Showing papers in "Nordic Journal of Digital Literacy in 2006"
TL;DR: The authors overviews research on the educational use of video games by examining the viability of the different learning theories in the field, namely behaviorism, cognitivism, constructionism and the socio-cultural approach.
Abstract: This paper overviews research on the educational use of video games by examining the viability of the different learning theories in the field, namely behaviorism, cognitivism, constructionism and the socio-cultural approach. In addition, five key tensions that emerge from the current research are examined: 1) Learning vs. playing, 2) freedom vs. control, 3) drill-and-practice games vs. microworlds, 4) transmission vs. construction, 5) teacher intervention vs. no teacher intervention.
330 citations
TL;DR: In this article, the authors propose a framework for digital literacy in education based on four key concepts drawn from media education, and apply these concepts to the World Wide Web and to computer games.
Abstract: This article offers a rationale for the notion of «digital literacy» in education. Pointing to some of the limitations of previous proposals in this field, it outlines a framework based on four key concepts drawn from media education. It applies these concepts to the World Wide Web and to computer games, and discusses the role of digital media production by students in developing digital literacy. The article emphasises the importance of developing critical approaches to digital media as a necessary prerequisite for using them as resources for learning.
253 citations
TL;DR: In this paper, the authors argue that typical mainstream accounts of digital literacy are seriously flawed, and instead of conceiving digital literacy as some unitary phenomenon it is better to think in terms of diverse digital literacies.
Abstract: Digital literacy is increasingly being identified as a formal educational goal. While mainstream definitions vary in detail, the scope and meaning of digital literacy are rarely seen as problematic. This paper argues that typical mainstream accounts of digital literacy are seriously flawed. Rather than conceiving digital literacy as some unitary phenomenon it is better to think in terms of diverse digital literacies. The paper concludes by identifying some implications of this argument for educational policy, pedagogy and research.
200 citations
TL;DR: The successful use of video games will depend on how they are used and what sorts of wider activities and relationships they are embedded within.
Abstract: Developed countries need a populace that is able to innovate and is comfortable with technical learning. For many young people, video games and related technologies are serving as an initial gateway into tech-savvy identities and skills. Good video games also incorporate cutting-edge learning principles and have the potential to reform how we teach and learn in and out of school. Video game technologies therefore hold out great promise for learning. However, the successful use of video games will depend on how they are used and what sorts of wider activities and relationships they are embedded within.
165 citations
TL;DR: In this paper, the authors present a model of digital literacy acquisition based on the use of digital competence within authentic life-situations and in the context of a set of generic processes.
Abstract: In the e-permeated society, “digital literacy” becomes a key factor in enabling participation in education, as well as employment and other aspects of social life. This paper gives an account of the DigEuLit project in defining digital literacy, and developing a digital literacy framework for use in European educational settings. Digital literacy is seen as based on a convergence of literacies – IT literacy, information literacy, technological literacy, media literacy, and visual literacy – as their relationship to the digital has become clearer. A model of digital literacy acquisition based on the use of digital competence within authentic life-situations and in the context of a set of generic processes has enabled the conceptualisation and subsequent implementation of a set of tools which will allow educators to map digital literacy elements of courses and allow students to monitor and reflect upon their own development as digitally literate persons.
97 citations
15 citations
TL;DR: In this paper, the authors discuss the fundamental elements in digital composite texts and explore relations between different kinds of skills and competencies involved in both constructing and interpreting composite texts, and make concrete suggestions for how teachers and students may support the development of digital competence in the critical analysis and creative design of composite texts.
