Digital Literacy

LINGUISTICA APLICADA AO ENSINO – TOL

Professor: Luciana de Oliveira Silva

Student: Marco Antonio de Morais

Concepts of digital literacy

David Bawden claims that we might distinguish conceptual definitions of “digital literacy” from

“standardized operational” definitions according to (Lankshear & Knobel, 2006).

In one of the earliest examples of a conceptual definition

Richard Lanham (1995, p. 198) claims that “literacy” has

extended its semantic reach from meaning “the ability to

read and write” to now meaning “the ability to understand

information however presented.” He emphasizes the

multimediated nature of digital information and argues that

to be digitally literate involves “being skilled at deciphering

complex images and sounds as well as the syntactical

subtleties of words.”

According to David Bawden yet: “Digitally literate

people are “quick on [their] feet in moving from one

kind of medium to another . . . know what kinds of

expression fit what kinds of knowledge and

become skilled at presenting [their] information in

the medium that [their] audience will find easiest to understand.””

Digital literacy in society.

David Bawden says with regard do Digital Literacy in society that: “Nonetheless, attaining as good an understanding of what the new forms of information are, and where they fit into the world of digital information, has to be an essential start in being digitally literate.

3. central competencies• reading and understanding digital and non-digital formats• creating and communicating digital information• evaluation of information• knowledge assembly• information literacy• media literacy

These are the basic skills and competences, without which any claim todigital literacy has to be regarded skeptically. They are a remarkably wide set, and it would be sobering to try to assess to what degree they are possessed in the various countries of the world.”

Digital literacy in education: basic

competences for teachers and learners

According Morten Søby: “By focusing on a greater degree of the use of ICT integrated in all subjects both teachers and pupils will develop the necessary ICT skills while building competence in areas such as navigation and critical appraisal of sources and an understanding of the social significance

of digital technology. “

Basic competencies in interaction diagrams

21st century skills

According to Henry Jenkins the new skills include:

Play: The capacity to experiment with the surroundings as a form of problem solving.

Performance :The ability to adopt alternative identities for the purpose of improvisation and discovery.

Simulation: The ability to interpret and construct dynamic models of real-world processes.

Appropriation :The ability to meaningfully sample and remix media content.

Multitasking: The ability to scan the environment and shift focus onto salient details.

Distributed cognition: The ability to interact meaningfully with tools that expand mental capacities.

Collective intelligence: The ability to pool knowledge and com-pare notes with others toward a common goal.

Judgment :The ability to evaluate the reliability and credibility of different information sources.

Transmedia navigation :The ability to follow the flow of stories and information across multiple modalities.

Networking: The ability to search for, synthesize, and dissemi-nate information.

Negotiation :The ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms.

Global impact of digital literacy

Leena Rantala and Juha Suoranta says that, due the global impacts they produce, digital literacies as social practices should be analyzed in the global context for they are constituted and enacted within a historical and structural context shaped by the mode of production and class relations, which change over time. According to them, “different classes and groups have different interests in a digital world, and these are often contradictory and in conflict. The conflicts in a digital world are reflected at the state level as well as the global level. Hence, national and regional public policies (such as the EU policies) should be analyzed in terms of the various inequalities they directly or indirectly produce. Intellectual and cultural life is formed by the capitalist mode of production, and the struggle for ideological hegemony plays out in both the material world and the world of ICTs, as well as at the levels of globality, the state, and civil society.

Conclusion:

As the technology as a whole that evolves giant steps, it turns out that with the digital literacy is no different,

a lot of literature has been produced over the years and extensive research area develops as the footsteps of

technological advancement. As well as of activity in the teaching and the language learning area with the use of

technology; We, as students or teachers, need to constantly update in order to keep an affinity with it.

Bibliographic references:

Origins and Concepts of Digital Literacy by David

Bawden

Digital Competence—From Education Policy to Pedagogy: The Norwegian Context by Morten Søby

Confronting the challenges of participatory culture: Media education for the 21st century by Henry Jenkins

Digital Literacy Policies in the EU—Inclusive Partnership as the Final Stage of Governmentality? by Leena Rantala and Juha Suoranta