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overflow: hidden; text-overflow: ellipsis; -webkit-line-clamp: 3; -webkit-box-orient: vertical; }</style><div class="col-xs-12 clearfix"><div class="u-floatLeft"><h1 class="PageHeader-title u-m0x u-fs30">Digital Literacy</h1><div class="u-tcGrayDark">34,741 Followers</div><div class="u-tcGrayDark u-mt2x">Recent papers in <b>Digital Literacy</b></div></div></div></div></div></div><div class="TabbedNavigation"><div class="container"><div class="row"><div class="col-xs-12 clearfix"><ul class="nav u-m0x u-p0x list-inline u-displayFlex"><li class="active"><a href="https://www.academia.edu/Documents/in/Digital_Literacy">Top Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Digital_Literacy/MostCited">Most Cited Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Digital_Literacy/MostDownloaded">Most Downloaded Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Digital_Literacy/MostRecent">Newest Papers</a></li><li><a class="" href="https://www.academia.edu/People/Digital_Literacy">People</a></li></ul></div><style type="text/css">ul.nav{flex-direction:row}@media(max-width: 567px){ul.nav{flex-direction:column}.TabbedNavigation li{max-width:100%}.TabbedNavigation li.active{background-color:var(--background-grey, #dddde2)}.TabbedNavigation li.active:before,.TabbedNavigation li.active:after{display:none}}</style></div></div></div><div class="container"><div class="row"><div class="col-xs-12"><div class="u-displayFlex"><div class="u-flexGrow1"><div class="works"><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_37641448 coauthored" data-work_id="37641448" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/37641448/Media_and_Information_Literacy_Growth_Through_Collaborative_Pedagogy">Media and Information Literacy: Growth Through Collaborative Pedagogy</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The fields of media literacy and information literacy have different histories and have developed through different traditions. Despite these differences, many writers including Sonia Livingstone, Renee Hobbs and Marcus Leaning, support... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_37641448" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The fields of media literacy and information literacy<br />have different histories and have developed through<br />different traditions. Despite these differences, many<br />writers including Sonia Livingstone, Renee Hobbs and<br />Marcus Leaning, support their integration. This appeal<br />also forms the foundation for the various projects<br />and curricula established by the Global Alliance for<br />Partnerships on Media and Information Literacy (a<br />UNESCO initiative). Notwithstanding these appeals<br />and ventures, the two fields remain largely siloed in<br />U.S. higher education. This research examines the separate traditions of media literacy and information literacy in the U.S., delineates the striking commonalities between the two<br />fields (while also recognizing important pedagogical<br />and philosophical differences within and between<br />both), and provides a rationale for why the two should be taught together. The authors offer one approach for<br />teaching media and information literacy in a liberal<br />arts college classroom, include a discussion of the authors’<br />faculty-librarian collaboration, an overview of<br />the course, and student responses to it. They conclude<br />with explanations for the dearth of similar models and<br />the reasons for the lack of alliances between the two<br />fields of study in general, including the persistence of<br />silos in higher education and outdated, sometimes stereotypical notions of information literacy (from some<br />traditional communications studies perspectives).</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37641448" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3c8057a6683fb6fc2c09bfdb3ee0e171" rel="nofollow" data-download="{"attachment_id":57626785,"asset_id":37641448,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/57626785/download_file?st=MTczMzAwMjk1NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="33259334" href="https://llcc.academia.edu/NatashaCasey">Natasha Casey</a><script data-card-contents-for-user="33259334" type="text/json">{"id":33259334,"first_name":"Natasha","last_name":"Casey","domain_name":"llcc","page_name":"NatashaCasey","display_name":"Natasha Casey","profile_url":"https://llcc.academia.edu/NatashaCasey?f_ri=2246","photo":"https://0.academia-photos.com/33259334/11880998/21882762/s65_natasha.casey.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-37641448">+1</span><div class="hidden js-additional-users-37641448"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://blackburn.academia.edu/SpencerBrayton">Spencer Brayton</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-37641448'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-37641448').html(); 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container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_37641448 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="37641448"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37641448; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37641448]").text(description); $(".js-view-count-work_37641448").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_37641448").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="37641448"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1257" href="https://www.academia.edu/Documents/in/Information_Literacy">Information Literacy</a>, <script data-card-contents-for-ri="1257" type="text/json">{"id":1257,"name":"Information Literacy","url":"https://www.academia.edu/Documents/in/Information_Literacy?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2246" href="https://www.academia.edu/Documents/in/Digital_Literacy">Digital Literacy</a>, <script data-card-contents-for-ri="2246" type="text/json">{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4828" href="https://www.academia.edu/Documents/in/Collaboration">Collaboration</a>, <script data-card-contents-for-ri="4828" type="text/json">{"id":4828,"name":"Collaboration","url":"https://www.academia.edu/Documents/in/Collaboration?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="8280" href="https://www.academia.edu/Documents/in/Media_Literacy">Media Literacy</a><script data-card-contents-for-ri="8280" type="text/json">{"id":8280,"name":"Media Literacy","url":"https://www.academia.edu/Documents/in/Media_Literacy?f_ri=2246","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=37641448]'), work: {"id":37641448,"title":"Media and Information Literacy: Growth Through Collaborative Pedagogy","created_at":"2018-10-24T07:11:22.219-07:00","url":"https://www.academia.edu/37641448/Media_and_Information_Literacy_Growth_Through_Collaborative_Pedagogy?f_ri=2246","dom_id":"work_37641448","summary":"The fields of media literacy and information literacy\nhave different histories and have developed through\ndifferent traditions. Despite these differences, many\nwriters including Sonia Livingstone, Renee Hobbs and\nMarcus Leaning, support their integration. This appeal\nalso forms the foundation for the various projects\nand curricula established by the Global Alliance for\nPartnerships on Media and Information Literacy (a\nUNESCO initiative). Notwithstanding these appeals\nand ventures, the two fields remain largely siloed in\nU.S. higher education. This research examines the separate traditions of media literacy and information literacy in the U.S., delineates the striking commonalities between the two\nfields (while also recognizing important pedagogical\nand philosophical differences within and between\nboth), and provides a rationale for why the two should be taught together. The authors offer one approach for\nteaching media and information literacy in a liberal\narts college classroom, include a discussion of the authors’\nfaculty-librarian collaboration, an overview of\nthe course, and student responses to it. They conclude\nwith explanations for the dearth of similar models and\nthe reasons for the lack of alliances between the two\nfields of study in general, including the persistence of\nsilos in higher education and outdated, sometimes stereotypical notions of information literacy (from some\ntraditional communications studies perspectives).","downloadable_attachments":[{"id":57626785,"asset_id":37641448,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":33259334,"first_name":"Natasha","last_name":"Casey","domain_name":"llcc","page_name":"NatashaCasey","display_name":"Natasha Casey","profile_url":"https://llcc.academia.edu/NatashaCasey?f_ri=2246","photo":"https://0.academia-photos.com/33259334/11880998/21882762/s65_natasha.casey.jpg"},{"id":24486640,"first_name":"Spencer","last_name":"Brayton","domain_name":"blackburn","page_name":"SpencerBrayton","display_name":"Spencer Brayton","profile_url":"https://blackburn.academia.edu/SpencerBrayton?f_ri=2246","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1257,"name":"Information Literacy","url":"https://www.academia.edu/Documents/in/Information_Literacy?f_ri=2246","nofollow":false},{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false},{"id":4828,"name":"Collaboration","url":"https://www.academia.edu/Documents/in/Collaboration?f_ri=2246","nofollow":false},{"id":8280,"name":"Media Literacy","url":"https://www.academia.edu/Documents/in/Media_Literacy?f_ri=2246","nofollow":false},{"id":15735,"name":"Media Literacy Education","url":"https://www.academia.edu/Documents/in/Media_Literacy_Education?f_ri=2246"},{"id":42265,"name":"Librarianship","url":"https://www.academia.edu/Documents/in/Librarianship?f_ri=2246"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43119968" data-work_id="43119968" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43119968/Cayari_2020_Popular_practices_for_online_musicking_and_performance_Developing_creative_dispositions_for_music_education_and_the_Internet_Cover_pre_formatted_text_">Cayari 2020 - Popular practices for online musicking and performance: Developing creative dispositions for music education and the Internet (Cover + pre-formatted text)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Musicians' drive to be productive on the Internet led to the development of practices that can inform popular music education. Expanding the concept of popular music education to include online participatory culture practices provides... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43119968" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Musicians' drive to be productive on the Internet led to the development of practices that can inform popular music education. Expanding the concept of popular music education to include online participatory culture practices provides inspiration for musicking online relevant not only in times of uncertainty (like during mandated quarantines experienced during the COVID outbreak in 2020), but also during times of prosperity when practices can be explored in classrooms and during leisure time. In this article, the author discusses three dispositions towards online musicking: DIY-disposition (do-it-yourself), DIWO-disposition (do-it-with-others) and DIFO-disposition (do-it-for-others). The development of these dispositions leads to online and musical literacies that help develop the skills needed for online musicking and performance. This text offers a creation theory about approaching online musicking that can be applied to new technologies and media as online platforms appear and fade on the Internet.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43119968" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="21724fb86f61449c4141d920b1032031" rel="nofollow" data-download="{"attachment_id":63376261,"asset_id":43119968,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63376261/download_file?st=MTczMzAwMjk1NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="50901745" href="https://purdue.academia.edu/DrCayari">Christopher Cayari</a><script data-card-contents-for-user="50901745" type="text/json">{"id":50901745,"first_name":"Christopher","last_name":"Cayari","domain_name":"purdue","page_name":"DrCayari","display_name":"Christopher Cayari","profile_url":"https://purdue.academia.edu/DrCayari?f_ri=2246","photo":"https://0.academia-photos.com/50901745/15137924/62061497/s65_christopher.cayari.jpg"}</script></span></span></li><li class="js-paper-rank-work_43119968 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="43119968"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 43119968, container: ".js-paper-rank-work_43119968", }); 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$(".js-view-count[data-work-id=43119968]").text(description); $(".js-view-count-work_43119968").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_43119968").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="43119968"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">17</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="671" href="https://www.academia.edu/Documents/in/Music">Music</a>, <script data-card-contents-for-ri="671" type="text/json">{"id":671,"name":"Music","url":"https://www.academia.edu/Documents/in/Music?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="683" href="https://www.academia.edu/Documents/in/Music_Education">Music Education</a>, <script data-card-contents-for-ri="683" type="text/json">{"id":683,"name":"Music Education","url":"https://www.academia.edu/Documents/in/Music_Education?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1018" href="https://www.academia.edu/Documents/in/Music_Technology">Music Technology</a>, <script data-card-contents-for-ri="1018" type="text/json">{"id":1018,"name":"Music Technology","url":"https://www.academia.edu/Documents/in/Music_Technology?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1056" href="https://www.academia.edu/Documents/in/Popular_Music_Studies">Popular Music Studies</a><script data-card-contents-for-ri="1056" type="text/json">{"id":1056,"name":"Popular Music Studies","url":"https://www.academia.edu/Documents/in/Popular_Music_Studies?f_ri=2246","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=43119968]'), work: {"id":43119968,"title":"Cayari 2020 - Popular practices for online musicking and performance: Developing creative dispositions for music education and the Internet (Cover + pre-formatted text)","created_at":"2020-05-20T14:12:20.229-07:00","url":"https://www.academia.edu/43119968/Cayari_2020_Popular_practices_for_online_musicking_and_performance_Developing_creative_dispositions_for_music_education_and_the_Internet_Cover_pre_formatted_text_?f_ri=2246","dom_id":"work_43119968","summary":"Musicians' drive to be productive on the Internet led to the development of practices that can inform popular music education. Expanding the concept of popular music education to include online participatory culture practices provides inspiration for musicking online relevant not only in times of uncertainty (like during mandated quarantines experienced during the COVID outbreak in 2020), but also during times of prosperity when practices can be explored in classrooms and during leisure time. In this article, the author discusses three dispositions towards online musicking: DIY-disposition (do-it-yourself), DIWO-disposition (do-it-with-others) and DIFO-disposition (do-it-for-others). The development of these dispositions leads to online and musical literacies that help develop the skills needed for online musicking and performance. 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class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2246" href="https://www.academia.edu/Documents/in/Digital_Literacy">Digital Literacy</a>, <script data-card-contents-for-ri="2246" type="text/json">{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5199" href="https://www.academia.edu/Documents/in/Video_Games">Video Games</a>, <script data-card-contents-for-ri="5199" type="text/json">{"id":5199,"name":"Video Games","url":"https://www.academia.edu/Documents/in/Video_Games?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="9246" href="https://www.academia.edu/Documents/in/Social_Media">Social Media</a>, <script data-card-contents-for-ri="9246" type="text/json">{"id":9246,"name":"Social Media","url":"https://www.academia.edu/Documents/in/Social_Media?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="48771" href="https://www.academia.edu/Documents/in/Web">Web</a><script data-card-contents-for-ri="48771" type="text/json">{"id":48771,"name":"Web","url":"https://www.academia.edu/Documents/in/Web?f_ri=2246","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=34626555]'), work: {"id":34626555,"title":"The Development of Digital Competencies through Video 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itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/36837835/HABLAME_DE_TIC_5_PRACTICAS_DE_LA_LECTURA_Y_ESCRITURA_EN_LA_ERA_DIGITAL_pdf">HABLAME DE TIC 5:PRACTICAS DE LA LECTURA Y ESCRITURA EN LA ERA DIGITAL.pdf</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">HABLAME DE TIC 5 2018 PRACTICAS DE LA LECTURA Y ESCRITURA EN LA ERA DIGITAL.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36837835" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5e4964c3e5f7cdfcba2484a1f18b965e" rel="nofollow" data-download="{"attachment_id":56790531,"asset_id":36837835,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56790531/download_file?st=MTczMzAwMjk1NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="11836222" href="https://uv-mx.academia.edu/DeniseHernandez">Denise Hernández y Hernández</a><script data-card-contents-for-user="11836222" type="text/json">{"id":11836222,"first_name":"Denise","last_name":"Hernández y Hernández","domain_name":"uv-mx","page_name":"DeniseHernandez","display_name":"Denise Hernández y Hernández","profile_url":"https://uv-mx.academia.edu/DeniseHernandez?f_ri=2246","photo":"https://0.academia-photos.com/11836222/3413779/4014603/s65_denise.hernandez.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-36837835">+1</span><div class="hidden js-additional-users-36837835"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://upf.academia.edu/DanielCassany">Daniel Cassany</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-36837835'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-36837835').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_36837835 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="36837835"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 36837835, container: ".js-paper-rank-work_36837835", }); });</script></li><li class="js-percentile-work_36837835 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36837835; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_36837835"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_36837835 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="36837835"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36837835; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36837835]").text(description); $(".js-view-count-work_36837835").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_36837835").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="36837835"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="2246" href="https://www.academia.edu/Documents/in/Digital_Literacy">Digital Literacy</a><script data-card-contents-for-ri="2246" type="text/json">{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=36837835]'), work: {"id":36837835,"title":"HABLAME DE TIC 5:PRACTICAS DE LA LECTURA Y ESCRITURA EN LA ERA DIGITAL.pdf","created_at":"2018-06-13T11:22:44.587-07:00","url":"https://www.academia.edu/36837835/HABLAME_DE_TIC_5_PRACTICAS_DE_LA_LECTURA_Y_ESCRITURA_EN_LA_ERA_DIGITAL_pdf?f_ri=2246","dom_id":"work_36837835","summary":"HABLAME DE TIC 5 2018 PRACTICAS DE LA LECTURA Y ESCRITURA EN LA ERA DIGITAL.","downloadable_attachments":[{"id":56790531,"asset_id":36837835,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":11836222,"first_name":"Denise","last_name":"Hernández y Hernández","domain_name":"uv-mx","page_name":"DeniseHernandez","display_name":"Denise Hernández y Hernández","profile_url":"https://uv-mx.academia.edu/DeniseHernandez?f_ri=2246","photo":"https://0.academia-photos.com/11836222/3413779/4014603/s65_denise.hernandez.jpg"},{"id":84494,"first_name":"Daniel","last_name":"Cassany","domain_name":"upf","page_name":"DanielCassany","display_name":"Daniel Cassany","profile_url":"https://upf.academia.edu/DanielCassany?f_ri=2246","photo":"https://0.academia-photos.com/84494/23533/21740/s65_daniel.cassany.jpg"}],"research_interests":[{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_29435941" data-work_id="29435941" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/29435941/Intera%C3%A7%C3%A3o_com_computadores_discurso_e_atos_de_fala">Interação com computadores: discurso e atos de fala</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Resumo: O objetivo deste trabalho é analisar a interação com artefatos digitais de pessoas que têm muito pouca ou nenhuma familiaridade com computadores pela da explicitação dos atos de fala tanto desses usuários quanto do designer do... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_29435941" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Resumo: O objetivo deste trabalho é analisar a interação com artefatos digitais de pessoas que têm muito pouca ou nenhuma familiaridade com computadores pela da explicitação dos atos de fala tanto desses usuários quanto do designer do sistema. O que se propõe com este artigo é abordar o diálogo do usuário com o designer mediado pela interface – " preposto do designer " – e a construção do discurso do usuário com os signos da interface, tratando a interface como uma linguagem a ser aprendida. Através da observação participante de alunos de um curso introdutório à informática, foi possível observar a dificuldade dos usuários iniciantes em formular uma intenção para suas elocuções e ao mesmo tempo de entender as ilocuções do designer. Mesmo quando chegam a uma intenção, a esses usuários ainda faltam conhecimentos de como dizê-lo, ou seja, de como compor um discurso que a interface (com sua limitada capacidade de interpretação) seja capaz de compreender. Palavras-chave: linguística aplicada, interação humano-computador, letramento digital, pragmática.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/29435941" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="579d3f24a8aed555b61ae96a3b1be9d1" rel="nofollow" data-download="{"attachment_id":49882046,"asset_id":29435941,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/49882046/download_file?st=MTczMzAwMjk1NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5087672" href="https://unicamp.academia.edu/RCampos">Rodrigo Campos</a><script data-card-contents-for-user="5087672" type="text/json">{"id":5087672,"first_name":"Rodrigo","last_name":"Campos","domain_name":"unicamp","page_name":"RCampos","display_name":"Rodrigo Campos","profile_url":"https://unicamp.academia.edu/RCampos?f_ri=2246","photo":"https://gravatar.com/avatar/70b71adcff5dca9b30104f3bf4d16aea?s=65"}</script></span></span></li><li class="js-paper-rank-work_29435941 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="29435941"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 29435941, container: ".js-paper-rank-work_29435941", }); });</script></li><li class="js-percentile-work_29435941 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 29435941; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_29435941"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_29435941 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="29435941"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 29435941; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=29435941]").text(description); $(".js-view-count-work_29435941").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_29435941").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="29435941"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="472" href="https://www.academia.edu/Documents/in/Human_Computer_Interaction">Human Computer Interaction</a>, <script data-card-contents-for-ri="472" type="text/json">{"id":472,"name":"Human Computer Interaction","url":"https://www.academia.edu/Documents/in/Human_Computer_Interaction?