for pedagogic frameworks that support digital literacy education. Existing approaches tend to privilege the operationalisation of digital technology. By contrast, teaching is needed which focusses on meaning-making and creating. However, the 'datafication of everyday life' (Barassi, 2018, p.170) has included extraordinary interventions into schooling that have significant implications for teachers and students. We argue that preparing young people for digital citizenship must include a focus on critical digital literacies that are responsive to contemporary digital forces (e.g. platformatisation, artificial intelligence, edu-apps, algorithms) as well as those digital technologies that are yet to make their way into formal schooling.
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      – SubjectFull: Digital Literacy
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