What is digital literacy? A comparative review of publications across three language contexts
What is digital literacy? A comparative review of publications across three language contexts
复制标题
什么是数字素养？
DOI：
10.1177/2042753020946291
复制
发表时间：
2020
影响因子：
1.9
通讯作者：
Alejo González López Ledesma
中科院分区：
文献类型：
--
作者：
Luci Pangrazio;Anna Godhe;Alejo González López Ledesma
世界各地的许多学者都研究了使用数字媒体所需的知识、技能和性格。然而，随着数字文本的激增和发展，人们对“数字素养”的含义有很多猜测。作为来自澳大利亚、瑞典和阿根廷的读写能力研究人员，我们关注标准化“数字读写能力”定义的努力，尽管每个国家的教育文化政治存在显着差异。本文分析了学者们在这三种语言背景下如何概念化和应用数字素养这一术语。为此，我们分析了英语国家中被引用最多的数字素养出版物；斯堪的纳维亚语;和西班牙语环境。在分析中，探讨了每种背景下的各种定义、出现的主要紧张局势和挑战以及对数字素养教育的影响。我们的研究结果表明，这三种情况下都存在类似的紧张局势和挑战，但是，由于情况不同，解决的途径也有所不同。文章最后提出了对教育研究的建议，承认并提倡在日益全球化的教育系统中对数字素养进行本地概念化的必要性。
Many scholars across the world have studied the knowledge, skills and dispositions needed to use digital media. Yet as digital texts have proliferated and evolved, there has been much conjecture over what it means to be ‘digitally literate’. As literacy researchers from Australia, Sweden and Argentina we are concerned with the drive to standardise definitions of ‘digital literacy’ despite notable differences in the cultural politics of education in each country. This paper analyses how the term digital literacy has been conceptualised and applied by scholars in these three language contexts. To do this, we analyse the most cited publications on digital literacy in the English-speaking; Scandinavian; and Spanish-speaking contexts. In the analysis the variety of definitions across and within each context, the key tensions and challenges that emerge and the implications for digital literacy education are explored. Our findings reveal that similar tensions and challenges exist in all three contexts, however, the path to resolution varies given contextual differences. The article concludes with suggestions for educational research that acknowledges and advocates the need for local conceptualisations of digital literacies in increasingly globalised educational systems.