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2246" href="https://www.academia.edu/Documents/in/Digital_Literacy">Digital Literacy</a>, <script data-card-contents-for-ri="2246" type="text/json">{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7709" href="https://www.academia.edu/Documents/in/Applied_Linguistics">Applied Linguistics</a><script data-card-contents-for-ri="7709" type="text/json">{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=2246","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=29435941]'), work: {"id":29435941,"title":"Interação com computadores: discurso e atos de fala","created_at":"2016-10-26T06:00:22.565-07:00","url":"https://www.academia.edu/29435941/Intera%C3%A7%C3%A3o_com_computadores_discurso_e_atos_de_fala?f_ri=2246","dom_id":"work_29435941","summary":"Resumo: O objetivo deste trabalho é analisar a interação com artefatos digitais de pessoas que têm muito pouca ou nenhuma familiaridade com computadores pela da explicitação dos atos de fala tanto desses usuários quanto do designer do sistema. O que se propõe com este artigo é abordar o diálogo do usuário com o designer mediado pela interface – \" preposto do designer \" – e a construção do discurso do usuário com os signos da interface, tratando a interface como uma linguagem a ser aprendida. Através da observação participante de alunos de um curso introdutório à informática, foi possível observar a dificuldade dos usuários iniciantes em formular uma intenção para suas elocuções e ao mesmo tempo de entender as ilocuções do designer. Mesmo quando chegam a uma intenção, a esses usuários ainda faltam conhecimentos de como dizê-lo, ou seja, de como compor um discurso que a interface (com sua limitada capacidade de interpretação) seja capaz de compreender. Palavras-chave: linguística aplicada, interação humano-computador, letramento digital, pragmática.","downloadable_attachments":[{"id":49882046,"asset_id":29435941,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5087672,"first_name":"Rodrigo","last_name":"Campos","domain_name":"unicamp","page_name":"RCampos","display_name":"Rodrigo Campos","profile_url":"https://unicamp.academia.edu/RCampos?f_ri=2246","photo":"https://gravatar.com/avatar/70b71adcff5dca9b30104f3bf4d16aea?s=65"}],"research_interests":[{"id":472,"name":"Human Computer Interaction","url":"https://www.academia.edu/Documents/in/Human_Computer_Interaction?f_ri=2246","nofollow":false},{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=2246","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_10376420" data-work_id="10376420" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/10376420/Preaching_What_We_Practice_A_Study_of_Revision">Preaching What We Practice: A Study of Revision</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In this article, a three-tiered nationwide study of the pedagogical implications of teachers as digital writers is discussed and specifically, the ways in which revision is implemented and taught in digital writing environments. The... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_10376420" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In this article, a three-tiered nationwide study of the pedagogical implications of teachers as digital writers is discussed and specifically, the ways in which revision is implemented and taught in digital writing environments.  The study investigates the use of revision in the personal and professional writing of teachers and the teaching of revision in their own classrooms.  Data were collected from a sampling frame of 150 National Writing Project Summer Institute sites, resulting in 181 study participants.  Results demonstrated that the strategies that teachers used for revision in their own writing were not the strategies they used with students. Additionally, increased use of digital writing environments in their own writing correlated to an increase in the use of digital environments in their writing instruction with students.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/10376420" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="747880fb3aa85316e8c94481c2293caa" rel="nofollow" data-download="{"attachment_id":36442831,"asset_id":10376420,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/36442831/download_file?st=MTczMzAwMjk1NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="137228" href="https://und.academia.edu/ShelbieWitte">Shelbie Witte</a><script data-card-contents-for-user="137228" type="text/json">{"id":137228,"first_name":"Shelbie","last_name":"Witte","domain_name":"und","page_name":"ShelbieWitte","display_name":"Shelbie Witte","profile_url":"https://und.academia.edu/ShelbieWitte?f_ri=2246","photo":"https://0.academia-photos.com/137228/36413/153726060/s65_shelbie.witte.jpeg"}</script></span></span></li><li class="js-paper-rank-work_10376420 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="10376420"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 10376420, container: ".js-paper-rank-work_10376420", }); 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$(".js-view-count[data-work-id=10376420]").text(description); $(".js-view-count-work_10376420").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_10376420").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="10376420"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="2246" href="https://www.academia.edu/Documents/in/Digital_Literacy">Digital Literacy</a><script data-card-contents-for-ri="2246" type="text/json">{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=10376420]'), work: {"id":10376420,"title":"Preaching What We Practice: A Study of Revision","created_at":"2015-01-29T13:30:53.980-08:00","url":"https://www.academia.edu/10376420/Preaching_What_We_Practice_A_Study_of_Revision?f_ri=2246","dom_id":"work_10376420","summary":"In this article, a three-tiered nationwide study of the pedagogical implications of teachers as digital writers is discussed and specifically, the ways in which revision is implemented and taught in digital writing environments. The study investigates the use of revision in the personal and professional writing of teachers and the teaching of revision in their own classrooms. Data were collected from a sampling frame of 150 National Writing Project Summer Institute sites, resulting in 181 study participants. Results demonstrated that the strategies that teachers used for revision in their own writing were not the strategies they used with students. Additionally, increased use of digital writing environments in their own writing correlated to an increase in the use of digital environments in their writing instruction with students.","downloadable_attachments":[{"id":36442831,"asset_id":10376420,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":137228,"first_name":"Shelbie","last_name":"Witte","domain_name":"und","page_name":"ShelbieWitte","display_name":"Shelbie Witte","profile_url":"https://und.academia.edu/ShelbieWitte?f_ri=2246","photo":"https://0.academia-photos.com/137228/36413/153726060/s65_shelbie.witte.jpeg"}],"research_interests":[{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_55103413" data-work_id="55103413" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/55103413/The_Consequences_of_a_Digital_Age">The Consequences of a Digital Age</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Review of Atlas of AI: Power, Politics, and the Planetary Costs of Artificial Intelligence, Kate Crawford (Yale University Press: 2021).</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/55103413" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="31cca69472fddaae43a794f98e81ba95" rel="nofollow" data-download="{"attachment_id":71136003,"asset_id":55103413,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/71136003/download_file?st=MTczMzAwMjk1NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="14673068" href="https://georgetown.academia.edu/VivianWalker">Vivian S Walker</a><script data-card-contents-for-user="14673068" type="text/json">{"id":14673068,"first_name":"Vivian","last_name":"Walker","domain_name":"georgetown","page_name":"VivianWalker","display_name":"Vivian S Walker","profile_url":"https://georgetown.academia.edu/VivianWalker?f_ri=2246","photo":"https://0.academia-photos.com/14673068/17968523/157364690/s65_vivian.walker.jpg"}</script></span></span></li><li class="js-paper-rank-work_55103413 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="55103413"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 55103413, container: ".js-paper-rank-work_55103413", }); 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$(".js-view-count[data-work-id=55103413]").text(description); $(".js-view-count-work_55103413").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_55103413").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="55103413"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="491" href="https://www.academia.edu/Documents/in/Information_Technology">Information Technology</a>, <script data-card-contents-for-ri="491" type="text/json">{"id":491,"name":"Information Technology","url":"https://www.academia.edu/Documents/in/Information_Technology?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2246" href="https://www.academia.edu/Documents/in/Digital_Literacy">Digital Literacy</a>, <script data-card-contents-for-ri="2246" type="text/json">{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2869" href="https://www.academia.edu/Documents/in/Digital_Media">Digital Media</a>, <script data-card-contents-for-ri="2869" type="text/json">{"id":2869,"name":"Digital Media","url":"https://www.academia.edu/Documents/in/Digital_Media?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3742" href="https://www.academia.edu/Documents/in/Public_Diplomacy">Public Diplomacy</a><script data-card-contents-for-ri="3742" type="text/json">{"id":3742,"name":"Public Diplomacy","url":"https://www.academia.edu/Documents/in/Public_Diplomacy?f_ri=2246","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=55103413]'), work: {"id":55103413,"title":"The Consequences of a Digital Age","created_at":"2021-10-03T05:58:56.868-07:00","url":"https://www.academia.edu/55103413/The_Consequences_of_a_Digital_Age?f_ri=2246","dom_id":"work_55103413","summary":"Review of Atlas of AI: Power, Politics, and the Planetary Costs of Artificial Intelligence, Kate Crawford (Yale University Press: 2021). ","downloadable_attachments":[{"id":71136003,"asset_id":55103413,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":14673068,"first_name":"Vivian","last_name":"Walker","domain_name":"georgetown","page_name":"VivianWalker","display_name":"Vivian S Walker","profile_url":"https://georgetown.academia.edu/VivianWalker?f_ri=2246","photo":"https://0.academia-photos.com/14673068/17968523/157364690/s65_vivian.walker.jpg"}],"research_interests":[{"id":491,"name":"Information Technology","url":"https://www.academia.edu/Documents/in/Information_Technology?f_ri=2246","nofollow":false},{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false},{"id":2869,"name":"Digital Media","url":"https://www.academia.edu/Documents/in/Digital_Media?f_ri=2246","nofollow":false},{"id":3742,"name":"Public Diplomacy","url":"https://www.academia.edu/Documents/in/Public_Diplomacy?f_ri=2246","nofollow":false},{"id":7454,"name":"Information Communication Technology","url":"https://www.academia.edu/Documents/in/Information_Communication_Technology?f_ri=2246"},{"id":8349,"name":"Information/Communication Technologies and Development","url":"https://www.academia.edu/Documents/in/Information_Communication_Technologies_and_Development?f_ri=2246"},{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=2246"},{"id":89502,"name":"Information and Communication Technologies","url":"https://www.academia.edu/Documents/in/Information_and_Communication_Technologies?f_ri=2246"},{"id":174703,"name":"Information and Technology","url":"https://www.academia.edu/Documents/in/Information_and_Technology?f_ri=2246"},{"id":577380,"name":"Soft Power and Public Diplomacy","url":"https://www.academia.edu/Documents/in/Soft_Power_and_Public_Diplomacy?f_ri=2246"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_49046286" data-work_id="49046286" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/49046286/_Transcodification_between_electracy_and_performance_An_insight_into_Gregory_Ulmer_s_applied_grammatology_First_Conference_of_the_ICLA_Committe_Transcodification_Literatures_Arts_Media_Department_of_Humanities_July_1_3_2021_University_of_L_Aquila">"Transcodification between electracy and performance. An insight into Gregory Ulmer’s 'applied grammatology'”. First Conference of the ICLA Committe: Transcodification: Literatures-Arts-Media, Department of Humanities, July 1-3, 2021, University of L’Aquila</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper aims to put the conference theme in relation to Ulmer's thinking on what he has called "applied grammatology" and electracy. Gregory Ulmer is Professor Emeritus of English and Media Studies at the University of Florida; author... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_49046286" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper aims to put the conference theme in relation to Ulmer's thinking on what he has called "applied grammatology" and electracy. Gregory Ulmer is Professor Emeritus of English and Media Studies at the University of Florida; author of books such as Applied Grammatology (1985), Internet Invention (2003), Electronic Monuments (2006). Continuously nurturing a pedagogical interest, Ulmer devoted his research to explore the shift in the apparatus from orality to literacy, and from literacy to electracy. According to him, new media were affecting our moment the way print affected Renaissance Europe, or the way the alphabet affected Ancient Greece. Grammatology-the history and theory of writing-«shows that one of the first uses of a new technology of memory is the recording of the extant works of culture: Homeric epics inscripted in Ancient Greece; Bible printed in Renaissance Europe; novel filmed in modern America. The content of the new media, McLuhan observed, is the old media» (Ulmer 2003: 4). Here, an overlapping of transcodification and re-mediation can be easily singled out. Nevertheless, we continue to reproduce Aristotelian categories (which is fine for literacy), when what our civilization needed was the equivalent of literacy for what is now called new media: they were becoming a predominant site of cultural life, and people needed not just to consume media, but become "literate" in media. So Ulmer introduced the term electracy to describe the kind of "literacy" or skill and facility necessary to exploit the full communicative potential of new electronic media. Moreover, he suggests that «performance may be to electracy what definition was to literacy» (38). If this sentence makes any sense, we should take for serious the Biopetics/Literary Darwinism assumption that the basic forms of experience which narratives always expose us to are re-enactment, repetition, and rewriting namely , kinds of performance behaviors (Cometa 2017).</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/49046286" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1071f22872de3290076175dc8c7065db" rel="nofollow" data-download="{"attachment_id":67431389,"asset_id":49046286,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/67431389/download_file?st=MTczMzAwMjk1NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="7290976" href="https://uniteramo.academia.edu/FabrizioDeriu">Fabrizio Deriu</a><script data-card-contents-for-user="7290976" type="text/json">{"id":7290976,"first_name":"Fabrizio","last_name":"Deriu","domain_name":"uniteramo","page_name":"FabrizioDeriu","display_name":"Fabrizio Deriu","profile_url":"https://uniteramo.academia.edu/FabrizioDeriu?f_ri=2246","photo":"https://0.academia-photos.com/7290976/2703655/156589334/s65_fabrizio.deriu.png"}</script></span></span></li><li class="js-paper-rank-work_49046286 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="49046286"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 49046286, container: ".js-paper-rank-work_49046286", }); 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$(".js-view-count[data-work-id=49046286]").text(description); $(".js-view-count-work_49046286").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_49046286").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="49046286"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">14</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="659" href="https://www.academia.edu/Documents/in/Comparative_Literature">Comparative Literature</a>, <script data-card-contents-for-ri="659" type="text/json">{"id":659,"name":"Comparative Literature","url":"https://www.academia.edu/Documents/in/Comparative_Literature?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="859" href="https://www.academia.edu/Documents/in/Communication">Communication</a>, <script data-card-contents-for-ri="859" type="text/json">{"id":859,"name":"Communication","url":"https://www.academia.edu/Documents/in/Communication?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="928" href="https://www.academia.edu/Documents/in/Media_Studies">Media Studies</a>, <script data-card-contents-for-ri="928" type="text/json">{"id":928,"name":"Media Studies","url":"https://www.academia.edu/Documents/in/Media_Studies?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="947" href="https://www.academia.edu/Documents/in/Theatre_Studies">Theatre Studies</a><script data-card-contents-for-ri="947" type="text/json">{"id":947,"name":"Theatre Studies","url":"https://www.academia.edu/Documents/in/Theatre_Studies?f_ri=2246","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=49046286]'), work: {"id":49046286,"title":"\"Transcodification between electracy and performance. An insight into Gregory Ulmer’s 'applied grammatology'”. First Conference of the ICLA Committe: Transcodification: Literatures-Arts-Media, Department of Humanities, July 1-3, 2021, University of L’Aquila","created_at":"2021-05-25T23:24:21.236-07:00","url":"https://www.academia.edu/49046286/_Transcodification_between_electracy_and_performance_An_insight_into_Gregory_Ulmer_s_applied_grammatology_First_Conference_of_the_ICLA_Committe_Transcodification_Literatures_Arts_Media_Department_of_Humanities_July_1_3_2021_University_of_L_Aquila?f_ri=2246","dom_id":"work_49046286","summary":"This paper aims to put the conference theme in relation to Ulmer's thinking on what he has called \"applied grammatology\" and electracy. Gregory Ulmer is Professor Emeritus of English and Media Studies at the University of Florida; author of books such as Applied Grammatology (1985), Internet Invention (2003), Electronic Monuments (2006). Continuously nurturing a pedagogical interest, Ulmer devoted his research to explore the shift in the apparatus from orality to literacy, and from literacy to electracy. According to him, new media were affecting our moment the way print affected Renaissance Europe, or the way the alphabet affected Ancient Greece. Grammatology-the history and theory of writing-«shows that one of the first uses of a new technology of memory is the recording of the extant works of culture: Homeric epics inscripted in Ancient Greece; Bible printed in Renaissance Europe; novel filmed in modern America. The content of the new media, McLuhan observed, is the old media» (Ulmer 2003: 4). Here, an overlapping of transcodification and re-mediation can be easily singled out. Nevertheless, we continue to reproduce Aristotelian categories (which is fine for literacy), when what our civilization needed was the equivalent of literacy for what is now called new media: they were becoming a predominant site of cultural life, and people needed not just to consume media, but become \"literate\" in media. So Ulmer introduced the term electracy to describe the kind of \"literacy\" or skill and facility necessary to exploit the full communicative potential of new electronic media. Moreover, he suggests that «performance may be to electracy what definition was to literacy» (38). If this sentence makes any sense, we should take for serious the Biopetics/Literary Darwinism assumption that the basic forms of experience which narratives always expose us to are re-enactment, repetition, and rewriting namely , kinds of performance behaviors (Cometa 2017).","downloadable_attachments":[{"id":67431389,"asset_id":49046286,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":7290976,"first_name":"Fabrizio","last_name":"Deriu","domain_name":"uniteramo","page_name":"FabrizioDeriu","display_name":"Fabrizio Deriu","profile_url":"https://uniteramo.academia.edu/FabrizioDeriu?f_ri=2246","photo":"https://0.academia-photos.com/7290976/2703655/156589334/s65_fabrizio.deriu.png"}],"research_interests":[{"id":659,"name":"Comparative Literature","url":"https://www.academia.edu/Documents/in/Comparative_Literature?f_ri=2246","nofollow":false},{"id":859,"name":"Communication","url":"https://www.academia.edu/Documents/in/Communication?f_ri=2246","nofollow":false},{"id":928,"name":"Media Studies","url":"https://www.academia.edu/Documents/in/Media_Studies?f_ri=2246","nofollow":false},{"id":947,"name":"Theatre Studies","url":"https://www.academia.edu/Documents/in/Theatre_Studies?f_ri=2246","nofollow":false},{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246"},{"id":2337,"name":"Performance Studies","url":"https://www.academia.edu/Documents/in/Performance_Studies?f_ri=2246"},{"id":2869,"name":"Digital Media","url":"https://www.academia.edu/Documents/in/Digital_Media?f_ri=2246"},{"id":3891,"name":"Orality-Literacy Studies","url":"https://www.academia.edu/Documents/in/Orality-Literacy_Studies?f_ri=2246"},{"id":4041,"name":"Orality-Literacy-Electracy Studies","url":"https://www.academia.edu/Documents/in/Orality-Literacy-Electracy_Studies?f_ri=2246"},{"id":4490,"name":"Cognitive Narratology","url":"https://www.academia.edu/Documents/in/Cognitive_Narratology?f_ri=2246"},{"id":5463,"name":"Performance Art","url":"https://www.academia.edu/Documents/in/Performance_Art?f_ri=2246"},{"id":29102,"name":"Theatre","url":"https://www.academia.edu/Documents/in/Theatre?f_ri=2246"},{"id":46344,"name":"Remediation","url":"https://www.academia.edu/Documents/in/Remediation?f_ri=2246"},{"id":228788,"name":"Teatrología","url":"https://www.academia.edu/Documents/in/Teatrolog%C3%ADa?f_ri=2246"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_35815415" data-work_id="35815415" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/35815415/How_is_Competitive_Robotics_Being_Diffused_in_Mississippi_Instructional_Technology_and_Design_ITD_Doctoral_Program">How is Competitive Robotics Being Diffused in Mississippi? Instructional Technology and Design (ITD) Doctoral Program</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Abstract Competitive robotics programs are shown by a number of researchers to be increasing in popularity, with team organizations and competition events being successfully diffused and adapted across the nation. This study examined,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_35815415" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Abstract<br />Competitive robotics programs are shown by a number of researchers to be increasing in popularity, with team organizations and competition events being successfully diffused and adapted across the nation. This study examined, through the application of the Diffusion of Innovations theory developed by Everett Rogers, as well as how and to what degree these STEM-based learning programs for school-age children are being effectively diffused in a state which has a lack of technology access and a persistent digital divide. The basis of this study consisted of interviews with adult mentors and coaches who lead and guide these student robotics teams. In terms of Diffusion of Innovations Theory, this study examined whether and how the coaches and mentors may be the change agents and innovators who are diffusing competitive robotics technology through these programs. Participants were interviewed about the factors that assist and hinder this innovation’s diffusion and adoption in Mississippi. Further, the study also examined what STEM-based knowledge students may be gaining through the diffusion of this innovation. <br />Keywords: diffusion, robotics, STEM, innovations, Rogers, Everett</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35815415" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9d51f3461ac32034f83b994109093fd1" rel="nofollow" data-download="{"attachment_id":55692289,"asset_id":35815415,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/55692289/download_file?st=MTczMzAwMjk1NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="9329011" href="https://southernmiss.academia.edu/MarcLeffler">Marc Leffler</a><script data-card-contents-for-user="9329011" type="text/json">{"id":9329011,"first_name":"Marc","last_name":"Leffler","domain_name":"southernmiss","page_name":"MarcLeffler","display_name":"Marc Leffler","profile_url":"https://southernmiss.academia.edu/MarcLeffler?f_ri=2246","photo":"https://0.academia-photos.com/9329011/2984541/9562472/s65_marc.leffler.jpg"}</script></span></span></li><li class="js-paper-rank-work_35815415 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="35815415"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 35815415, container: ".js-paper-rank-work_35815415", }); });</script></li><li class="js-percentile-work_35815415 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35815415; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_35815415"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_35815415 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="35815415"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35815415; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35815415]").text(description); $(".js-view-count-work_35815415").