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Digital literacies – a changing, or disappearing, concept?

Konferensbidrag (offentliggjort, men ej förlagsutgivet)
Författare Anna-Lena Godhe
Sylvana Sofkova Hashemi
Publicerad i Symposium: Research on digital literacies in Nordic education: Policy, practices and future directions. NERA 2018 - 46th CONGRESS Educational Research: Boundaries, Breaches and Bridges, 8-10 March 2018, University of Oslo, Norway.
Publiceringsår 2018
Publicerad vid Institutionen för pedagogik, kommunikation och lärande
Institutionen för didaktik och pedagogisk profession
Språk en
Länkar https://www.nera2018.uio.no/program...
Ämneskategorier Didaktik

Sammanfattning

The definition of literacy has changed, both historically and in relation to educational contexts. Before the 1970s, the term literacy was predominantly used in relation to adult, non-formal education, which offered illiterate adults basic skills in reading and writing (e.g. Lankshear & Knobel, 2008; Street, 2009). An expansion of the concept of literacy was in the late 20th century largely argued for based on a perception of literacy as social practice (e.g. Barton & Hamilton, 1998; Street, 1998) but also in relation to aspects of multiplicity in contemporary societies (e.g. Cope & Kalantzis, 2000) and a multimodal perspective on texts (e.g. Jewitt & Kress, 2004). Common to these different arguments for expanding the notion of literacy and what it means to be able to read and write, is that they focus on how meaning is made in a diverse and rapidly changing society. The concept of literacy has also been used in relation to practices that involve the use of digital technology. In this approach, a ‘new’ mind-set, which is considered to be more collaborative and participatory than the conventional one, is in focus and questions around how technology may facilitate changes in practice is explored (Lankshear & Knobel, 2008). When the concept of digital literacy emerges around the turn of the century it is related to ‘new’ technology at that time, such as the internet. Gilster (1997) identifies four digital literacy competences; assembling knowledge, evaluating information, searching the internet and navigating hypertext. The literacy competences he suggests differ from earlier conceptions of literacy in that mastering the digital technology is highlighted, whilst aspects relating to understanding and making meaning are downplayed. Based on this short retrospective passage, we argue that the shift in concepts needs to be taken into consideration in both research and policymaking. Literacy refers to meaning making and the understanding of texts and has been expanded to include digital and multimodal texts. Competence on the other hand tends to refer to wider issues of the digitalization of society and education. Recent changes in Swedish national curricula will be discussed in the presentation to exemplify to what extent and how they relate to the concept of digital literacy and competence.

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