Abstract: In a relatively brief period of time, the recently implemented Knowledge Promotion Reform has placed «composite texts» (multimodal texts) on the agenda of Norwegian education. This article situates the phenomenon of composite texts in an historical and topical context, and discusses the fundamental elements in digital composite texts. It explores relations between different kinds of skills and competencies involved in both constructing and interpreting composite texts. Concrete suggestions are made for how teachers and students – through project-based collaboration – may support the development of digital competence in the critical analysis and creative design of composite texts. keywords Composite texts • digital literacy • media education • multimodality • digital competence • adaptation Kunnskapsløftet har på kort tid satt uttrykket «sammensatte tekster» på dagsordenen i norsk utdanning. Artikkelen diskuterer fenomenet sammensatte tekster i en historisk og aktuell kontekst, og søker å vise frem de grunnleggende elementene i digitalt sammensatte tekster. Videre relateres ulike former for ferdigheter og kompetanse til konstruksjon og interpretasjon av sammensatte tekster. Til slutt presenteres konkrete forslag til hvordan lærere og elever – gjennom prosjektsamarbeid – kan generere digital kompetanse for både kritisk analyse og kreativt design av digitalt sammensatte tekster. Sammensatte tekster? Neologismen «sammensatte tekster» kan dateres relativt presist til arbeidet med Kunnskapsløftet og implementeringen av de nye læreplanene høsten 2006. Gitt den hastighet reformen ble forberedt og gjennomført med, har det oppstått et prekært behov for å dk-2006-4-4 Liestoel.fm Page 277 Wednesday, December 6, 2006 1:56 PM
7 citations
5 citations
5 citations
TL;DR: Multicultural pupils and digital technology : reflections on the implementation of ICT in multiethnic schools.
Abstract: Multicultural pupils and digital technology : reflections on the implementation of ICT in multiethnic schools
TL;DR: eLogg as discussed by the authors is a learning environment for multimodal texts based on the principles of weblogs and wikis and allows students to produce their own multimodeal and hypertextual collaborative writings.
Abstract: eLogg – a learning environment for multimodal texts The article presents eLogg, a virtual learning arena, describing it as a tool for multimodal text production. Knowing how to read and create multimodal texts is a central part of the Norwegian Studies syllabus in Kunnskapsløftet (Knowledge Promotion), the new Norwegian national curriculum reform. eLogg is based on the principles of weblogs and wikis and allows students to produce their own multimodal and hypertextual collaborative writings. Students are encouraged to present their own portrait and choose a personal visual interface, thereby designing their own semiotic self-presentation. eLogg also provides a sheltered semi-public arena for publication, where students can prepare for participation in an open public debate. It is fair to say that eLogg may function as a Vygotskyan «scaffolding» process and as a community of practice, which contributes to bridging the gap between formal and informal learning processes. key words multimodal texts • digital literacy • virtual learning environments • collaborative writing • community of practice Hvordan skal skolen realisere Kunnskapsløftets ambisjon om å ruste dagens barn og ungdom best mulig for informasjonssamfunnets krav til digital kompetanse? eLogg er en nyutviklet læringsarena som vil kunne hjelpe elever til å utvikle en multimodal tekstkyndighet. Sammensatte tekster – et nytt hovedområde i Kunnskapsløftet Innenfor rammen av den nye læreplanen, som har fått det betydningsfulle navnet Kunnskapsløftet, introduserer norskfaget et nytt hovedområde under betegnelsen «sammensatte tekster»: dk-2006-3.book Page 214 Wednesday, September 20, 2006 10:46 AM
TL;DR: An exploratory study of the range of digital literacies involved in the playing of a fantasy role play game and in the fan production it inspires and the implications of such activity for creative production in formal learning contexts are considered.
Abstract: This paper documents an exploratory study of the range of digital literacies involved in the playing of a fantasy role play game and in the fan production it inspires. For this study, the game was theorised as a multimodal text, and game play as a social activity. A brief review of the literature relevant to this theorisation is followed by a consideration of the range and variety of associated fan production published on a fan website related to a chosen game. Interviews conducted online with six active producers and consumers of this fan production explore the motivation behind this creative activity. Outcomes are then related to the little available research into fan production in Anglophone game communities, and the implications of such activity for creative production in formal learning contexts are considered. key words games • digital literacy • multimodal texts • fanfiction
TL;DR: It is argued that the principles of personal publishing, known from weblogs, provide useful approaches to the design of virtual learning environments.
Abstract: In search for a more diverse understanding of miscellaneous “learning strategies” this paper discusses what Michel de Certeau call strategies and tactics. To make the educators’ strategies and the learner’s tactics come closer I argue that the principles of personal publishing, known from weblogs, provide useful approaches to the design of virtual learning environments.