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_35815415").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="35815415"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="471" href="https://www.academia.edu/Documents/in/Robotics_Computer_Science_">Robotics (Computer Science)</a>, <script data-card-contents-for-ri="471" type="text/json">{"id":471,"name":"Robotics (Computer Science)","url":"https://www.academia.edu/Documents/in/Robotics_Computer_Science_?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="861" href="https://www.academia.edu/Documents/in/Digital_Divide">Digital Divide</a>, <script data-card-contents-for-ri="861" type="text/json">{"id":861,"name":"Digital Divide","url":"https://www.academia.edu/Documents/in/Digital_Divide?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1003" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a>, <script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2246" href="https://www.academia.edu/Documents/in/Digital_Literacy">Digital Literacy</a><script data-card-contents-for-ri="2246" type="text/json">{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=35815415]'), work: {"id":35815415,"title":"How is Competitive Robotics Being Diffused in Mississippi? Instructional Technology and Design (ITD) Doctoral Program","created_at":"2018-02-01T07:54:57.360-08:00","url":"https://www.academia.edu/35815415/How_is_Competitive_Robotics_Being_Diffused_in_Mississippi_Instructional_Technology_and_Design_ITD_Doctoral_Program?f_ri=2246","dom_id":"work_35815415","summary":"Abstract\nCompetitive robotics programs are shown by a number of researchers to be increasing in popularity, with team organizations and competition events being successfully diffused and adapted across the nation. This study examined, through the application of the Diffusion of Innovations theory developed by Everett Rogers, as well as how and to what degree these STEM-based learning programs for school-age children are being effectively diffused in a state which has a lack of technology access and a persistent digital divide. The basis of this study consisted of interviews with adult mentors and coaches who lead and guide these student robotics teams. In terms of Diffusion of Innovations Theory, this study examined whether and how the coaches and mentors may be the change agents and innovators who are diffusing competitive robotics technology through these programs. Participants were interviewed about the factors that assist and hinder this innovation’s diffusion and adoption in Mississippi. Further, the study also examined what STEM-based knowledge students may be gaining through the diffusion of this innovation. \nKeywords: diffusion, robotics, STEM, innovations, Rogers, Everett\n","downloadable_attachments":[{"id":55692289,"asset_id":35815415,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":9329011,"first_name":"Marc","last_name":"Leffler","domain_name":"southernmiss","page_name":"MarcLeffler","display_name":"Marc Leffler","profile_url":"https://southernmiss.academia.edu/MarcLeffler?f_ri=2246","photo":"https://0.academia-photos.com/9329011/2984541/9562472/s65_marc.leffler.jpg"}],"research_interests":[{"id":471,"name":"Robotics (Computer Science)","url":"https://www.academia.edu/Documents/in/Robotics_Computer_Science_?f_ri=2246","nofollow":false},{"id":861,"name":"Digital Divide","url":"https://www.academia.edu/Documents/in/Digital_Divide?f_ri=2246","nofollow":false},{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=2246","nofollow":false},{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false},{"id":4673,"name":"Diffusion of Innovations","url":"https://www.academia.edu/Documents/in/Diffusion_of_Innovations?f_ri=2246"},{"id":12009,"name":"Educational Robotics","url":"https://www.academia.edu/Documents/in/Educational_Robotics?f_ri=2246"},{"id":28493,"name":"STEM Education","url":"https://www.academia.edu/Documents/in/STEM_Education?f_ri=2246"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_31286752" data-work_id="31286752" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/31286752/Information_and_Digital_Literacy_How_a_Three_Pronged_Approach_is_Enhancing_the_Technological_Skills_of_Students">Information and Digital Literacy How a Three-Pronged Approach is Enhancing the Technological Skills of Students</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The UMES School of Business and Technology in collaboration with the Center for Student Technology Certification and Training has initiated an innovative three-prong program that uses the IC3 test to evaluate the information and digital... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_31286752" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The UMES School of Business and Technology in collaboration with the Center for Student Technology Certification and Training has initiated an innovative three-prong program that uses the IC3 test to evaluate the information and digital literacy of new freshmen in order to examine whether students have the minimal skills necessary for college success, followed by a computer concepts course designed to prepare them for workforce entry, and finally including the availability of advanced course work and professional certifications in order to provide them with the opportunity to develop enhanced skills.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/31286752" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1240a4f9f4c101cfc67dcf601a2b175a" rel="nofollow" data-download="{"attachment_id":51686077,"asset_id":31286752,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/51686077/download_file?st=MTczMzAwMjk1NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="23678569" href="https://umes-us.academia.edu/NicoleBuzzetto">Nicole Buzzetto-Hollywood</a><script data-card-contents-for-user="23678569" type="text/json">{"id":23678569,"first_name":"Nicole","last_name":"Buzzetto-Hollywood","domain_name":"umes-us","page_name":"NicoleBuzzetto","display_name":"Nicole Buzzetto-Hollywood","profile_url":"https://umes-us.academia.edu/NicoleBuzzetto?f_ri=2246","photo":"https://0.academia-photos.com/23678569/9662522/20146177/s65_nicole.buzzetto-hollywood.jpeg"}</script></span></span></li><li class="js-paper-rank-work_31286752 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="31286752"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 31286752, container: ".js-paper-rank-work_31286752", }); });</script></li><li class="js-percentile-work_31286752 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31286752; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_31286752"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_31286752 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="31286752"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31286752; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31286752]").text(description); $(".js-view-count-work_31286752").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_31286752").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="31286752"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1257" href="https://www.academia.edu/Documents/in/Information_Literacy">Information Literacy</a>, <script data-card-contents-for-ri="1257" type="text/json">{"id":1257,"name":"Information Literacy","url":"https://www.academia.edu/Documents/in/Information_Literacy?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1750" href="https://www.academia.edu/Documents/in/Assessment">Assessment</a>, <script data-card-contents-for-ri="1750" type="text/json">{"id":1750,"name":"Assessment","url":"https://www.academia.edu/Documents/in/Assessment?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2246" href="https://www.academia.edu/Documents/in/Digital_Literacy">Digital Literacy</a>, <script data-card-contents-for-ri="2246" type="text/json">{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a><script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2246","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=31286752]'), work: {"id":31286752,"title":"Information and Digital Literacy How a Three-Pronged Approach is Enhancing the Technological Skills of Students","created_at":"2017-02-07T13:42:10.669-08:00","url":"https://www.academia.edu/31286752/Information_and_Digital_Literacy_How_a_Three_Pronged_Approach_is_Enhancing_the_Technological_Skills_of_Students?f_ri=2246","dom_id":"work_31286752","summary":"The UMES School of Business and Technology in collaboration with the Center for Student Technology Certification and Training has initiated an innovative three-prong program that uses the IC3 test to evaluate the information and digital literacy of new freshmen in order to examine whether students have the minimal skills necessary for college success, followed by a computer concepts course designed to prepare them for workforce entry, and finally including the availability of advanced course work and professional certifications in order to provide them with the opportunity to develop enhanced skills.","downloadable_attachments":[{"id":51686077,"asset_id":31286752,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":23678569,"first_name":"Nicole","last_name":"Buzzetto-Hollywood","domain_name":"umes-us","page_name":"NicoleBuzzetto","display_name":"Nicole Buzzetto-Hollywood","profile_url":"https://umes-us.academia.edu/NicoleBuzzetto?f_ri=2246","photo":"https://0.academia-photos.com/23678569/9662522/20146177/s65_nicole.buzzetto-hollywood.jpeg"}],"research_interests":[{"id":1257,"name":"Information Literacy","url":"https://www.academia.edu/Documents/in/Information_Literacy?f_ri=2246","nofollow":false},{"id":1750,"name":"Assessment","url":"https://www.academia.edu/Documents/in/Assessment?f_ri=2246","nofollow":false},{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2246","nofollow":false},{"id":4994,"name":"Techno-Information Literacy","url":"https://www.academia.edu/Documents/in/Techno-Information_Literacy?f_ri=2246"},{"id":8876,"name":"Computer Literacy","url":"https://www.academia.edu/Documents/in/Computer_Literacy?f_ri=2246"},{"id":10281,"name":"Assessment in Higher Education","url":"https://www.academia.edu/Documents/in/Assessment_in_Higher_Education?f_ri=2246"},{"id":27477,"name":"College Readiness","url":"https://www.academia.edu/Documents/in/College_Readiness?f_ri=2246"},{"id":308710,"name":"Computer Applications","url":"https://www.academia.edu/Documents/in/Computer_Applications?f_ri=2246"},{"id":358983,"name":"COMPUTER SKILLS","url":"https://www.academia.edu/Documents/in/COMPUTER_SKILLS?f_ri=2246"},{"id":2633175,"name":"IC3","url":"https://www.academia.edu/Documents/in/IC3?f_ri=2246"},{"id":2633176,"name":"computer concepts","url":"https://www.academia.edu/Documents/in/computer_concepts?f_ri=2246"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_7852669" data-work_id="7852669" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/7852669/Loss_of_labor_time_due_to_Skill_insufficiencies_and_malfunctioning_ICT">Loss of labor time due to Skill insufficiencies and malfunctioning ICT.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This article is about an unexplored area of information and communication technology (ICT) use in organizations related to the assumed productivity gains by the use of ICTs. On the one hand, we focus on the losses of labor time that are... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_7852669" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article is about an unexplored area of information and communication technology (ICT) use in organizations related to the assumed productivity gains by the use of ICTs. On the one hand, we focus on the losses of labor time that are caused by malfunctioning hardware or non-functional software, and on the other hand, we focus on the labor time losses that are caused by a lack of skills to maximize ICT. To estimate these losses, we conducted a large-scale survey among the Dutch workforce. The respondents were presented scenarios, and then they were asked to assess the loss of labor time. When working with ICTs, malfunctions and skill insufficiencies lead to a loss in labor time of 7.5%. Organizations should account for these losses when calculating ICT expenditures of hardware, software, energy and support. The losses increase with decreasing educational attainment level. However, age does not contribute to the total average losses. In addressing experienced problems, the role of co-workers is more significant than the formally organized means by the organization. In addition, workers highly underestimate the effects of ICT-related training. The results indicate that organizations do not realize that higher levels of productivity gains are attainable.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/7852669" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="fdfc53ae241fcf50a771cb3c990fef10" rel="nofollow" data-download="{"attachment_id":37155493,"asset_id":7852669,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/37155493/download_file?st=MTczMzAwMjk1Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2178087" href="https://utwente.academia.edu/AlexanderVanDeursen">Alexander J A M Van Deursen</a><script data-card-contents-for-user="2178087" type="text/json">{"id":2178087,"first_name":"Alexander","last_name":"Van Deursen","domain_name":"utwente","page_name":"AlexanderVanDeursen","display_name":"Alexander J A M Van Deursen","profile_url":"https://utwente.academia.edu/AlexanderVanDeursen?f_ri=2246","photo":"https://0.academia-photos.com/2178087/700581/19628636/s65_alexander.van_deursen.jpg"}</script></span></span></li><li class="js-paper-rank-work_7852669 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="7852669"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 7852669, container: ".js-paper-rank-work_7852669", }); 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$(".js-view-count[data-work-id=7852669]").text(description); $(".js-view-count-work_7852669").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_7852669").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="7852669"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="751" href="https://www.academia.edu/Documents/in/Labor_Economics">Labor Economics</a>, <script data-card-contents-for-ri="751" type="text/json">{"id":751,"name":"Labor Economics","url":"https://www.academia.edu/Documents/in/Labor_Economics?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1257" href="https://www.academia.edu/Documents/in/Information_Literacy">Information Literacy</a>, <script data-card-contents-for-ri="1257" type="text/json">{"id":1257,"name":"Information Literacy","url":"https://www.academia.edu/Documents/in/Information_Literacy?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2246" href="https://www.academia.edu/Documents/in/Digital_Literacy">Digital Literacy</a>, <script data-card-contents-for-ri="2246" type="text/json">{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="8968" href="https://www.academia.edu/Documents/in/Productivity">Productivity</a><script data-card-contents-for-ri="8968" type="text/json">{"id":8968,"name":"Productivity","url":"https://www.academia.edu/Documents/in/Productivity?f_ri=2246","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=7852669]'), work: {"id":7852669,"title":"Loss of labor time due to Skill insufficiencies and malfunctioning ICT.","created_at":"2014-08-02T19:32:35.748-07:00","url":"https://www.academia.edu/7852669/Loss_of_labor_time_due_to_Skill_insufficiencies_and_malfunctioning_ICT?f_ri=2246","dom_id":"work_7852669","summary":"This article is about an unexplored area of information and communication technology (ICT) use in organizations related to the assumed productivity gains by the use of ICTs. On the one hand, we focus on the losses of labor time that are caused by malfunctioning hardware or non-functional software, and on the other hand, we focus on the labor time losses that are caused by a lack of skills to maximize ICT. To estimate these losses, we conducted a large-scale survey among the Dutch workforce. The respondents were presented scenarios, and then they were asked to assess the loss of labor time. When working with ICTs, malfunctions and skill insufficiencies lead to a loss in labor time of 7.5%. Organizations should account for these losses when calculating ICT expenditures of hardware, software, energy and support. The losses increase with decreasing educational attainment level. However, age does not contribute to the total average losses. In addressing experienced problems, the role of co-workers is more significant than the formally organized means by the organization. In addition, workers highly underestimate the effects of ICT-related training. The results indicate that organizations do not realize that higher levels of productivity gains are attainable.","downloadable_attachments":[{"id":37155493,"asset_id":7852669,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2178087,"first_name":"Alexander","last_name":"Van Deursen","domain_name":"utwente","page_name":"AlexanderVanDeursen","display_name":"Alexander J A M Van Deursen","profile_url":"https://utwente.academia.edu/AlexanderVanDeursen?f_ri=2246","photo":"https://0.academia-photos.com/2178087/700581/19628636/s65_alexander.van_deursen.jpg"}],"research_interests":[{"id":751,"name":"Labor Economics","url":"https://www.academia.edu/Documents/in/Labor_Economics?f_ri=2246","nofollow":false},{"id":1257,"name":"Information Literacy","url":"https://www.academia.edu/Documents/in/Information_Literacy?f_ri=2246","nofollow":false},{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false},{"id":8968,"name":"Productivity","url":"https://www.academia.edu/Documents/in/Productivity?f_ri=2246","nofollow":false},{"id":10414,"name":"ICT","url":"https://www.academia.edu/Documents/in/ICT?f_ri=2246"},{"id":149925,"name":"ICT skills","url":"https://www.academia.edu/Documents/in/ICT_skills?f_ri=2246"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_2018886" data-work_id="2018886" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/2018886/ePortfolios_for_VET_teachers_and_students">ePortfolios for VET teachers and students</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">A Professional Development workshop for VET apprentice teachers and students on ePortfolio making as part of an eLearning project grant.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/2018886" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a9af3f2f4378d67d4f9b176c4b838fff" rel="nofollow" data-download="{"attachment_id":30290473,"asset_id":2018886,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/30290473/download_file?st=MTczMzAwMjk1Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="162153" href="https://rmit.academia.edu/RachaelHainsWesson">Rachael Hains-Wesson</a><script data-card-contents-for-user="162153" type="text/json">{"id":162153,"first_name":"Rachael","last_name":"Hains-Wesson","domain_name":"rmit","page_name":"RachaelHainsWesson","display_name":"Rachael Hains-Wesson","profile_url":"https://rmit.academia.edu/RachaelHainsWesson?f_ri=2246","photo":"https://0.academia-photos.com/162153/41429/53876337/s65_rachael.hains-wesson.jpg"}</script></span></span></li><li class="js-paper-rank-work_2018886 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="2018886"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 2018886, container: ".js-paper-rank-work_2018886", }); });</script></li><li class="js-percentile-work_2018886 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2018886; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_2018886"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_2018886 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="2018886"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2018886; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2018886]").text(description); $(".js-view-count-work_2018886").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_2018886").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="2018886"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1609" href="https://www.academia.edu/Documents/in/E-learning">E-learning</a>, <script data-card-contents-for-ri="1609" type="text/json">{"id":1609,"name":"E-learning","url":"https://www.academia.edu/Documents/in/E-learning?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1750" href="https://www.academia.edu/Documents/in/Assessment">Assessment</a>, <script data-card-contents-for-ri="1750" type="text/json">{"id":1750,"name":"Assessment","url":"https://www.academia.edu/Documents/in/Assessment?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2101" href="https://www.academia.edu/Documents/in/Employability">Employability</a>, <script data-card-contents-for-ri="2101" type="text/json">{"id":2101,"name":"Employability","url":"https://www.academia.edu/Documents/in/Employability?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2246" href="https://www.academia.edu/Documents/in/Digital_Literacy">Digital Literacy</a><script data-card-contents-for-ri="2246" type="text/json">{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=2018886]'), work: {"id":2018886,"title":"ePortfolios for VET teachers and students","created_at":"2012-10-11T08:31:09.360-07:00","url":"https://www.academia.edu/2018886/ePortfolios_for_VET_teachers_and_students?f_ri=2246","dom_id":"work_2018886","summary":"A Professional Development workshop for VET apprentice teachers and students on ePortfolio making as part of an eLearning project grant.","downloadable_attachments":[{"id":30290473,"asset_id":2018886,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":162153,"first_name":"Rachael","last_name":"Hains-Wesson","domain_name":"rmit","page_name":"RachaelHainsWesson","display_name":"Rachael Hains-Wesson","profile_url":"https://rmit.academia.edu/RachaelHainsWesson?f_ri=2246","photo":"https://0.academia-photos.com/162153/41429/53876337/s65_rachael.hains-wesson.jpg"}],"research_interests":[{"id":1609,"name":"E-learning","url":"https://www.academia.edu/Documents/in/E-learning?f_ri=2246","nofollow":false},{"id":1750,"name":"Assessment","url":"https://www.academia.edu/Documents/in/Assessment?f_ri=2246","nofollow":false},{"id":2101,"name":"Employability","url":"https://www.academia.edu/Documents/in/Employability?f_ri=2246","nofollow":false},{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false},{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy?f_ri=2246"},{"id":114643,"name":"ePortfolios","url":"https://www.academia.edu/Documents/in/ePortfolios?f_ri=2246"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_71075842" data-work_id="71075842" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/71075842/Vanek_2017_Second_Language_Proficiency_Academic_Language_and_Digital_Literacy_136_for_LESLLA_Learners">Vanek 2017 Second Language Proficiency, Academic Language, and Digital Literacy 136 for LESLLA Learners</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This research highlights the challenge of providing digital literacy instruction in a second language to adult learners who may have had limited formal education. Animating the work is the view that success in classroom learning is linked... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_71075842" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This research highlights the challenge of providing digital literacy instruction<br />in a second language to adult learners who may have had limited formal<br />education. Animating the work is the view that success in classroom learning is linked to proficiency with linguistic structures constituting the academic language of a context (Schleppegrell, 2004) and that instructional strategies and resources mediate learning (Vygotsky, 1987). Two questions guided the study: what are the linguistic structures evident in classroom discourse on basic computer skills; and what instructional strategies promote proficiency of this academic language? The goal of the analysis was to develop an awareness of the linguistic features defining the ‘field’ of the context (Schleppegrell, 2004) and then to identify  interactions whereby teachers made them accessible to learners. Findings support the strategy of explicit vocabulary introduction preceding or provided in correspondence with computer skill instruction, and provision of ample opportunities to practice and deepen knowledge of skills and vocabulary to a conceptual level.