What ICT-related skills and capabilities should be considered central to the definition of digital literacy?
Catherine McLoughlin, Australian Catholic University, Australia
EdMedia + Innovate Learning, in Lisbon, Portugal ISBN 978-1-880094-89-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
In the 21st century, when talk of digital literacy arises, we think of tools that have become an extension of ourselves and provide us with the ability to download music, capture video, and edit media to socially construct meaning of the world. The evolving landscape of Web 2.0 tools and the taxonomy of social networks are now available are central in shaping our idea of communicating, participating and sharing knowledge in the global age. Traditional media literacy is about what we consume, read, or download. However, new communications media require new forms of digital, cultural and communicative competence. In the age of participatory Web of social and creative networking we also need social media literacy, information literacy and a range of associated ICT skills to enable us to access, use, create and share digital resources. The variety of terms now used to describe e-literacy or digital literacy are a reflection of the importance of understanding the competencies needed in the digital environment and the need for digital flexibility.
McLoughlin, C. (2011). What ICT-related skills and capabilities should be considered central to the definition of digital literacy?. In T. Bastiaens & M. Ebner (Eds.), Proceedings of ED-MEDIA 2011--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 471-475). Lisbon, Portugal: Association for the Advancement of Computing in Education (AACE).
© 2011 Association for the Advancement of Computing in Education (AACE)
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Patricia Boechler, Karon Dragon & Ewa Wasniewski, University of Alberta, Canada
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 1755–1758
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