Digital Media, Culture and Education: Theorising Third Space Literacies
Digital Media, Culture and Education: Theorising Third Space Literacies
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数字媒体、文化和教育：第三空间素养理论化
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
J. McDougall
中科院分区：
文献类型：
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作者：
J. Potter;J. McDougall
由于本书关注的是围绕数字媒体和教育的问题，从社会文化和政治的透镜来看，我们选择开始研究这些问题在最近的“识字”定义中的表现方式，这些定义是由一系列不同的理论家和利益集团提出的。我们将建议，“动态识字”一词可以扩展的概念，在“新的识字研究”，以产生一个包容性的，总括性的术语，这是包容性的，足以涵盖不断变化的性质的意义，在数字媒体和文化的背景下。作为媒体教育工作者，我们理解，教育系统积极、消极或根本不与媒体文本和做法接触的方式是由其正式结构和教育环境中可接受的“识字”所界定的;任何识字的定义都是教育学的框架和定义。
Because this book is concerned with the issues around digital media and education, as seen through both a sociocultural and a political lens, we have chosen to begin by looking at the ways in which these issues are represented in recent definitions of ‘literacy’ which have been mobilised by a range of different theorists and interest groups. We will suggest that the term ‘dynamic literacies’ could extend concepts in the ‘new literacy studies’ to generate an inclusive, umbrella term which is inclusive enough to encompass the changing nature of meaning-making in the context of digital media and culture. As media educators, we understand that the ways in which an education system engages positively, negatively, or not at all with media texts and practices is framed by what is admissible in its formal structures and educational settings as ‘literacy’; any definition of literacy frames and defines pedagogy.