Digital literacy practices and their layered multiplicity

Bhatt, Ibrar (2012) Digital literacy practices and their layered multiplicity. Educational Media International, 49 (4). pp. 289-301. ISSN 0952-3987

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Success in educational programmes often depends on learners being able to negotiate and manage a variety of digital literacy practices commensurate with the literacy demands of their course. This paper reports on preliminary findings of a multi-method PhD study which examines the digital literacy practices arising when an adult learner in a UK college completes writing assignments for her course. It explores whether she uses digital tools agentively and decisively in her personal life, in order to transform her classroom practice. Data show that mobilising personal digital literacy practices into classroom-based literacy events allows learners to successfully make the link between their own everyday digital literacy practices and the requirements of their course. It is argued that a “social practice” approach to digital literacies, along with actor-network theory sensibilities, allows researchers to observe the sensitivity of classroom-based digital literacy events to the layered multiplicity of their contexts.

Item Type: Journal Article
Journal or Publication Title: Educational Media International
Uncontrolled Keywords: /dk/atira/pure/subjectarea/asjc/3300/3304
Departments: Faculty of Arts & Social Sciences > Educational Research
ID Code: 72872
Deposited By: ep_importer_pure
Deposited On: 06 Feb 2015 17:11
Refereed?: Yes
Published?: Published
Last Modified: 15 Nov 2019 05:13

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