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/71075842" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ab47574711fb0a262b9c278f4220e2c1" rel="nofollow" data-download="{"attachment_id":80576749,"asset_id":71075842,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/80576749/download_file?st=MTczMzAwMjk1Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="117843285" href="https://independent.academia.edu/JenVanek1">Jen Vanek</a><script data-card-contents-for-user="117843285" type="text/json">{"id":117843285,"first_name":"Jen","last_name":"Vanek","domain_name":"independent","page_name":"JenVanek1","display_name":"Jen Vanek","profile_url":"https://independent.academia.edu/JenVanek1?f_ri=2246","photo":"https://0.academia-photos.com/117843285/31179845/28734109/s65_jen.vanek.png"}</script></span></span></li><li class="js-paper-rank-work_71075842 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="71075842"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 71075842, container: ".js-paper-rank-work_71075842", }); });</script></li><li class="js-percentile-work_71075842 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 71075842; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_71075842"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_71075842 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="71075842"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 71075842; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=71075842]").text(description); $(".js-view-count-work_71075842").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_71075842").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="71075842"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1008" href="https://www.academia.edu/Documents/in/Second_Language_Acquisition">Second Language Acquisition</a>, <script data-card-contents-for-ri="1008" type="text/json">{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1590" href="https://www.academia.edu/Documents/in/Adult_Education">Adult Education</a>, <script data-card-contents-for-ri="1590" type="text/json">{"id":1590,"name":"Adult Education","url":"https://www.academia.edu/Documents/in/Adult_Education?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2246" href="https://www.academia.edu/Documents/in/Digital_Literacy">Digital Literacy</a>, <script data-card-contents-for-ri="2246" type="text/json">{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="169010" href="https://www.academia.edu/Documents/in/ESOL">ESOL</a><script data-card-contents-for-ri="169010" type="text/json">{"id":169010,"name":"ESOL","url":"https://www.academia.edu/Documents/in/ESOL?f_ri=2246","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=71075842]'), work: {"id":71075842,"title":"Vanek 2017 Second Language Proficiency, Academic Language, and Digital Literacy 136 for LESLLA Learners","created_at":"2022-02-10T17:10:02.581-08:00","url":"https://www.academia.edu/71075842/Vanek_2017_Second_Language_Proficiency_Academic_Language_and_Digital_Literacy_136_for_LESLLA_Learners?f_ri=2246","dom_id":"work_71075842","summary":"This research highlights the challenge of providing digital literacy instruction\nin a second language to adult learners who may have had limited formal\neducation. Animating the work is the view that success in classroom learning is linked to proficiency with linguistic structures constituting the academic language of a context (Schleppegrell, 2004) and that instructional strategies and resources mediate learning (Vygotsky, 1987). Two questions guided the study: what are the linguistic structures evident in classroom discourse on basic computer skills; and what instructional strategies promote proficiency of this academic language? The goal of the analysis was to develop an awareness of the linguistic features defining the ‘field’ of the context (Schleppegrell, 2004) and then to identify interactions whereby teachers made them accessible to learners. Findings support the strategy of explicit vocabulary introduction preceding or provided in correspondence with computer skill instruction, and provision of ample opportunities to practice and deepen knowledge of skills and vocabulary to a conceptual level.","downloadable_attachments":[{"id":80576749,"asset_id":71075842,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":117843285,"first_name":"Jen","last_name":"Vanek","domain_name":"independent","page_name":"JenVanek1","display_name":"Jen Vanek","profile_url":"https://independent.academia.edu/JenVanek1?f_ri=2246","photo":"https://0.academia-photos.com/117843285/31179845/28734109/s65_jen.vanek.png"}],"research_interests":[{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=2246","nofollow":false},{"id":1590,"name":"Adult Education","url":"https://www.academia.edu/Documents/in/Adult_Education?f_ri=2246","nofollow":false},{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false},{"id":169010,"name":"ESOL","url":"https://www.academia.edu/Documents/in/ESOL?f_ri=2246","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_73910899" data-work_id="73910899" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/73910899/Smartphone_Apps_in_Education_Students_Create_Videos_to_Teach_Smartphone_Use_as_Tool_for_Learning">Smartphone Apps in Education: Students Create Videos to Teach Smartphone Use as Tool for Learning</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Smartphones are regular classroom accessories. Educators should work with children to understand the capacity of smartphones for learning and civic engagement, rather than being a classroom distraction. This research supports a... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_73910899" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Smartphones are regular classroom accessories. Educators should work with children to understand the capacity of smartphones for learning and civic engagement, rather than being a classroom distraction. This research supports a collaborative project the authors engaged in with students in two states to discover what the perception of smartphone use was by students and teachers. One element of this project included students producing YouTube style tutorials on the educational use of mobile apps. The authors explored smartphone use in the classroom. Student created products correlated to technology trends in K-12 education and their relationship with state by state demographic data.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/73910899" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ef5c251befbea2984de235b9bcb1c17d" rel="nofollow" data-download="{"attachment_id":82254755,"asset_id":73910899,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/82254755/download_file?st=MTczMzAwMjk1Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="17817339" href="https://uri.academia.edu/KaraClayton">Kara Clayton</a><script data-card-contents-for-user="17817339" type="text/json">{"id":17817339,"first_name":"Kara","last_name":"Clayton","domain_name":"uri","page_name":"KaraClayton","display_name":"Kara Clayton","profile_url":"https://uri.academia.edu/KaraClayton?f_ri=2246","photo":"https://0.academia-photos.com/17817339/10906532/20403249/s65_kara.clayton.jpg"}</script></span></span></li><li class="js-paper-rank-work_73910899 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="73910899"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 73910899, container: ".js-paper-rank-work_73910899", }); 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$(".js-view-count[data-work-id=73910899]").text(description); $(".js-view-count-work_73910899").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_73910899").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="73910899"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="928" href="https://www.academia.edu/Documents/in/Media_Studies">Media Studies</a>, <script data-card-contents-for-ri="928" type="text/json">{"id":928,"name":"Media Studies","url":"https://www.academia.edu/Documents/in/Media_Studies?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1003" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a>, <script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2246" href="https://www.academia.edu/Documents/in/Digital_Literacy">Digital Literacy</a><script data-card-contents-for-ri="2246" type="text/json">{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=73910899]'), work: {"id":73910899,"title":"Smartphone Apps in Education: Students Create Videos to Teach Smartphone Use as Tool for Learning","created_at":"2022-03-16T15:53:28.357-07:00","url":"https://www.academia.edu/73910899/Smartphone_Apps_in_Education_Students_Create_Videos_to_Teach_Smartphone_Use_as_Tool_for_Learning?f_ri=2246","dom_id":"work_73910899","summary":"Smartphones are regular classroom accessories. Educators should work with children to understand the capacity of smartphones for learning and civic engagement, rather than being a classroom distraction. This research supports a collaborative project the authors engaged in with students in two states to discover what the perception of smartphone use was by students and teachers. One element of this project included students producing YouTube style tutorials on the educational use of mobile apps. The authors explored smartphone use in the classroom. Student created products correlated to technology trends in K-12 education and their relationship with state by state demographic data.","downloadable_attachments":[{"id":82254755,"asset_id":73910899,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":17817339,"first_name":"Kara","last_name":"Clayton","domain_name":"uri","page_name":"KaraClayton","display_name":"Kara Clayton","profile_url":"https://uri.academia.edu/KaraClayton?f_ri=2246","photo":"https://0.academia-photos.com/17817339/10906532/20403249/s65_kara.clayton.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=2246","nofollow":false},{"id":928,"name":"Media Studies","url":"https://www.academia.edu/Documents/in/Media_Studies?f_ri=2246","nofollow":false},{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=2246","nofollow":false},{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false},{"id":4198,"name":"Mobile Technology","url":"https://www.academia.edu/Documents/in/Mobile_Technology?f_ri=2246"},{"id":8280,"name":"Media Literacy","url":"https://www.academia.edu/Documents/in/Media_Literacy?f_ri=2246"},{"id":15735,"name":"Media Literacy Education","url":"https://www.academia.edu/Documents/in/Media_Literacy_Education?f_ri=2246"},{"id":71409,"name":"Video Production","url":"https://www.academia.edu/Documents/in/Video_Production?f_ri=2246"},{"id":828832,"name":"Curriculum and Educational Technology","url":"https://www.academia.edu/Documents/in/Curriculum_and_Educational_Technology?f_ri=2246"},{"id":980572,"name":"Higher Secondary School Students","url":"https://www.academia.edu/Documents/in/Higher_Secondary_School_Students?f_ri=2246"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_9793412" data-work_id="9793412" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/9793412/Bild_und_Interface_Zur_sinnlichen_Wahrnehmung_digitaler_Visualit%C3%A4t">Bild und Interface. Zur sinnlichen Wahrnehmung digitaler Visualität</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Völlig neue Bild- und Erfahrungswelten versprechen die jüngsten Produkte der Medienindustrie ihren Usern. Euphorisch investieren Google, Microsoft und Co. Unsummen in digitale Medientechnologien wie Virtual-Reality-Displays. Jeder... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_9793412" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Völlig neue Bild- und Erfahrungswelten versprechen die jüngsten Produkte der Medienindustrie ihren Usern. Euphorisch investieren Google, Microsoft und Co. Unsummen in digitale Medientechnologien wie Virtual-Reality-Displays. Jeder Blockbuster muss in 3D gedreht werden. Entwicklungen wie diese verdeutlichen nicht nur den hohen Stellenwert, der sowohl der technologischen Seite als auch den ästhetischen Strategien visueller Medien zukommt. Sie werfen auch eine Reihe von Fragen auf: Wie adressieren multimodale Medienarrangements die Sinne der Rezipienten? Welche Rolle spielen Technologie und Wahrnehmung bei der Modellierung von Bildwirkungen? Um diese Fragen zu beantworten, legt der vorliegende Band den Fokus auf die Analyse medialer Interfaces. Konzentrierte sich die Bewegtbilder-Reihe bislang auf den Film, widmet sich Bild und Interface auch interaktiven Digital- und Computerspielbildern. Dadurch sollen weitere Bausteine einer kritischen Bewegtbildwissenschaft herausgearbeitet werden.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/9793412" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7069c067f1bce7e76f448a0e8bdb64ef" rel="nofollow" data-download="{"attachment_id":35967937,"asset_id":9793412,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/35967937/download_file?st=MTczMzAwMjk1Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="13079251" href="https://fh-muenster.academia.edu/LarsChristianGrabbe">Lars Christian Grabbe</a><script data-card-contents-for-user="13079251" type="text/json">{"id":13079251,"first_name":"Lars Christian","last_name":"Grabbe","domain_name":"fh-muenster","page_name":"LarsChristianGrabbe","display_name":"Lars Christian Grabbe","profile_url":"https://fh-muenster.academia.edu/LarsChristianGrabbe?f_ri=2246","photo":"https://0.academia-photos.com/13079251/3689520/160555875/s65_lars_christian.grabbe.jpeg"}</script></span></span></li><li class="js-paper-rank-work_9793412 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="9793412"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 9793412, container: ".js-paper-rank-work_9793412", }); 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$(".js-view-count[data-work-id=9793412]").text(description); $(".js-view-count-work_9793412").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_9793412").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="9793412"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">68</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="98" href="https://www.academia.edu/Documents/in/Semiotics">Semiotics</a>, <script data-card-contents-for-ri="98" type="text/json">{"id":98,"name":"Semiotics","url":"https://www.academia.edu/Documents/in/Semiotics?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="803" href="https://www.academia.edu/Documents/in/Philosophy">Philosophy</a>, <script data-card-contents-for-ri="803" type="text/json">{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="808" href="https://www.academia.edu/Documents/in/Aesthetics">Aesthetics</a>, <script data-card-contents-for-ri="808" type="text/json">{"id":808,"name":"Aesthetics","url":"https://www.academia.edu/Documents/in/Aesthetics?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="863" href="https://www.academia.edu/Documents/in/Visual_Studies">Visual Studies</a><script data-card-contents-for-ri="863" type="text/json">{"id":863,"name":"Visual Studies","url":"https://www.academia.edu/Documents/in/Visual_Studies?f_ri=2246","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=9793412]'), work: {"id":9793412,"title":"Bild und Interface. Zur sinnlichen Wahrnehmung digitaler Visualität","created_at":"2014-12-16T05:03:20.684-08:00","url":"https://www.academia.edu/9793412/Bild_und_Interface_Zur_sinnlichen_Wahrnehmung_digitaler_Visualit%C3%A4t?f_ri=2246","dom_id":"work_9793412","summary":"Völlig neue Bild- und Erfahrungswelten versprechen die jüngsten Produkte der Medienindustrie ihren Usern. Euphorisch investieren Google, Microsoft und Co. Unsummen in digitale Medientechnologien wie Virtual-Reality-Displays. Jeder Blockbuster muss in 3D gedreht werden. Entwicklungen wie diese verdeutlichen nicht nur den hohen Stellenwert, der sowohl der technologischen Seite als auch den ästhetischen Strategien visueller Medien zukommt. Sie werfen auch eine Reihe von Fragen auf: Wie adressieren multimodale Medienarrangements die Sinne der Rezipienten? Welche Rolle spielen Technologie und Wahrnehmung bei der Modellierung von Bildwirkungen? Um diese Fragen zu beantworten, legt der vorliegende Band den Fokus auf die Analyse medialer Interfaces. Konzentrierte sich die Bewegtbilder-Reihe bislang auf den Film, widmet sich Bild und Interface auch interaktiven Digital- und Computerspielbildern. Dadurch sollen weitere Bausteine einer kritischen Bewegtbildwissenschaft herausgearbeitet werden.","downloadable_attachments":[{"id":35967937,"asset_id":9793412,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":13079251,"first_name":"Lars Christian","last_name":"Grabbe","domain_name":"fh-muenster","page_name":"LarsChristianGrabbe","display_name":"Lars Christian Grabbe","profile_url":"https://fh-muenster.academia.edu/LarsChristianGrabbe?f_ri=2246","photo":"https://0.academia-photos.com/13079251/3689520/160555875/s65_lars_christian.grabbe.jpeg"}],"research_interests":[{"id":98,"name":"Semiotics","url":"https://www.academia.edu/Documents/in/Semiotics?f_ri=2246","nofollow":false},{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy?f_ri=2246","nofollow":false},{"id":808,"name":"Aesthetics","url":"https://www.academia.edu/Documents/in/Aesthetics?f_ri=2246","nofollow":false},{"id":863,"name":"Visual Studies","url":"https://www.academia.edu/Documents/in/Visual_Studies?f_ri=2246","nofollow":false},{"id":867,"name":"Perception","url":"https://www.academia.edu/Documents/in/Perception?f_ri=2246"},{"id":883,"name":"Game studies","url":"https://www.academia.edu/Documents/in/Game_studies?f_ri=2246"},{"id":915,"name":"Art History","url":"https://www.academia.edu/Documents/in/Art_History?f_ri=2246"},{"id":923,"name":"Technology","url":"https://www.academia.edu/Documents/in/Technology?f_ri=2246"},{"id":928,"name":"Media Studies","url":"https://www.academia.edu/Documents/in/Media_Studies?f_ri=2246"},{"id":934,"name":"Media and Cultural Studies","url":"https://www.academia.edu/Documents/in/Media_and_Cultural_Studies?f_ri=2246"},{"id":997,"name":"Reception Studies","url":"https://www.academia.edu/Documents/in/Reception_Studies?f_ri=2246"},{"id":1197,"name":"Digital Humanities","url":"https://www.academia.edu/Documents/in/Digital_Humanities?f_ri=2246"},{"id":1236,"name":"Art","url":"https://www.academia.edu/Documents/in/Art?f_ri=2246"},{"id":1386,"name":"Art Theory","url":"https://www.academia.edu/Documents/in/Art_Theory?f_ri=2246"},{"id":1555,"name":"Film Studies","url":"https://www.academia.edu/Documents/in/Film_Studies?f_ri=2246"},{"id":1568,"name":"Film Theory","url":"https://www.academia.edu/Documents/in/Film_Theory?f_ri=2246"},{"id":2151,"name":"Virtual Reality (Computer Graphics)","url":"https://www.academia.edu/Documents/in/Virtual_Reality_Computer_Graphics_?f_ri=2246"},{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246"},{"id":2473,"name":"Material Culture Studies","url":"https://www.academia.edu/Documents/in/Material_Culture_Studies?f_ri=2246"},{"id":2497,"name":"Image Science","url":"https://www.academia.edu/Documents/in/Image_Science?f_ri=2246"},{"id":2601,"name":"Film Music And Sound","url":"https://www.academia.edu/Documents/in/Film_Music_And_Sound?f_ri=2246"},{"id":2858,"name":"Popular Culture","url":"https://www.academia.edu/Documents/in/Popular_Culture?f_ri=2246"},{"id":2869,"name":"Digital Media","url":"https://www.academia.edu/Documents/in/Digital_Media?f_ri=2246"},{"id":3225,"name":"Visual Culture","url":"https://www.academia.edu/Documents/in/Visual_Culture?f_ri=2246"},{"id":3242,"name":"Intermediality","url":"https://www.academia.edu/Documents/in/Intermediality?f_ri=2246"},{"id":3301,"name":"Film Analysis","url":"https://www.academia.edu/Documents/in/Film_Analysis?f_ri=2246"},{"id":3510,"name":"Virtual Communities","url":"https://www.academia.edu/Documents/in/Virtual_Communities?f_ri=2246"},{"id":3887,"name":"Word and Image Studies","url":"https://www.academia.edu/Documents/in/Word_and_Image_Studies?f_ri=2246"},{"id":4195,"name":"Cultural Theory","url":"https://www.academia.edu/Documents/in/Cultural_Theory?f_ri=2246"},{"id":4399,"name":"Visual Semiotics","url":"https://www.academia.edu/Documents/in/Visual_Semiotics?f_ri=2246"},{"id":5178,"name":"Phenomenology","url":"https://www.academia.edu/Documents/in/Phenomenology?f_ri=2246"},{"id":5272,"name":"Identity (Culture)","url":"https://www.academia.edu/Documents/in/Identity_Culture_?f_ri=2246"},{"id":5288,"name":"Philosophy of Film","url":"https://www.academia.edu/Documents/in/Philosophy_of_Film?f_ri=2246"},{"id":5290,"name":"Philosophy of Art","url":"https://www.academia.edu/Documents/in/Philosophy_of_Art?f_ri=2246"},{"id":5359,"name":"Visual perception","url":"https://www.academia.edu/Documents/in/Visual_perception?f_ri=2246"},{"id":5401,"name":"Computer-Mediated Communication","url":"https://www.academia.edu/Documents/in/Computer-Mediated_Communication?f_ri=2246"},{"id":5583,"name":"Audience and Reception Studies","url":"https://www.academia.edu/Documents/in/Audience_and_Reception_Studies?f_ri=2246"},{"id":6865,"name":"Digital 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Arts","url":"https://www.academia.edu/Documents/in/Fine_Arts?f_ri=2246"},{"id":43441,"name":"Media Philosophy","url":"https://www.academia.edu/Documents/in/Media_Philosophy?f_ri=2246"},{"id":74013,"name":"Artes","url":"https://www.academia.edu/Documents/in/Artes?f_ri=2246"},{"id":122138,"name":"Image Studies","url":"https://www.academia.edu/Documents/in/Image_Studies?f_ri=2246"},{"id":209515,"name":"Interface","url":"https://www.academia.edu/Documents/in/Interface?f_ri=2246"},{"id":396004,"name":"Media theory and Research","url":"https://www.academia.edu/Documents/in/Media_theory_and_Research?f_ri=2246"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44176170 coauthored" data-work_id="44176170" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44176170/Whos_Afraid_of_Facebook_A_Survey_of_Students_Online_Writing_Practices">Who's Afraid of Facebook? A Survey of Students' Online Writing Practices</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">We surveyed 803 undergraduates at a large public university about their online writing practices. We find that despite wide platform access, students typically write in a narrow range of spaces for limited purposes and audiences, with a... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44176170" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">We surveyed 803 undergraduates at a large public university about their online writing practices. We find that despite wide platform access, students typically write in a narrow range of spaces for limited purposes and audiences, with a majority expressing rhetorical concerns about writing in digital spaces. These findings suggest rich opportunities for writing instructors to better help students negotiate the terrain of online public discourse.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44176170" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5a5cdee7cd76854d3f5c8cd8f304d95c" rel="nofollow" data-download="{"attachment_id":64536175,"asset_id":44176170,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64536175/download_file?st=MTczMzAwMjk1Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="33165964" href="https://umich.academia.edu/DavidGold">David Gold</a><script data-card-contents-for-user="33165964" type="text/json">{"id":33165964,"first_name":"David","last_name":"Gold","domain_name":"umich","page_name":"DavidGold","display_name":"David Gold","profile_url":"https://umich.academia.edu/DavidGold?f_ri=2246","photo":"https://0.academia-photos.com/33165964/9837729/10964131/s65_david.gold.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-44176170">+1</span><div class="hidden js-additional-users-44176170"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/JathanDay">Jathan Day</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-44176170'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-44176170').html(); 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","downloadable_attachments":[{"id":64536175,"asset_id":44176170,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":33165964,"first_name":"David","last_name":"Gold","domain_name":"umich","page_name":"DavidGold","display_name":"David Gold","profile_url":"https://umich.academia.edu/DavidGold?f_ri=2246","photo":"https://0.academia-photos.com/33165964/9837729/10964131/s65_david.gold.jpg"},{"id":173281582,"first_name":"Jathan","last_name":"Day","domain_name":"independent","page_name":"JathanDay","display_name":"Jathan Day","profile_url":"https://independent.academia.edu/JathanDay?f_ri=2246","photo":"https://gravatar.com/avatar/917dd7c7d60a08da987dcc2a65a364a6?s=65"}],"research_interests":[{"id":976,"name":"Composition and Rhetoric","url":"https://www.academia.edu/Documents/in/Composition_and_Rhetoric?f_ri=2246","nofollow":false},{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false},{"id":10854,"name":"Writing Studies","url":"https://www.academia.edu/Documents/in/Writing_Studies?f_ri=2246","nofollow":false},{"id":14320,"name":"Digital Media And New Literacies","url":"https://www.academia.edu/Documents/in/Digital_Media_And_New_Literacies?f_ri=2246","nofollow":false},{"id":96535,"name":"Writing Pedagogy","url":"https://www.academia.edu/Documents/in/Writing_Pedagogy?f_ri=2246"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_55408660" data-work_id="55408660" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/55408660/Mathematical_Problem_Solving_with_Technology_the_Techno_Mathematical_Fluency_of_a_Student_with_GeoGebra">Mathematical Problem Solving with Technology: the Techno-Mathematical Fluency of a Student-with-GeoGebra</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study offers a view on students’ technology-based problem solving activity through the lens of a theoretical model which accounts for the relationship between mathematical and technological knowledge in successful problem solving.