Enabling Digital Literacy
There are some tensions between high-level policy definitions of “digital literacy” and actual teaching practice. We need to find workable definitions of digital literacy; obtain a better understanding of what digital literacy might look like in practice; and identify pedagogical approaches, which s...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Universitetsforlaget
2010-01-01
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| Series: | Nordic Journal of Digital Literacy |
| Subjects: | |
| Online Access: | https://www.idunn.no/dk/2010/02/art03 |
| Summary: | There are some tensions between high-level policy definitions of “digital literacy” and actual teaching practice. We need to find workable definitions of digital literacy; obtain a better understanding of what digital literacy might look like in practice; and identify pedagogical approaches, which support teachers in designing digital literacy learning. We suggest that frameworks such as Problem Based Learning (PBL) are approaches that enable digital literacy learning because they provide good settings for engaging with digital literacy. We illustrate this through analysis of a case. Furthermore, these operate on a meso-level mediating between high-level concepts of digital literacy and classroom practice. |
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| ISSN: | 0809-6724 1891-943X |