Passey, Don (2008) Real purpose, real audience and real value:researching contributions of digital literacy to learning. In: Pursuing digital literacy in the 21st century. Brunel University, West London.Full text not available from this repository.
Digital literacy (in the form of capabilities associated with using social networking sites, creating videos, writing reviews accessible to others, or the making of online news, for example) is reported often as being undertaken by pupils outside, rather than inside, schools. It is often access to specific projects within schools that offer opportunities to develop and use digital literacy capabilities that are focused on school-based subject matter, selected for specific educational endeavours and purposes. Empirical studies show that these opportunities can lead to outcomes not just at a subject level (which might be assessed through more traditional tests or examinations), but across a realm of areas including communication and operational skills, group work and teamwork approaches, ownership and independent learning, technical skills, confidence, interest, and the meeting of deadlines (where forms of assessment other than subject tests are clearly needed). Fundamentally, empirical studies report that projects employing digital literacy afford pupils realpurpose, audience and value. Researching this realm of outcomes provides real challenges, both in terms of identification of affordances, and identification of levels of affordances arising. This presentation and chapter will consider research approaches adopted, and an evidence base emerging, for wide benefits beyond subject gains alone.
|Item Type:||Contribution in Book/Report/Proceedings|
|Additional Information:||International Conference on Digital Literacy, 17 - 18 November 2008, held at Brunel University.|
|Subjects:||L Education > L Education (General)|
|Departments:||Faculty of Arts & Social Sciences > Educational Research|
|Deposited By:||Users 810 not found.|
|Deposited On:||19 Nov 2009 12:16|
|Last Modified:||09 Dec 2016 00:09|
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