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_55408660" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study offers a view on students’ technology-based problem solving activity through the lens of a theoretical model which accounts for the relationship between mathematical and technological knowledge in successful problem solving. This study takes a qualitative approach building on the work of a 13-year-old girl as an exemplary case of the nature of young students’ spontaneous mathematical problem solving with technology. The empirical data comprise digital records of her approaches to two problems from a web-based mathematical competition where she resorted to GeoGebra and an interview where she explains and describes her usual problem solving activity with this tool. Based on a proposed model for describing the processes of mathematical problem solving with technologies (MPST), the main results show that this student’s solving and expressing the solution are held from the early and continuing interplay between mathematical skills and the perception of the affordances of the t...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/55408660" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c736e2819975568fccca3d64a694d12b" rel="nofollow" data-download="{"attachment_id":71291838,"asset_id":55408660,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/71291838/download_file?st=MTczMzAwMjk1Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="15783413" href="https://ualg.academia.edu/SusanaCarreira">Susana Carreira</a><script data-card-contents-for-user="15783413" type="text/json">{"id":15783413,"first_name":"Susana","last_name":"Carreira","domain_name":"ualg","page_name":"SusanaCarreira","display_name":"Susana Carreira","profile_url":"https://ualg.academia.edu/SusanaCarreira?f_ri=2246","photo":"https://0.academia-photos.com/15783413/4266302/4962088/s65_susana.carreira.jpg_oh_cd6d6197a3bd016668c206366d1849d3_oe_5478f76a___gda___1416782371_5228530af8c47626ce405e090ba9d2e3"}</script></span></span></li><li class="js-paper-rank-work_55408660 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="55408660"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 55408660, container: ".js-paper-rank-work_55408660", }); 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$(".js-view-count[data-work-id=55408660]").text(description); $(".js-view-count-work_55408660").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_55408660").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="55408660"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="2246" href="https://www.academia.edu/Documents/in/Digital_Literacy">Digital Literacy</a>, <script data-card-contents-for-ri="2246" type="text/json">{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2731" href="https://www.academia.edu/Documents/in/Mathematics_Education">Mathematics Education</a>, <script data-card-contents-for-ri="2731" type="text/json">{"id":2731,"name":"Mathematics Education","url":"https://www.academia.edu/Documents/in/Mathematics_Education?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7585" href="https://www.academia.edu/Documents/in/ICT_in_Education">ICT in Education</a>, <script data-card-contents-for-ri="7585" type="text/json">{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="10389" href="https://www.academia.edu/Documents/in/Philosophy_of_Mathematics_Education">Philosophy of Mathematics Education</a><script data-card-contents-for-ri="10389" type="text/json">{"id":10389,"name":"Philosophy of Mathematics Education","url":"https://www.academia.edu/Documents/in/Philosophy_of_Mathematics_Education?f_ri=2246","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=55408660]'), work: {"id":55408660,"title":"Mathematical Problem Solving with Technology: the Techno-Mathematical Fluency of a Student-with-GeoGebra","created_at":"2021-10-04T04:54:05.236-07:00","url":"https://www.academia.edu/55408660/Mathematical_Problem_Solving_with_Technology_the_Techno_Mathematical_Fluency_of_a_Student_with_GeoGebra?f_ri=2246","dom_id":"work_55408660","summary":"This study offers a view on students’ technology-based problem solving activity through the lens of a theoretical model which accounts for the relationship between mathematical and technological knowledge in successful problem solving. This study takes a qualitative approach building on the work of a 13-year-old girl as an exemplary case of the nature of young students’ spontaneous mathematical problem solving with technology. The empirical data comprise digital records of her approaches to two problems from a web-based mathematical competition where she resorted to GeoGebra and an interview where she explains and describes her usual problem solving activity with this tool. Based on a proposed model for describing the processes of mathematical problem solving with technologies (MPST), the main results show that this student’s solving and expressing the solution are held from the early and continuing interplay between mathematical skills and the perception of the affordances of the t...","downloadable_attachments":[{"id":71291838,"asset_id":55408660,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":15783413,"first_name":"Susana","last_name":"Carreira","domain_name":"ualg","page_name":"SusanaCarreira","display_name":"Susana Carreira","profile_url":"https://ualg.academia.edu/SusanaCarreira?f_ri=2246","photo":"https://0.academia-photos.com/15783413/4266302/4962088/s65_susana.carreira.jpg_oh_cd6d6197a3bd016668c206366d1849d3_oe_5478f76a___gda___1416782371_5228530af8c47626ce405e090ba9d2e3"}],"research_interests":[{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false},{"id":2731,"name":"Mathematics Education","url":"https://www.academia.edu/Documents/in/Mathematics_Education?f_ri=2246","nofollow":false},{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=2246","nofollow":false},{"id":10389,"name":"Philosophy of Mathematics Education","url":"https://www.academia.edu/Documents/in/Philosophy_of_Mathematics_Education?f_ri=2246","nofollow":false},{"id":89676,"name":"Science and Mathematics Education","url":"https://www.academia.edu/Documents/in/Science_and_Mathematics_Education?f_ri=2246"},{"id":123996,"name":"ICT in Mathematics education","url":"https://www.academia.edu/Documents/in/ICT_in_Mathematics_education?f_ri=2246"},{"id":299060,"name":"Mathematical Problem Solving","url":"https://www.academia.edu/Documents/in/Mathematical_Problem_Solving?f_ri=2246"},{"id":439413,"name":"Mathematical Literacy","url":"https://www.academia.edu/Documents/in/Mathematical_Literacy?f_ri=2246"},{"id":508371,"name":"Curriculum and Pedagogy","url":"https://www.academia.edu/Documents/in/Curriculum_and_Pedagogy?f_ri=2246"},{"id":1239071,"name":"Problem solving education","url":"https://www.academia.edu/Documents/in/Problem_solving_education?f_ri=2246"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_53024153" data-work_id="53024153" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/53024153/Transforming_the_Mental_Paradigm_on_Digital_Literacy_Through_Understanding_Andragogy_and_Maximizing_Continuous_Education">Transforming the Mental Paradigm on Digital Literacy Through Understanding Andragogy and Maximizing Continuous Education</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Digital literacy endures to sway educational leaders&#39; choices and actions as they guide faculty in effectual distance education. Andragogy, continuous education, and digital literacy, the frameworks, should be in sync to provide... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_53024153" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Digital literacy endures to sway educational leaders&#39; choices and actions as they guide faculty in effectual distance education. Andragogy, continuous education, and digital literacy, the frameworks, should be in sync to provide quality outcomes through business process improvement. To sustain excellent results, faculty must develop and maintain key performance measures to deliver successful job performance. Skill enhancement is important to current and future successes. The development of knowledge, skills, ability, and competency augmentations must be contextualized in digital literacy understanding and application. If left unchecked, unchallenged, and latent, a chasm in digital literacy will limit intellectual growth, and diminish educational standings on the world&#39;s stage of accomplishments. This paper assesses digital literacy requirements, needs and influences as they continue to control and shift 21st century actions and ideals. Moreover this presentation investigates...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/53024153" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7e15c9870a7face2b11f28faa0150a66" rel="nofollow" data-download="{"attachment_id":70002852,"asset_id":53024153,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/70002852/download_file?st=MTczMzAwMjk1Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="47124696" href="https://independent.academia.edu/DBessette">Dustin Bessette</a><script data-card-contents-for-user="47124696" type="text/json">{"id":47124696,"first_name":"Dustin","last_name":"Bessette","domain_name":"independent","page_name":"DBessette","display_name":"Dustin Bessette","profile_url":"https://independent.academia.edu/DBessette?f_ri=2246","photo":"https://0.academia-photos.com/47124696/15610342/16187847/s65_dustin.bessette.jpg"}</script></span></span></li><li class="js-paper-rank-work_53024153 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="53024153"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 53024153, container: ".js-paper-rank-work_53024153", }); });</script></li><li class="js-percentile-work_53024153 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 53024153; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_53024153"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_53024153 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="53024153"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 53024153; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=53024153]").text(description); $(".js-view-count-work_53024153").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_53024153").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="53024153"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2246" href="https://www.academia.edu/Documents/in/Digital_Literacy">Digital Literacy</a>, <script data-card-contents-for-ri="2246" type="text/json">{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2812" href="https://www.academia.edu/Documents/in/Open_Access">Open Access</a>, <script data-card-contents-for-ri="2812" type="text/json">{"id":2812,"name":"Open Access","url":"https://www.academia.edu/Documents/in/Open_Access?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5588" href="https://www.academia.edu/Documents/in/Andragogy">Andragogy</a>, <script data-card-contents-for-ri="5588" type="text/json">{"id":5588,"name":"Andragogy","url":"https://www.academia.edu/Documents/in/Andragogy?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="15869" href="https://www.academia.edu/Documents/in/Online_Learning">Online Learning</a><script data-card-contents-for-ri="15869" type="text/json">{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=2246","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=53024153]'), work: {"id":53024153,"title":"Transforming the Mental Paradigm on Digital Literacy Through Understanding Andragogy and Maximizing Continuous Education","created_at":"2021-09-20T10:55:12.168-07:00","url":"https://www.academia.edu/53024153/Transforming_the_Mental_Paradigm_on_Digital_Literacy_Through_Understanding_Andragogy_and_Maximizing_Continuous_Education?f_ri=2246","dom_id":"work_53024153","summary":"Digital literacy endures to sway educational leaders\u0026#39; choices and actions as they guide faculty in effectual distance education. Andragogy, continuous education, and digital literacy, the frameworks, should be in sync to provide quality outcomes through business process improvement. To sustain excellent results, faculty must develop and maintain key performance measures to deliver successful job performance. Skill enhancement is important to current and future successes. The development of knowledge, skills, ability, and competency augmentations must be contextualized in digital literacy understanding and application. If left unchecked, unchallenged, and latent, a chasm in digital literacy will limit intellectual growth, and diminish educational standings on the world\u0026#39;s stage of accomplishments. This paper assesses digital literacy requirements, needs and influences as they continue to control and shift 21st century actions and ideals. Moreover this presentation investigates...","downloadable_attachments":[{"id":70002852,"asset_id":53024153,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":47124696,"first_name":"Dustin","last_name":"Bessette","domain_name":"independent","page_name":"DBessette","display_name":"Dustin Bessette","profile_url":"https://independent.academia.edu/DBessette?f_ri=2246","photo":"https://0.academia-photos.com/47124696/15610342/16187847/s65_dustin.bessette.jpg"}],"research_interests":[{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false},{"id":2812,"name":"Open Access","url":"https://www.academia.edu/Documents/in/Open_Access?f_ri=2246","nofollow":false},{"id":5588,"name":"Andragogy","url":"https://www.academia.edu/Documents/in/Andragogy?f_ri=2246","nofollow":false},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=2246","nofollow":false},{"id":24943,"name":"Distance Learning","url":"https://www.academia.edu/Documents/in/Distance_Learning?f_ri=2246"},{"id":746917,"name":"Digital Media Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_Learning?f_ri=2246"},{"id":759886,"name":"Cognitive Mental Paradigm","url":"https://www.academia.edu/Documents/in/Cognitive_Mental_Paradigm?f_ri=2246"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_51028568" data-work_id="51028568" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/51028568/The_digital_divide_The_impact_on_the_rights_of_care_leavers_in_Scotland">The digital divide: The impact on the rights of care leavers in Scotland</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This report shares the findings of a focused piece of research carried out in Scotland by CELCIS and partners at the University of Edinburgh. The aim of the research was to understand care leavers' experiences of digital exclusion before... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_51028568" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This report shares the findings of a focused piece of research carried out in Scotland by CELCIS and partners at the University of Edinburgh. The aim of the research was to understand care leavers' experiences of digital exclusion before and during the COVID-19 restrictions in Scotland in 2020 and builds on earlier work which explored this issue by looking at the experience and provision across 17 local authority areas in Scotland by surveying those working within local authority services.<br /><br />This research found that the experience and issues which underpin digital exclusion within the care experienced community had been exacerbated by the pandemic and its subsequent social restrictions. Challenges around ensuring digital access during the pandemic included: a lack of hardware; a lack of access to stable broadband or Wi-Fi; and for some, gaps in digital confidence and literacy.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/51028568" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="53830a8aa888e4fa4bfc689d26c5d3c6" rel="nofollow" data-download="{"attachment_id":68899194,"asset_id":51028568,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/68899194/download_file?st=MTczMzAwMjk1Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="102724067" href="https://independent.academia.edu/KennyMcGhee">Kenny McGhee</a><script data-card-contents-for-user="102724067" type="text/json">{"id":102724067,"first_name":"Kenny","last_name":"McGhee","domain_name":"independent","page_name":"KennyMcGhee","display_name":"Kenny McGhee","profile_url":"https://independent.academia.edu/KennyMcGhee?f_ri=2246","photo":"https://0.academia-photos.com/102724067/105770424/94973666/s65_kenny.mcghee.png"}</script></span></span></li><li class="js-paper-rank-work_51028568 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="51028568"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 51028568, container: ".js-paper-rank-work_51028568", }); });</script></li><li class="js-percentile-work_51028568 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 51028568; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_51028568"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_51028568 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="51028568"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 51028568; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=51028568]").text(description); $(".js-view-count-work_51028568").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_51028568").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="51028568"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2138" href="https://www.academia.edu/Documents/in/Young_peoples_use_of_Technology">Young people's use of Technology</a>, <script data-card-contents-for-ri="2138" type="text/json">{"id":2138,"name":"Young people's use of Technology","url":"https://www.academia.edu/Documents/in/Young_peoples_use_of_Technology?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2246" href="https://www.academia.edu/Documents/in/Digital_Literacy">Digital Literacy</a>, <script data-card-contents-for-ri="2246" type="text/json">{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="522606" href="https://www.academia.edu/Documents/in/Young_People_Leaving_Care">Young People Leaving Care</a>, <script data-card-contents-for-ri="522606" type="text/json">{"id":522606,"name":"Young People Leaving Care","url":"https://www.academia.edu/Documents/in/Young_People_Leaving_Care?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="604616" href="https://www.academia.edu/Documents/in/Young_People_Transitioning_from_Out-Of-Home_Care">Young People Transitioning from Out-Of-Home Care</a><script data-card-contents-for-ri="604616" type="text/json">{"id":604616,"name":"Young People Transitioning from Out-Of-Home Care","url":"https://www.academia.edu/Documents/in/Young_People_Transitioning_from_Out-Of-Home_Care?f_ri=2246","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=51028568]'), work: {"id":51028568,"title":"The digital divide: The impact on the rights of care leavers in Scotland","created_at":"2021-08-27T03:36:51.320-07:00","url":"https://www.academia.edu/51028568/The_digital_divide_The_impact_on_the_rights_of_care_leavers_in_Scotland?f_ri=2246","dom_id":"work_51028568","summary":"This report shares the findings of a focused piece of research carried out in Scotland by CELCIS and partners at the University of Edinburgh. The aim of the research was to understand care leavers' experiences of digital exclusion before and during the COVID-19 restrictions in Scotland in 2020 and builds on earlier work which explored this issue by looking at the experience and provision across 17 local authority areas in Scotland by surveying those working within local authority services.\n\nThis research found that the experience and issues which underpin digital exclusion within the care experienced community had been exacerbated by the pandemic and its subsequent social restrictions. Challenges around ensuring digital access during the pandemic included: a lack of hardware; a lack of access to stable broadband or Wi-Fi; and for some, gaps in digital confidence and literacy.","downloadable_attachments":[{"id":68899194,"asset_id":51028568,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":102724067,"first_name":"Kenny","last_name":"McGhee","domain_name":"independent","page_name":"KennyMcGhee","display_name":"Kenny McGhee","profile_url":"https://independent.academia.edu/KennyMcGhee?f_ri=2246","photo":"https://0.academia-photos.com/102724067/105770424/94973666/s65_kenny.mcghee.png"}],"research_interests":[{"id":2138,"name":"Young people's use of Technology","url":"https://www.academia.edu/Documents/in/Young_peoples_use_of_Technology?f_ri=2246","nofollow":false},{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false},{"id":522606,"name":"Young People Leaving Care","url":"https://www.academia.edu/Documents/in/Young_People_Leaving_Care?f_ri=2246","nofollow":false},{"id":604616,"name":"Young People Transitioning from Out-Of-Home Care","url":"https://www.academia.edu/Documents/in/Young_People_Transitioning_from_Out-Of-Home_Care?f_ri=2246","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_38090601" data-work_id="38090601" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/38090601/Software_Literacy_as_a_framework_for_tertiary_educators">Software Literacy as a framework for tertiary educators</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Software permeates and impact almost every aspect of our lives today. However not much is understood in terms of how software shapes the teaching and learning of disciplinary knowledge in formal learning contexts. This paper reports on... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_38090601" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Software permeates and impact almost every aspect of our lives today. However not much is understood in terms of how software shapes the teaching and learning of disciplinary knowledge in formal learning contexts. This paper reports on the findings from a two-year funded longitudinal study examining how the notion of software literacy is understood , developed and applied in tertiary teaching-learning contexts. We explore the relationship between student success in acquiring software literacy and their broader engagement and understanding of knowledge across different disciplines. A qualitative interpretive methodology framed the study involving two case studies of media studies and engineering students' learning to use discipline-specific software. Student data were collected through class ob-71 servations, online surveys and focus group interviews. Findings indicate that a majority of students consider themselves as early adopters of technology, knowledgeable in the affordances and constraints of their disciplinary software , and preferred informal learning strategies to supplement their formal learning of disciplinary software. There was however a lack of student critical awareness of the role of software in shaping their learning of disciplinary knowledge. The findings provide insights into practices relating to tertiary teaching and learning involving software and highlight the significance which programming code may have in the shaping and application of disciplinary knowledge in educational contexts. Implications are offered in terms of tertiary educators' practice and the provision of student learning support.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38090601" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a31dc3ed6d2d1adf0f0bbe3808aabd89" rel="nofollow" data-download="{"attachment_id":58118100,"asset_id":38090601,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/58118100/download_file?st=MTczMzAwMjk1Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1320777" href="https://independentresearcher.academia.edu/ElaineKhoo">Elaine Khoo</a><script data-card-contents-for-user="1320777" type="text/json">{"id":1320777,"first_name":"Elaine","last_name":"Khoo","domain_name":"independentresearcher","page_name":"ElaineKhoo","display_name":"Elaine Khoo","profile_url":"https://independentresearcher.academia.edu/ElaineKhoo?f_ri=2246","photo":"https://0.academia-photos.com/1320777/2988168/10917759/s65_elaine.khoo.jpg"}</script></span></span></li><li class="js-paper-rank-work_38090601 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="38090601"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 38090601, container: ".js-paper-rank-work_38090601", }); });</script></li><li class="js-percentile-work_38090601 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38090601; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_38090601"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_38090601 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="38090601"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38090601; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38090601]").text(description); $(".js-view-count-work_38090601").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_38090601").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="38090601"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="887" href="https://www.academia.edu/Documents/in/Teaching_and_Learning">Teaching and Learning</a>, <script data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="928" href="https://www.academia.edu/Documents/in/Media_Studies">Media Studies</a>, <script data-card-contents-for-ri="928" type="text/json">{"id":928,"name":"Media Studies","url":"https://www.academia.edu/Documents/in/Media_Studies?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2023" href="https://www.academia.edu/Documents/in/Engineering_Education">Engineering Education</a>, <script data-card-contents-for-ri="2023" type="text/json">{"id":2023,"name":"Engineering Education","url":"https://www.academia.edu/Documents/in/Engineering_Education?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2246" href="https://www.academia.edu/Documents/in/Digital_Literacy">Digital Literacy</a><script data-card-contents-for-ri="2246" type="text/json">{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=38090601]'), work: {"id":38090601,"title":"Software Literacy as a framework for tertiary educators","created_at":"2019-01-04T21:42:59.964-08:00","url":"https://www.academia.edu/38090601/Software_Literacy_as_a_framework_for_tertiary_educators?f_ri=2246","dom_id":"work_38090601","summary":"Software permeates and impact almost every aspect of our lives today. However not much is understood in terms of how software shapes the teaching and learning of disciplinary knowledge in formal learning contexts. This paper reports on the findings from a two-year funded longitudinal study examining how the notion of software literacy is understood , developed and applied in tertiary teaching-learning contexts. We explore the relationship between student success in acquiring software literacy and their broader engagement and understanding of knowledge across different disciplines. A qualitative interpretive methodology framed the study involving two case studies of media studies and engineering students' learning to use discipline-specific software. Student data were collected through class ob-71 servations, online surveys and focus group interviews. Findings indicate that a majority of students consider themselves as early adopters of technology, knowledgeable in the affordances and constraints of their disciplinary software , and preferred informal learning strategies to supplement their formal learning of disciplinary software. There was however a lack of student critical awareness of the role of software in shaping their learning of disciplinary knowledge. The findings provide insights into practices relating to tertiary teaching and learning involving software and highlight the significance which programming code may have in the shaping and application of disciplinary knowledge in educational contexts. Implications are offered in terms of tertiary educators' practice and the provision of student learning support.","downloadable_attachments":[{"id":58118100,"asset_id":38090601,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1320777,"first_name":"Elaine","last_name":"Khoo","domain_name":"independentresearcher","page_name":"ElaineKhoo","display_name":"Elaine Khoo","profile_url":"https://independentresearcher.academia.edu/ElaineKhoo?f_ri=2246","photo":"https://0.academia-photos.com/1320777/2988168/10917759/s65_elaine.khoo.jpg"}],"research_interests":[{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=2246","nofollow":false},{"id":928,"name":"Media Studies","url":"https://www.academia.edu/Documents/in/Media_Studies?f_ri=2246","nofollow":false},{"id":2023,"name":"Engineering Education","url":"https://www.academia.edu/Documents/in/Engineering_Education?f_ri=2246","nofollow":false},{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2246"},{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=2246"},{"id":82174,"name":"University","url":"https://www.academia.edu/Documents/in/University?f_ri=2246"},{"id":105379,"name":"Learning Software","url":"https://www.academia.edu/Documents/in/Learning_Software?f_ri=2246"},{"id":2432831,"name":"Software Literacy","url":"https://www.academia.edu/Documents/in/Software_Literacy?f_ri=2246"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_17343828" data-work_id="17343828" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/17343828/The_pen_is_dead_Long_live_the_digital">The pen is dead? Long live the digital.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">This opinion piece reflects on the place of writing and the pen in literacy practice in the wake of the so-called digital revolution and the advent of online classrooms that are built around digital input devices.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/17343828" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="16d0dc2186f2b58fc34c204e85cafc8b" rel="nofollow" data-download="{"attachment_id":40649794,"asset_id":17343828,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/40649794/download_file?st=MTczMzAwMjk1Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2073875" href="https://monash.academia.edu/EdwinCreely">Edwin Creely</a><script data-card-contents-for-user="2073875" type="text/json">{"id":2073875,"first_name":"Edwin","last_name":"Creely","domain_name":"monash","page_name":"EdwinCreely","display_name":"Edwin Creely","profile_url":"https://monash.academia.edu/EdwinCreely?f_ri=2246","photo":"https://0.academia-photos.com/2073875/678350/38812740/s65_edwin.creely.jpg"}</script></span></span></li><li class="js-paper-rank-work_17343828 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="17343828"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 17343828, container: ".js-paper-rank-work_17343828", }); });</script></li><li class="js-percentile-work_17343828 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17343828; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_17343828"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_17343828 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="17343828"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17343828; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17343828]").text(description); $(".js-view-count-work_17343828").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_17343828").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="17343828"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">24</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="858" href="https://www.academia.edu/Documents/in/Literacy">Literacy</a>, <script data-card-contents-for-ri="858" type="text/json">{"id":858,"name":"Literacy","url":"https://www.academia.edu/Documents/in/Literacy?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1003" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a>, <script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1257" href="https://www.academia.edu/Documents/in/Information_Literacy">Information Literacy</a><script data-card-contents-for-ri="1257" type="text/json">{"id":1257,"name":"Information Literacy","url":"https://www.academia.edu/Documents/in/Information_Literacy?f_ri=2246","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=17343828]'), work: {"id":17343828,"title":"The pen is dead? Long live the digital.","created_at":"2015-10-27T05:22:24.919-07:00","url":"https://www.academia.edu/17343828/The_pen_is_dead_Long_live_the_digital?f_ri=2246","dom_id":"work_17343828","summary":"This opinion piece reflects on the place of writing and the pen in literacy practice in the wake of the so-called digital revolution and the advent of online classrooms that are built around digital input devices.","downloadable_attachments":[{"id":40649794,"asset_id":17343828,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2073875,"first_name":"Edwin","last_name":"Creely","domain_name":"monash","page_name":"EdwinCreely","display_name":"Edwin Creely","profile_url":"https://monash.academia.edu/EdwinCreely?f_ri=2246","photo":"https://0.academia-photos.com/2073875/678350/38812740/s65_edwin.creely.jpg"}],"research_interests":[{"id":858,"name":"Literacy","url":"https://www.academia.edu/Documents/in/Literacy?f_ri=2246","nofollow":false},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=2246","nofollow":false},{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=2246","nofollow":false},{"id":1257,"name":"Information Literacy","url":"https://www.academia.edu/Documents/in/Information_Literacy?f_ri=2246","nofollow":false},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=2246"},{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246"},{"id":2869,"name":"Digital Media","url":"https://www.academia.edu/Documents/in/Digital_Media?f_ri=2246"},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=2246"},{"id":3482,"name":"Adolescent Literacy","url":"https://www.academia.edu/Documents/in/Adolescent_Literacy?f_ri=2246"},{"id":5625,"name":"Instructional Technology","url":"https://www.academia.edu/Documents/in/Instructional_Technology?f_ri=2246"},{"id":6223,"name":"English","url":"https://www.academia.edu/Documents/in/English?f_ri=2246"},{"id":6865,"name":"Digital Culture","url":"https://www.academia.edu/Documents/in/Digital_Culture?f_ri=2246"},{"id":7210,"name":"Technology in Teacher Education","url":"https://www.academia.edu/Documents/in/Technology_in_Teacher_Education?f_ri=2246"},{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=2246"},{"id":10249,"name":"Writing","url":"https://www.academia.edu/Documents/in/Writing?f_ri=2246"},{"id":14320,"name":"Digital Media And New Literacies","url":"https://www.academia.edu/Documents/in/Digital_Media_And_New_Literacies?f_ri=2246"},{"id":23233,"name":"Technology in Education","url":"https://www.academia.edu/Documents/in/Technology_in_Education?f_ri=2246"},{"id":26619,"name":"Digital Literacies","url":"https://www.academia.edu/Documents/in/Digital_Literacies?f_ri=2246"},{"id":40502,"name":"Teacher","url":"https://www.academia.edu/Documents/in/Teacher?f_ri=2246"},{"id":51126,"name":"English Education","url":"https://www.academia.edu/Documents/in/English_Education?f_ri=2246"},{"id":71546,"name":"Approaches to Learning","url":"https://www.academia.edu/Documents/in/Approaches_to_Learning?f_ri=2246"},{"id":102485,"name":"Ipad in the classroom","url":"https://www.academia.edu/Documents/in/Ipad_in_the_classroom?f_ri=2246"},{"id":180746,"name":"Digital literacy, Hypertext reading, Online Learning","url":"https://www.academia.edu/Documents/in/Digital_literacy_Hypertext_reading_Online_Learning?f_ri=2246"},{"id":794866,"name":"The Use of Digital Media and Technology As a Learning Tool In Special Education","url":"https://www.academia.edu/Documents/in/The_Use_of_Digital_Media_and_Technology_As_a_Learning_Tool_In_Special_Education?f_ri=2246"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_12855046" data-work_id="12855046" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/12855046/_The_Transpoemations_Project_Digital_Storytelling_Contemporary_Poetry_and_Refugee_Boys">"The Transpoemations Project": Digital Storytelling, Contemporary Poetry, and Refugee Boys</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This article describes a five-week summer literacy program designed for a group of 70 multilingual refugee boys resettled from their home countries in Africa and Asia to a city in the Southeastern USA. The students attended local public... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_12855046" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article describes a five-week summer literacy program designed for a group of 70 multilingual refugee boys resettled from their home countries in Africa and Asia to a city in the Southeastern USA. The students attended local public schools but struggled to experience academic success in the traditional class- room. The summer program addressed this issue by offering the students a cur- riculum in which they worked, alongside American teachers, in small learning groups, completing activities premised on specific twenty-first century literacies, such as critical thinking and the creative manipulation of texts and technologies. The students interacted with high-interest literature written in English and with selected productivity tools, including the filmmaking software MovieMaker. The program culminated with each student producing a digital story – a ‘transpoema- tion’ – adapted from an autobiographical response to George Ella Lyon’s poem, ‘Where I’m From.’ The students translated their own poems through a series of scaffolded steps in order to create short films for preview and critique. Working with the computer, with texts they had generated, and with images and music, the students showcased their facility with storytelling, with the English vocabu- lary they were acquiring, and with visual media, demonstrating a growing sense of academic confidence.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/12855046" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5aff20e463fdb1fec31af25ba6fa61c9" rel="nofollow" data-download="{"attachment_id":37852294,"asset_id":12855046,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/37852294/download_file?st=MTczMzAwMjk1Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="407048" href="https://agnesscott.academia.edu/TobyEmert">Toby Emert</a><script data-card-contents-for-user="407048" type="text/json">{"id":407048,"first_name":"Toby","last_name":"Emert","domain_name":"agnesscott","page_name":"TobyEmert","display_name":"Toby Emert","profile_url":"https://agnesscott.academia.edu/TobyEmert?f_ri=2246","photo":"https://0.academia-photos.com/407048/2359445/2749820/s65_toby.emert.png"}</script></span></span></li><li class="js-paper-rank-work_12855046 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="12855046"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 12855046, container: ".js-paper-rank-work_12855046", }); });</script></li><li class="js-percentile-work_12855046 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 12855046; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_12855046"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_12855046 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="12855046"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12855046; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=12855046]").text(description); $(".js-view-count-work_12855046").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_12855046").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="12855046"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2246" href="https://www.academia.edu/Documents/in/Digital_Literacy">Digital Literacy</a>, <script data-card-contents-for-ri="2246" type="text/json">{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2835" href="https://www.academia.edu/Documents/in/Refugee_Studies">Refugee Studies</a>, <script data-card-contents-for-ri="2835" type="text/json">{"id":2835,"name":"Refugee Studies","url":"https://www.academia.edu/Documents/in/Refugee_Studies?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="8800" href="https://www.academia.edu/Documents/in/New_Literacies">New Literacies</a>, <script data-card-contents-for-ri="8800" type="text/json">{"id":8800,"name":"New Literacies","url":"https://www.academia.edu/Documents/in/New_Literacies?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="22412" href="https://www.academia.edu/Documents/in/Digital_Storytelling">Digital Storytelling</a><script data-card-contents-for-ri="22412" type="text/json">{"id":22412,"name":"Digital Storytelling","url":"https://www.academia.edu/Documents/in/Digital_Storytelling?f_ri=2246","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=12855046]'), work: {"id":12855046,"title":"\"The Transpoemations Project\": Digital Storytelling, Contemporary Poetry, and Refugee Boys","created_at":"2015-06-07T22:44:45.253-07:00","url":"https://www.academia.edu/12855046/_The_Transpoemations_Project_Digital_Storytelling_Contemporary_Poetry_and_Refugee_Boys?f_ri=2246","dom_id":"work_12855046","summary":"This article describes a five-week summer literacy program designed for a group of 70 multilingual refugee boys resettled from their home countries in Africa and Asia to a city in the Southeastern USA. The students attended local public schools but struggled to experience academic success in the traditional class- room. The summer program addressed this issue by offering the students a cur- riculum in which they worked, alongside American teachers, in small learning groups, completing activities premised on specific twenty-first century literacies, such as critical thinking and the creative manipulation of texts and technologies. The students interacted with high-interest literature written in English and with selected productivity tools, including the filmmaking software MovieMaker. The program culminated with each student producing a digital story – a ‘transpoema- tion’ – adapted from an autobiographical response to George Ella Lyon’s poem, ‘Where I’m From.’ The students translated their own poems through a series of scaffolded steps in order to create short films for preview and critique. Working with the computer, with texts they had generated, and with images and music, the students showcased their facility with storytelling, with the English vocabu- lary they were acquiring, and with visual media, demonstrating a growing sense of academic confidence.","downloadable_attachments":[{"id":37852294,"asset_id":12855046,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":407048,"first_name":"Toby","last_name":"Emert","domain_name":"agnesscott","page_name":"TobyEmert","display_name":"Toby Emert","profile_url":"https://agnesscott.academia.edu/TobyEmert?f_ri=2246","photo":"https://0.academia-photos.com/407048/2359445/2749820/s65_toby.emert.png"}],"research_interests":[{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false},{"id":2835,"name":"Refugee Studies","url":"https://www.academia.edu/Documents/in/Refugee_Studies?f_ri=2246","nofollow":false},{"id":8800,"name":"New Literacies","url":"https://www.academia.edu/Documents/in/New_Literacies?f_ri=2246","nofollow":false},{"id":22412,"name":"Digital Storytelling","url":"https://www.academia.edu/Documents/in/Digital_Storytelling?f_ri=2246","nofollow":false},{"id":72075,"name":"Refugee Education","url":"https://www.academia.edu/Documents/in/Refugee_Education?f_ri=2246"},{"id":827606,"name":"English As a Second Language (ESL)","url":"https://www.academia.edu/Documents/in/English_As_a_Second_Language_ESL_?f_ri=2246"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1637281" data-work_id="1637281" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1637281/koutsogiannis_and_Mitsikopoulou_2004_THE_INTERNET_AS_A_GLOCAL_DISCOURSE_ENVIRONMENT">koutsogiannis & Mitsikopoulou (2004). THE INTERNET AS A GLOCAL DISCOURSE ENVIRONMENT</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">ABSTRACT The Internet as a worldwide literacy practice environment has created a new situation in communication, providing a new dynamic field for research. On the basis of the two articles under discussion, this commentary develops... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1637281" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">ABSTRACT<br /><br /> The Internet as a worldwide literacy practice environment has created a new situation in communication, providing a new dynamic field for research. On the basis of the two articles under discussion, this commentary develops three main aspects of the Internet: as an informal learning environment for English as a second/foreign language; as a discursive space where identities are formed and social relationships are negotiated; and, as a space where the intermingling of the global and the local gives rise to hybrid language varieties. Taking into account that electronic environments are not neutral literacy practice environments but are involved in a complex nexus of power structures and relations that also need to be explored, this paper briefly addresses issues related to theoretical and methodological approaches for the study of language varieties in the Internet.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1637281" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="390b1dae1bd5cf02eafa5ccf24a67715" rel="nofollow" data-download="{"attachment_id":17081714,"asset_id":1637281,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/17081714/download_file?st=MTczMzAwMjk1Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="260429" href="https://auth.academia.edu/DimitriosKoutsogiannis">Dimitrios Koutsogiannis</a><script data-card-contents-for-user="260429" type="text/json">{"id":260429,"first_name":"Dimitrios","last_name":"Koutsogiannis","domain_name":"auth","page_name":"DimitriosKoutsogiannis","display_name":"Dimitrios Koutsogiannis","profile_url":"https://auth.academia.edu/DimitriosKoutsogiannis?f_ri=2246","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_1637281 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1637281"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1637281, container: ".js-paper-rank-work_1637281", }); });</script></li><li class="js-percentile-work_1637281 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1637281; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_1637281"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_1637281 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="1637281"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1637281; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1637281]").text(description); $(".js-view-count-work_1637281").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_1637281").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="1637281"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">14</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1009" href="https://www.academia.edu/Documents/in/Computer_Assisted_Language_Learning">Computer Assisted Language Learning</a>, <script data-card-contents-for-ri="1009" type="text/json">{"id":1009,"name":"Computer Assisted Language Learning","url":"https://www.academia.edu/Documents/in/Computer_Assisted_Language_Learning?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2246" href="https://www.academia.edu/Documents/in/Digital_Literacy">Digital Literacy</a>, <script data-card-contents-for-ri="2246" type="text/json">{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3030" href="https://www.academia.edu/Documents/in/Glocalization">Glocalization</a>, <script data-card-contents-for-ri="3030" type="text/json">{"id":3030,"name":"Glocalization","url":"https://www.academia.edu/Documents/in/Glocalization?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7709" href="https://www.academia.edu/Documents/in/Applied_Linguistics">Applied Linguistics</a><script data-card-contents-for-ri="7709" type="text/json">{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=2246","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=1637281]'), work: {"id":1637281,"title":"koutsogiannis \u0026 Mitsikopoulou (2004). THE INTERNET AS A GLOCAL DISCOURSE ENVIRONMENT","created_at":"2012-06-09T06:58:46.784-07:00","url":"https://www.academia.edu/1637281/koutsogiannis_and_Mitsikopoulou_2004_THE_INTERNET_AS_A_GLOCAL_DISCOURSE_ENVIRONMENT?f_ri=2246","dom_id":"work_1637281","summary":"ABSTRACT\n\n The Internet as a worldwide literacy practice environment has created a new situation in communication, providing a new dynamic field for research. On the basis of the two articles under discussion, this commentary develops three main aspects of the Internet: as an informal learning environment for English as a second/foreign language; as a discursive space where identities are formed and social relationships are negotiated; and, as a space where the intermingling of the global and the local gives rise to hybrid language varieties. Taking into account that electronic environments are not neutral literacy practice environments but are involved in a complex nexus of power structures and relations that also need to be explored, this paper briefly addresses issues related to theoretical and methodological approaches for the study of language varieties in the Internet.","downloadable_attachments":[{"id":17081714,"asset_id":1637281,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":260429,"first_name":"Dimitrios","last_name":"Koutsogiannis","domain_name":"auth","page_name":"DimitriosKoutsogiannis","display_name":"Dimitrios Koutsogiannis","profile_url":"https://auth.academia.edu/DimitriosKoutsogiannis?f_ri=2246","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1009,"name":"Computer Assisted Language Learning","url":"https://www.academia.edu/Documents/in/Computer_Assisted_Language_Learning?f_ri=2246","nofollow":false},{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false},{"id":3030,"name":"Glocalization","url":"https://www.academia.edu/Documents/in/Glocalization?f_ri=2246","nofollow":false},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=2246","nofollow":false},{"id":7820,"name":"Teacher Research","url":"https://www.academia.edu/Documents/in/Teacher_Research?f_ri=2246"},{"id":9246,"name":"Social Media","url":"https://www.academia.edu/Documents/in/Social_Media?f_ri=2246"},{"id":12135,"name":"Qualitative Research","url":"https://www.academia.edu/Documents/in/Qualitative_Research?f_ri=2246"},{"id":29169,"name":"Reflection","url":"https://www.academia.edu/Documents/in/Reflection?f_ri=2246"},{"id":48095,"name":"CALL","url":"https://www.academia.edu/Documents/in/CALL?f_ri=2246"},{"id":50024,"name":"Language Teaching","url":"https://www.academia.edu/Documents/in/Language_Teaching?f_ri=2246"},{"id":50569,"name":"Language Learning","url":"https://www.academia.edu/Documents/in/Language_Learning?f_ri=2246"},{"id":228806,"name":"Teacher Reflection","url":"https://www.academia.edu/Documents/in/Teacher_Reflection?f_ri=2246"},{"id":583136,"name":"Modern Foreign Languages Teaching and Learning","url":"https://www.academia.edu/Documents/in/Modern_Foreign_Languages_Teaching_and_Learning?f_ri=2246"},{"id":769010,"name":"MFL","url":"https://www.academia.edu/Documents/in/MFL?f_ri=2246"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_51149407" data-work_id="51149407" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/51149407/Tuned_In_The_Importance_of_Peer_Feedback_with_Foster_Youth_Creating_Media">Tuned In: The Importance of Peer Feedback with Foster Youth Creating Media</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This longitudinal qualitative research explores the benefits and challenges of using positive peer feedback with a group of foster adolescents during a summer academy at a Northeastern university. In addition, the authors, who taught the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_51149407" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This longitudinal qualitative research explores the benefits and challenges of using positive peer feedback with a group of foster adolescents during a summer academy at a Northeastern university. In addition, the authors, who taught the class for four years between 2012-2015 reflect on their experience using the structured feedback as a tool in their digital and media literacy class. The paper describes how the instructors addressed challenges revolving around students' social, emotional, and cognitive needs through the incorporation of peer feedback. Based on positive behavior support and peer mentoring, the authors used a structured peer feedback as part of their digital and media literacy pedagogy. The findings show that students' use of peer feedback with different media platforms helped increase the students' engagement, develop collaboration skills and for some enhance their critical thinking. As we move to use more and more digital tools, this method of positive peer feedback can help educators to grow their students' social, emotional, and cognitive skills.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/51149407" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="96f475c2b1e56083fb74c3cd832051b4" rel="nofollow" data-download="{"attachment_id":68987710,"asset_id":51149407,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/68987710/download_file?st=MTczMzAwMjk1Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="952698" href="https://colum.academia.edu/YontyJonathanFriesem">Yonty (Jonathan) Friesem</a><script data-card-contents-for-user="952698" type="text/json">{"id":952698,"first_name":"Yonty (Jonathan)","last_name":"Friesem","domain_name":"colum","page_name":"YontyJonathanFriesem","display_name":"Yonty (Jonathan) Friesem","profile_url":"https://colum.academia.edu/YontyJonathanFriesem?f_ri=2246","photo":"https://0.academia-photos.com/952698/352572/5890736/s65_yonathan_yonty_.friesem.jpg"}</script></span></span></li><li class="js-paper-rank-work_51149407 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="51149407"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 51149407, container: ".js-paper-rank-work_51149407", }); });</script></li><li class="js-percentile-work_51149407 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 51149407; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_51149407"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_51149407 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="51149407"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 51149407; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=51149407]").text(description); $(".js-view-count-work_51149407").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_51149407").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="51149407"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2246" href="https://www.academia.edu/Documents/in/Digital_Literacy">Digital Literacy</a>, <script data-card-contents-for-ri="2246" type="text/json">{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3668" href="https://www.academia.edu/Documents/in/Student_Motivation_And_Engagement">Student Motivation And Engagement</a>, <script data-card-contents-for-ri="3668" type="text/json">{"id":3668,"name":"Student Motivation And Engagement","url":"https://www.academia.edu/Documents/in/Student_Motivation_And_Engagement?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="8280" href="https://www.academia.edu/Documents/in/Media_Literacy">Media Literacy</a>, <script data-card-contents-for-ri="8280" type="text/json">{"id":8280,"name":"Media Literacy","url":"https://www.academia.edu/Documents/in/Media_Literacy?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="15735" href="https://www.academia.edu/Documents/in/Media_Literacy_Education">Media Literacy Education</a><script data-card-contents-for-ri="15735" type="text/json">{"id":15735,"name":"Media Literacy Education","url":"https://www.academia.edu/Documents/in/Media_Literacy_Education?f_ri=2246","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=51149407]'), work: {"id":51149407,"title":"Tuned In: The Importance of Peer Feedback with Foster Youth Creating Media","created_at":"2021-09-01T20:49:09.440-07:00","url":"https://www.academia.edu/51149407/Tuned_In_The_Importance_of_Peer_Feedback_with_Foster_Youth_Creating_Media?f_ri=2246","dom_id":"work_51149407","summary":"This longitudinal qualitative research explores the benefits and challenges of using positive peer feedback with a group of foster adolescents during a summer academy at a Northeastern university. In addition, the authors, who taught the class for four years between 2012-2015 reflect on their experience using the structured feedback as a tool in their digital and media literacy class. The paper describes how the instructors addressed challenges revolving around students' social, emotional, and cognitive needs through the incorporation of peer feedback. Based on positive behavior support and peer mentoring, the authors used a structured peer feedback as part of their digital and media literacy pedagogy. The findings show that students' use of peer feedback with different media platforms helped increase the students' engagement, develop collaboration skills and for some enhance their critical thinking. As we move to use more and more digital tools, this method of positive peer feedback can help educators to grow their students' social, emotional, and cognitive skills.","downloadable_attachments":[{"id":68987710,"asset_id":51149407,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":952698,"first_name":"Yonty (Jonathan)","last_name":"Friesem","domain_name":"colum","page_name":"YontyJonathanFriesem","display_name":"Yonty (Jonathan) Friesem","profile_url":"https://colum.academia.edu/YontyJonathanFriesem?f_ri=2246","photo":"https://0.academia-photos.com/952698/352572/5890736/s65_yonathan_yonty_.friesem.jpg"}],"research_interests":[{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false},{"id":3668,"name":"Student Motivation And Engagement","url":"https://www.academia.edu/Documents/in/Student_Motivation_And_Engagement?f_ri=2246","nofollow":false},{"id":8280,"name":"Media Literacy","url":"https://www.academia.edu/Documents/in/Media_Literacy?f_ri=2246","nofollow":false},{"id":15735,"name":"Media Literacy Education","url":"https://www.academia.edu/Documents/in/Media_Literacy_Education?f_ri=2246","nofollow":false},{"id":16709,"name":"Youth Civic Engagement","url":"https://www.academia.edu/Documents/in/Youth_Civic_Engagement?f_ri=2246"},{"id":22797,"name":"Critical Thinking and Creativity","url":"https://www.academia.edu/Documents/in/Critical_Thinking_and_Creativity?f_ri=2246"},{"id":29169,"name":"Reflection","url":"https://www.academia.edu/Documents/in/Reflection?f_ri=2246"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_347052 coauthored" data-work_id="347052" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/347052/Technology_learning_and_instruction_Distributed_cognition_in_the_secondary_English_classroom">Technology, learning, and instruction: Distributed cognition in the secondary English classroom</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In this paper, we analyse interactions between secondary students and pre-service teachers in an online environment in order to understand how their meaning-making processes embody distributed cognition. We begin by providing a... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_347052" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In this paper, we analyse interactions between secondary students and pre-service teachers in an online environment in order to understand how their meaning-making processes embody distributed cognition. We begin by providing a theoretical review of the ways in which literacy learning is distributed across learners, objects, tools, symbols, technologies and the environment in modern English language arts classrooms. This is followed by a case study where we identify how programme values, textual resources and cultural schema function as distributed tools. In traditional schools, with an emphasis on taking standardised tests, the learning environment is designed on the view that learning is a transaction that happens solely ‘inside the head’. Unfortunately, this pushes many students to the margins of classroom engagement and participation. By analysing students’ and pre service teachers’ online discourse, we argue that virtual spaces can facilitate critical dialogue and can act as catalysts for a distributed theory of mind.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/347052" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b1cad481f1e95f270d98921ee0f65198" rel="nofollow" data-download="{"attachment_id":36701393,"asset_id":347052,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/36701393/download_file?st=MTczMzAwMjk1Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="432044" href="https://wisc.academia.edu/DawneneHassett">Dawnene D . Hassett</a><script data-card-contents-for-user="432044" type="text/json">{"id":432044,"first_name":"Dawnene","last_name":"Hassett","domain_name":"wisc","page_name":"DawneneHassett","display_name":"Dawnene D . Hassett","profile_url":"https://wisc.academia.edu/DawneneHassett?f_ri=2246","photo":"https://0.academia-photos.com/432044/106732/126456/s65_dawnene.hassett.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-347052">+1</span><div class="hidden js-additional-users-347052"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://sydney.academia.edu/JenScottCurwood">Jen Scott Curwood</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-347052'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-347052').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_347052 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="347052"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 347052, container: ".js-paper-rank-work_347052", }); });</script></li><li class="js-percentile-work_347052 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 347052; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_347052"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_347052 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="347052"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 347052; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=347052]").text(description); $(".js-view-count-work_347052").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_347052").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="347052"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="858" href="https://www.academia.edu/Documents/in/Literacy">Literacy</a>, <script data-card-contents-for-ri="858" type="text/json">{"id":858,"name":"Literacy","url":"https://www.academia.edu/Documents/in/Literacy?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1003" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a>, <script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2246" href="https://www.academia.edu/Documents/in/Digital_Literacy">Digital Literacy</a><script data-card-contents-for-ri="2246" type="text/json">{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=347052]'), work: {"id":347052,"title":"Technology, learning, and instruction: Distributed cognition in the secondary English classroom","created_at":"2010-10-09T01:10:19.165-07:00","url":"https://www.academia.edu/347052/Technology_learning_and_instruction_Distributed_cognition_in_the_secondary_English_classroom?f_ri=2246","dom_id":"work_347052","summary":"In this paper, we analyse interactions between secondary students and pre-service teachers in an online environment in order to understand how their meaning-making processes embody distributed cognition. We begin by providing a theoretical review of the ways in which literacy learning is distributed across learners, objects, tools, symbols, technologies and the environment in modern English language arts classrooms. This is followed by a case study where we identify how programme values, textual resources and cultural schema function as distributed tools. In traditional schools, with an emphasis on taking standardised tests, the learning environment is designed on the view that learning is a transaction that happens solely ‘inside the head’. Unfortunately, this pushes many students to the margins of classroom engagement and participation. By analysing students’ and pre service teachers’ online discourse, we argue that virtual spaces can facilitate critical dialogue and can act as catalysts for a distributed theory of mind.","downloadable_attachments":[{"id":36701393,"asset_id":347052,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":432044,"first_name":"Dawnene","last_name":"Hassett","domain_name":"wisc","page_name":"DawneneHassett","display_name":"Dawnene D . Hassett","profile_url":"https://wisc.academia.edu/DawneneHassett?f_ri=2246","photo":"https://0.academia-photos.com/432044/106732/126456/s65_dawnene.hassett.jpg"},{"id":263095,"first_name":"Jen","last_name":"Scott Curwood","domain_name":"sydney","page_name":"JenScottCurwood","display_name":"Jen Scott Curwood","profile_url":"https://sydney.academia.edu/JenScottCurwood?f_ri=2246","photo":"https://0.academia-photos.com/263095/55274/22188184/s65_jen.scott_curwood.jpg"}],"research_interests":[{"id":858,"name":"Literacy","url":"https://www.academia.edu/Documents/in/Literacy?f_ri=2246","nofollow":false},{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=2246","nofollow":false},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=2246","nofollow":false},{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false},{"id":3482,"name":"Adolescent Literacy","url":"https://www.academia.edu/Documents/in/Adolescent_Literacy?f_ri=2246"},{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=2246"},{"id":8800,"name":"New Literacies","url":"https://www.academia.edu/Documents/in/New_Literacies?f_ri=2246"},{"id":51126,"name":"English Education","url":"https://www.academia.edu/Documents/in/English_Education?f_ri=2246"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_64800965" data-work_id="64800965" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/64800965/_Beliefs_for_Integrating_Technology_into_the_English_Language_Arts_Classroom_Reflections_From_Scholars_in_the_Field">“Beliefs for Integrating Technology into the English Language Arts Classroom”: Reflections From Scholars in the Field</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/64800965" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="69f26503f5fda5677d0baa21629cc9d1" rel="nofollow" data-download="{"attachment_id":76667019,"asset_id":64800965,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/76667019/download_file?st=MTczMzAwMjk1Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="12839418" href="https://fordham.academia.edu/LaurenGoldberg">Lauren Zucker</a><script data-card-contents-for-user="12839418" type="text/json">{"id":12839418,"first_name":"Lauren","last_name":"Zucker","domain_name":"fordham","page_name":"LaurenGoldberg","display_name":"Lauren Zucker","profile_url":"https://fordham.academia.edu/LaurenGoldberg?f_ri=2246","photo":"https://gravatar.com/avatar/1a72b17628a199d57a0e9bbdb92e8262?s=65"}</script></span></span></li><li class="js-paper-rank-work_64800965 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="64800965"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 64800965, container: ".js-paper-rank-work_64800965", }); 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$(".js-view-count[data-work-id=64800965]").text(description); $(".js-view-count-work_64800965").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_64800965").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="64800965"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="184" href="https://www.academia.edu/Documents/in/Sociology">Sociology</a>, <script data-card-contents-for-ri="184" type="text/json">{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2246" href="https://www.academia.edu/Documents/in/Digital_Literacy">Digital Literacy</a>, <script data-card-contents-for-ri="2246" type="text/json">{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="8800" href="https://www.academia.edu/Documents/in/New_Literacies">New Literacies</a><script data-card-contents-for-ri="8800" type="text/json">{"id":8800,"name":"New Literacies","url":"https://www.academia.edu/Documents/in/New_Literacies?f_ri=2246","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=64800965]'), work: {"id":64800965,"title":"“Beliefs for Integrating Technology into the English Language Arts Classroom”: Reflections From Scholars in the Field","created_at":"2021-12-17T04:37:28.376-08:00","url":"https://www.academia.edu/64800965/_Beliefs_for_Integrating_Technology_into_the_English_Language_Arts_Classroom_Reflections_From_Scholars_in_the_Field?f_ri=2246","dom_id":"work_64800965","summary":null,"downloadable_attachments":[{"id":76667019,"asset_id":64800965,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":12839418,"first_name":"Lauren","last_name":"Zucker","domain_name":"fordham","page_name":"LaurenGoldberg","display_name":"Lauren Zucker","profile_url":"https://fordham.academia.edu/LaurenGoldberg?f_ri=2246","photo":"https://gravatar.com/avatar/1a72b17628a199d57a0e9bbdb92e8262?s=65"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=2246","nofollow":false},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=2246","nofollow":false},{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false},{"id":8800,"name":"New Literacies","url":"https://www.academia.edu/Documents/in/New_Literacies?f_ri=2246","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_9023759" data-work_id="9023759" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/9023759/Arhivarea_%C3%AEn_retrospectiv%C4%83_De_la_colec%C5%A3ia_g%C4%83sit%C4%83_la_arhiva_digital%C4%83_func%C5%A3ional%C4%83">Arhivarea în retrospectivă. De la colecţia găsită la arhiva digitală funcţională</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Despre arhive digitale în general / o colecție foto în particular.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/9023759" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c59a5f1a84629a6ed8999b4599f513db" rel="nofollow" data-download="{"attachment_id":35332429,"asset_id":9023759,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/35332429/download_file?st=MTczMzAwMjk1Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="476966" href="https://iafcj.academia.edu/LiviuPop">Liviu-Ovidiu Pop</a><script data-card-contents-for-user="476966" type="text/json">{"id":476966,"first_name":"Liviu-Ovidiu","last_name":"Pop","domain_name":"iafcj","page_name":"LiviuPop","display_name":"Liviu-Ovidiu Pop","profile_url":"https://iafcj.academia.edu/LiviuPop?f_ri=2246","photo":"https://0.academia-photos.com/476966/160326/263791/s65_liviu.pop.jpg"}</script></span></span></li><li class="js-paper-rank-work_9023759 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="9023759"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 9023759, container: ".js-paper-rank-work_9023759", }); });</script></li><li class="js-percentile-work_9023759 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 9023759; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_9023759"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_9023759 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="9023759"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 9023759; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=9023759]").text(description); $(".js-view-count-work_9023759").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_9023759").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="9023759"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">14</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1197" href="https://www.academia.edu/Documents/in/Digital_Humanities">Digital Humanities</a>, <script data-card-contents-for-ri="1197" type="text/json">{"id":1197,"name":"Digital Humanities","url":"https://www.academia.edu/Documents/in/Digital_Humanities?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2246" href="https://www.academia.edu/Documents/in/Digital_Literacy">Digital Literacy</a>, <script data-card-contents-for-ri="2246" type="text/json">{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2499" href="https://www.academia.edu/Documents/in/Digital_Photography">Digital Photography</a>, <script data-card-contents-for-ri="2499" type="text/json">{"id":2499,"name":"Digital Photography","url":"https://www.academia.edu/Documents/in/Digital_Photography?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2869" href="https://www.academia.edu/Documents/in/Digital_Media">Digital Media</a><script data-card-contents-for-ri="2869" type="text/json">{"id":2869,"name":"Digital Media","url":"https://www.academia.edu/Documents/in/Digital_Media?f_ri=2246","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=9023759]'), work: {"id":9023759,"title":"Arhivarea în retrospectivă. De la colecţia găsită la arhiva digitală funcţională","created_at":"2014-10-29T20:45:38.575-07:00","url":"https://www.academia.edu/9023759/Arhivarea_%C3%AEn_retrospectiv%C4%83_De_la_colec%C5%A3ia_g%C4%83sit%C4%83_la_arhiva_digital%C4%83_func%C5%A3ional%C4%83?f_ri=2246","dom_id":"work_9023759","summary":"Despre arhive digitale în general / o colecție foto în particular.","downloadable_attachments":[{"id":35332429,"asset_id":9023759,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":476966,"first_name":"Liviu-Ovidiu","last_name":"Pop","domain_name":"iafcj","page_name":"LiviuPop","display_name":"Liviu-Ovidiu Pop","profile_url":"https://iafcj.academia.edu/LiviuPop?f_ri=2246","photo":"https://0.academia-photos.com/476966/160326/263791/s65_liviu.pop.jpg"}],"research_interests":[{"id":1197,"name":"Digital Humanities","url":"https://www.academia.edu/Documents/in/Digital_Humanities?f_ri=2246","nofollow":false},{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false},{"id":2499,"name":"Digital Photography","url":"https://www.academia.edu/Documents/in/Digital_Photography?f_ri=2246","nofollow":false},{"id":2869,"name":"Digital Media","url":"https://www.academia.edu/Documents/in/Digital_Media?f_ri=2246","nofollow":false},{"id":6906,"name":"Digitization","url":"https://www.academia.edu/Documents/in/Digitization?f_ri=2246"},{"id":7513,"name":"Archives","url":"https://www.academia.edu/Documents/in/Archives?f_ri=2246"},{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=2246"},{"id":9038,"name":"Digital Signal Processing","url":"https://www.academia.edu/Documents/in/Digital_Signal_Processing?f_ri=2246"},{"id":11503,"name":"Communication Of Memory In Archives, Libraries And Museums","url":"https://www.academia.edu/Documents/in/Communication_Of_Memory_In_Archives_Libraries_And_Museums?f_ri=2246"},{"id":12040,"name":"Jacques Derrida","url":"https://www.academia.edu/Documents/in/Jacques_Derrida?f_ri=2246"},{"id":16688,"name":"History of Archives","url":"https://www.academia.edu/Documents/in/History_of_Archives?f_ri=2246"},{"id":17813,"name":"Digital Archives","url":"https://www.academia.edu/Documents/in/Digital_Archives?f_ri=2246"},{"id":48200,"name":"Digital Library","url":"https://www.academia.edu/Documents/in/Digital_Library?f_ri=2246"},{"id":180412,"name":"OAIS Reference Model","url":"https://www.academia.edu/Documents/in/OAIS_Reference_Model?f_ri=2246"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_28517510" data-work_id="28517510" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/28517510/One_Screen_Many_Fingers_Young_Childrens_Collaborative_Literacy_Play_with_Digital_Puppetry_Apps_and_Touchscreen_Technologies">One Screen, Many Fingers: Young Children's Collaborative Literacy Play with Digital Puppetry Apps and Touchscreen Technologies</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Digital Media and Learning Issue. James Paul Gee, Nicholas E. Husbye, & Jennifer Connor-Zachocki (Eds.) This chapter examines the digital literacy practices that emerge when young children play together with digital apps on touchscreen... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_28517510" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Digital Media and Learning Issue. James Paul Gee, Nicholas E. Husbye, & Jennifer Connor-Zachocki (Eds.)<br />This chapter examines the digital literacy practices that emerge when young children play together with digital apps on touchscreen devices. Children’s collaborative composing with a digital puppetry app on a touchscreen--with many hands all busy dragging, resizing, and animating puppet characters, and many voices making sound effects, narrating, directing, and objecting--appears aimless, chaotic, and in sharp contrast to the orderly matching activities in prevalent letter and word recognition apps that dominate the early childhood educational software. The crowded collaboration around a single touchscreen looks messy but produces a complex text built with 1) touches, swipes, and other embodied actions that make up digital literacy practices, 2) sensory or multimodal layers of colorful images, dialogue, sound effects, and movement that make up animated stories; and 3) negotiation and pooling of children’s individual story ideas for shared pretense that make up playful collaboration—all contained on a 9.7 inch screen.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/28517510" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="bec5b38bbc22cacb1f50e29f8efa90eb" rel="nofollow" data-download="{"attachment_id":48868777,"asset_id":28517510,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/48868777/download_file?st=MTczMzAwMjk1Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="184522" href="https://indiana.academia.edu/KarenWohlwend">Karen Wohlwend</a><script data-card-contents-for-user="184522" type="text/json">{"id":184522,"first_name":"Karen","last_name":"Wohlwend","domain_name":"indiana","page_name":"KarenWohlwend","display_name":"Karen Wohlwend","profile_url":"https://indiana.academia.edu/KarenWohlwend?f_ri=2246","photo":"https://0.academia-photos.com/184522/45350/41731/s65_karen.wohlwend.jpg"}</script></span></span></li><li class="js-paper-rank-work_28517510 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="28517510"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 28517510, container: ".js-paper-rank-work_28517510", }); });</script></li><li class="js-percentile-work_28517510 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 28517510; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_28517510"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_28517510 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="28517510"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 28517510; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=28517510]").text(description); $(".js-view-count-work_28517510").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_28517510").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="28517510"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2246" href="https://www.academia.edu/Documents/in/Digital_Literacy">Digital Literacy</a>, <script data-card-contents-for-ri="2246" type="text/json">{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2869" href="https://www.academia.edu/Documents/in/Digital_Media">Digital Media</a>, <script data-card-contents-for-ri="2869" type="text/json">{"id":2869,"name":"Digital Media","url":"https://www.academia.edu/Documents/in/Digital_Media?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3190" href="https://www.academia.edu/Documents/in/Puppetry">Puppetry</a>, <script data-card-contents-for-ri="3190" type="text/json">{"id":3190,"name":"Puppetry","url":"https://www.academia.edu/Documents/in/Puppetry?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3753" href="https://www.academia.edu/Documents/in/Early_Childhood_Education">Early Childhood Education</a><script data-card-contents-for-ri="3753" type="text/json">{"id":3753,"name":"Early Childhood Education","url":"https://www.academia.edu/Documents/in/Early_Childhood_Education?f_ri=2246","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=28517510]'), work: {"id":28517510,"title":"One Screen, Many Fingers: Young Children's Collaborative Literacy Play with Digital Puppetry Apps and Touchscreen Technologies","created_at":"2016-09-15T17:45:05.178-07:00","url":"https://www.academia.edu/28517510/One_Screen_Many_Fingers_Young_Childrens_Collaborative_Literacy_Play_with_Digital_Puppetry_Apps_and_Touchscreen_Technologies?f_ri=2246","dom_id":"work_28517510","summary":"Digital Media and Learning Issue. James Paul Gee, Nicholas E. Husbye, \u0026 Jennifer Connor-Zachocki (Eds.)\nThis chapter examines the digital literacy practices that emerge when young children play together with digital apps on touchscreen devices. Children’s collaborative composing with a digital puppetry app on a touchscreen--with many hands all busy dragging, resizing, and animating puppet characters, and many voices making sound effects, narrating, directing, and objecting--appears aimless, chaotic, and in sharp contrast to the orderly matching activities in prevalent letter and word recognition apps that dominate the early childhood educational software. The crowded collaboration around a single touchscreen looks messy but produces a complex text built with 1) touches, swipes, and other embodied actions that make up digital literacy practices, 2) sensory or multimodal layers of colorful images, dialogue, sound effects, and movement that make up animated stories; and 3) negotiation and pooling of children’s individual story ideas for shared pretense that make up playful collaboration—all contained on a 9.7 inch screen.","downloadable_attachments":[{"id":48868777,"asset_id":28517510,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":184522,"first_name":"Karen","last_name":"Wohlwend","domain_name":"indiana","page_name":"KarenWohlwend","display_name":"Karen Wohlwend","profile_url":"https://indiana.academia.edu/KarenWohlwend?f_ri=2246","photo":"https://0.academia-photos.com/184522/45350/41731/s65_karen.wohlwend.jpg"}],"research_interests":[{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false},{"id":2869,"name":"Digital Media","url":"https://www.academia.edu/Documents/in/Digital_Media?f_ri=2246","nofollow":false},{"id":3190,"name":"Puppetry","url":"https://www.academia.edu/Documents/in/Puppetry?f_ri=2246","nofollow":false},{"id":3753,"name":"Early Childhood Education","url":"https://www.academia.edu/Documents/in/Early_Childhood_Education?f_ri=2246","nofollow":false},{"id":4828,"name":"Collaboration","url":"https://www.academia.edu/Documents/in/Collaboration?f_ri=2246"},{"id":102485,"name":"Ipad in the classroom","url":"https://www.academia.edu/Documents/in/Ipad_in_the_classroom?f_ri=2246"},{"id":293531,"name":"iPads in education","url":"https://www.academia.edu/Documents/in/iPads_in_education?f_ri=2246"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_12761070 coauthored" data-work_id="12761070" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/12761070/Literacia_Digital_O_m%C3%B3dulo_de_ambienta%C3%A7%C3%A3o_online_na_Universidade_Aberta">Literacia Digital: O módulo de ambientação online na Universidade Aberta</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Resumo: Este artigo apresenta os resultados de um estudo sobre a perceção dos estudantes de graduação que frequentaram o Módulo de Ambientação Online, previsto no Modelo Pedagógico Virtual® (MPV) da Universidade Aberta (UAb) portuguesa. A... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_12761070" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Resumo: Este artigo apresenta os resultados de um estudo sobre a perceção dos estudantes de graduação que frequentaram o Módulo de Ambientação Online, previsto no Modelo Pedagógico Virtual® (MPV) da Universidade Aberta (UAb) portuguesa. A nível teórico, evidenciam-se os conceitos de sociedade do conhecimento em rede, cultura digital, literacias digitais e competências digitais, em convergência com as competências instrumentais, de comunicação online, de gestão do tempo e de organização pessoal. A nível empírico, a recolha de dados foi realizada por meio da aplicação de dois questionários. A análise dos resultados dos questionários e o cruzamento com o referencial teórico sobre literacias digitais funcionais (técnicas/operacionais) e comunicacionais (instrumentais e online), com os objetivos e competências a serem desenvolvidas pelos estudantes durante o módulo evidenciam que o Módulo de Ambientação Online é uma etapa fundamental para o sucesso do estudante da UAb.<br />Palavras-chave: aprendizagem online, literacia digital, inclusão digital, módulo de ambientação online<br /><br />Abstract: This paper presents the results of a study on the perception of higher education students who attended the Online Familiarization Module, contemplated in the Virtual Pedagogical Model® of the Portuguese Open University (UAb). Concerning the theoretical base, it must be highlighted the concepts of networked knowledge society of the concepts, digital culture, digital literacies and digital skills in convergence with instrumental skills, online communication, time management and personal organization. The data gathering was accomplished through the application of two questionnaires online. The results of the questionnaires and the junction between the theoretical framework of functional digital literacies (technical/operational) and communication (instrumental and online) with the objectives and competencies to be developed by the students during the module, evidence that the Online Familiarization Module is a crucial step for the success of UAb’s students.<br />Keywords: online learning, digital literacy, digital inclusion, online familiarization module</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/12761070" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1836c0ec697b3160d0294e882d5b5f32" rel="nofollow" data-download="{"attachment_id":37809155,"asset_id":12761070,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/37809155/download_file?st=MTczMzAwMjk1Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1777541" href="https://uab-pt.academia.edu/L%C3%BAciaAmante">Lúcia Amante</a><script data-card-contents-for-user="1777541" type="text/json">{"id":1777541,"first_name":"Lúcia","last_name":"Amante","domain_name":"uab-pt","page_name":"LúciaAmante","display_name":"Lúcia Amante","profile_url":"https://uab-pt.academia.edu/L%C3%BAciaAmante?f_ri=2246","photo":"https://0.academia-photos.com/1777541/608695/756110/s65_l_cia.amante.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-12761070">+1</span><div class="hidden js-additional-users-12761070"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://ufsc.academia.edu/TerezinhaSouza">Terezinha Souza</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-12761070'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-12761070').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_12761070 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="12761070"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 12761070, container: ".js-paper-rank-work_12761070", }); });</script></li><li class="js-percentile-work_12761070 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 12761070; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_12761070"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_12761070 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="12761070"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12761070; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=12761070]").text(description); $(".js-view-count-work_12761070").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_12761070").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="12761070"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="2246" href="https://www.academia.edu/Documents/in/Digital_Literacy">Digital Literacy</a><script data-card-contents-for-ri="2246" type="text/json">{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=12761070]'), work: {"id":12761070,"title":"Literacia Digital: O módulo de ambientação online na Universidade Aberta","created_at":"2015-06-02T17:06:11.014-07:00","url":"https://www.academia.edu/12761070/Literacia_Digital_O_m%C3%B3dulo_de_ambienta%C3%A7%C3%A3o_online_na_Universidade_Aberta?f_ri=2246","dom_id":"work_12761070","summary":"Resumo: Este artigo apresenta os resultados de um estudo sobre a perceção dos estudantes de graduação que frequentaram o Módulo de Ambientação Online, previsto no Modelo Pedagógico Virtual® (MPV) da Universidade Aberta (UAb) portuguesa. A nível teórico, evidenciam-se os conceitos de sociedade do conhecimento em rede, cultura digital, literacias digitais e competências digitais, em convergência com as competências instrumentais, de comunicação online, de gestão do tempo e de organização pessoal. A nível empírico, a recolha de dados foi realizada por meio da aplicação de dois questionários. A análise dos resultados dos questionários e o cruzamento com o referencial teórico sobre literacias digitais funcionais (técnicas/operacionais) e comunicacionais (instrumentais e online), com os objetivos e competências a serem desenvolvidas pelos estudantes durante o módulo evidenciam que o Módulo de Ambientação Online é uma etapa fundamental para o sucesso do estudante da UAb.\nPalavras-chave: aprendizagem online, literacia digital, inclusão digital, módulo de ambientação online\n\nAbstract: This paper presents the results of a study on the perception of higher education students who attended the Online Familiarization Module, contemplated in the Virtual Pedagogical Model® of the Portuguese Open University (UAb). Concerning the theoretical base, it must be highlighted the concepts of networked knowledge society of the concepts, digital culture, digital literacies and digital skills in convergence with instrumental skills, online communication, time management and personal organization. The data gathering was accomplished through the application of two questionnaires online. The results of the questionnaires and the junction between the theoretical framework of functional digital literacies (technical/operational) and communication (instrumental and online) with the objectives and competencies to be developed by the students during the module, evidence that the Online Familiarization Module is a crucial step for the success of UAb’s students.\nKeywords: online learning, digital literacy, digital inclusion, online familiarization module\n","downloadable_attachments":[{"id":37809155,"asset_id":12761070,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1777541,"first_name":"Lúcia","last_name":"Amante","domain_name":"uab-pt","page_name":"LúciaAmante","display_name":"Lúcia Amante","profile_url":"https://uab-pt.academia.edu/L%C3%BAciaAmante?f_ri=2246","photo":"https://0.academia-photos.com/1777541/608695/756110/s65_l_cia.amante.jpg"},{"id":26210048,"first_name":"Terezinha","last_name":"Souza","domain_name":"ufsc","page_name":"TerezinhaSouza","display_name":"Terezinha Souza","profile_url":"https://ufsc.academia.edu/TerezinhaSouza?f_ri=2246","photo":"https://0.academia-photos.com/26210048/95206702/84196643/s65_terezinha.souza.jpeg"}],"research_interests":[{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_21602120" data-work_id="21602120" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/21602120/Putman_M_Hathaway_J_Coiro_J_and_Quinn_D_2015_Putting_on_CAPES_to_engage_in_online_inquiry_Literacy_Learning_The_Middle_Years_23_3_38_49">Putman M., Hathaway, J., Coiro, J. & Quinn, D. (2015). Putting on CAPES to engage in online inquiry. Literacy Learning: The Middle Years. 23(3), 38-49.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The Internet represents an important source of information for many students. Yet, most lack proficiency in the requisite skills necessary for efficient and effective Internet research. As a result, teachers are seeking strategies to... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_21602120" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The Internet represents an important source of information for many students. Yet, most lack proficiency in the requisite skills necessary for efficient and effective Internet research. As a result, teachers are seeking strategies to develop students’ skills for conducting online inquiry. Acknowledging this context, we present a self-regulatory framework, referred to as CAPES, that represents a discrete process that can be integrated into instruction to support student inquiry. This process is demonstrated through think-alouds designed to systematically guide students within key phases of online inquiry. Additional considerations and suggestions are provided to facilitate the development of lessons that incorporate the framework.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/21602120" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="320fe0d3cfb5529b0e901cdfa2d2c06e" rel="nofollow" data-download="{"attachment_id":42162312,"asset_id":21602120,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/42162312/download_file?st=MTczMzAwMjk1Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="47434" href="https://uri.academia.edu/JulieCoiro">Julie Coiro</a><script data-card-contents-for-user="47434" type="text/json">{"id":47434,"first_name":"Julie","last_name":"Coiro","domain_name":"uri","page_name":"JulieCoiro","display_name":"Julie Coiro","profile_url":"https://uri.academia.edu/JulieCoiro?f_ri=2246","photo":"https://0.academia-photos.com/47434/14761/13777/s65_julie.coiro.jpg"}</script></span></span></li><li class="js-paper-rank-work_21602120 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="21602120"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 21602120, container: ".js-paper-rank-work_21602120", }); });</script></li><li class="js-percentile-work_21602120 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 21602120; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_21602120"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_21602120 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="21602120"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 21602120; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=21602120]").text(description); $(".js-view-count-work_21602120").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_21602120").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="21602120"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">11</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1003" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a>, <script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2246" href="https://www.academia.edu/Documents/in/Digital_Literacy">Digital Literacy</a>, <script data-card-contents-for-ri="2246" type="text/json">{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2869" href="https://www.academia.edu/Documents/in/Digital_Media">Digital Media</a><script data-card-contents-for-ri="2869" type="text/json">{"id":2869,"name":"Digital Media","url":"https://www.academia.edu/Documents/in/Digital_Media?f_ri=2246","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=21602120]'), work: {"id":21602120,"title":"Putman M., Hathaway, J., Coiro, J. \u0026 Quinn, D. (2015). Putting on CAPES to engage in online inquiry. Literacy Learning: The Middle Years. 23(3), 38-49.","created_at":"2016-02-05T12:45:11.309-08:00","url":"https://www.academia.edu/21602120/Putman_M_Hathaway_J_Coiro_J_and_Quinn_D_2015_Putting_on_CAPES_to_engage_in_online_inquiry_Literacy_Learning_The_Middle_Years_23_3_38_49?f_ri=2246","dom_id":"work_21602120","summary":"The Internet represents an important source of information for many students. Yet, most lack proficiency in the requisite skills necessary for efficient and effective Internet research. As a result, teachers are seeking strategies to develop students’ skills for conducting online inquiry. Acknowledging this context, we present a self-regulatory framework, referred to as CAPES, that represents a discrete process that can be integrated into instruction to support student inquiry. This process is demonstrated through think-alouds designed to systematically guide students within key phases of online inquiry. Additional considerations and suggestions are provided to facilitate the development of lessons that incorporate the framework.","downloadable_attachments":[{"id":42162312,"asset_id":21602120,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":47434,"first_name":"Julie","last_name":"Coiro","domain_name":"uri","page_name":"JulieCoiro","display_name":"Julie Coiro","profile_url":"https://uri.academia.edu/JulieCoiro?f_ri=2246","photo":"https://0.academia-photos.com/47434/14761/13777/s65_julie.coiro.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=2246","nofollow":false},{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=2246","nofollow":false},{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false},{"id":2869,"name":"Digital Media","url":"https://www.academia.edu/Documents/in/Digital_Media?f_ri=2246","nofollow":false},{"id":8800,"name":"New Literacies","url":"https://www.academia.edu/Documents/in/New_Literacies?f_ri=2246"},{"id":14320,"name":"Digital Media And New Literacies","url":"https://www.academia.edu/Documents/in/Digital_Media_And_New_Literacies?f_ri=2246"},{"id":48195,"name":"Online Reading Comprehension","url":"https://www.academia.edu/Documents/in/Online_Reading_Comprehension?f_ri=2246"},{"id":62296,"name":"Metacognitive Learning Strategies","url":"https://www.academia.edu/Documents/in/Metacognitive_Learning_Strategies?f_ri=2246"},{"id":81360,"name":"Digital Information Literacy, Critical Informaiton Literacy, Culture","url":"https://www.academia.edu/Documents/in/Digital_Information_Literacy_Critical_Informaiton_Literacy_Culture?f_ri=2246"},{"id":94837,"name":"Digital Media and Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning-1?f_ri=2246"},{"id":106689,"name":"METACOGNITIVE ONLINE READING STRATEGIES","url":"https://www.academia.edu/Documents/in/METACOGNITIVE_ONLINE_READING_STRATEGIES?f_ri=2246"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_49047143" data-work_id="49047143" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/49047143/Collaborative_Learning_Methods_Tools_Research_and_Practical_Models_within_a_Digital_Learning_Environment_Ethics_Caring_Sharing_and_Design">Collaborative Learning Methods, Tools, Research and Practical Models within a Digital Learning Environment: Ethics, Caring, Sharing and Design</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The purpose of this article is to map out learning methods to assist teachers in the development of online collaborative coursework. Inspired by the research, a well-mapped-out course appears to increase learners’ competence and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_49047143" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The purpose of this article is to map out learning methods to assist teachers in the development of online collaborative coursework. Inspired by the research, a well-mapped-out course appears to increase learners’ competence and confidence (Stodel, 2006). The methods are structured in relation to four conceptual thematic categories: Ethics, Caring, Sharing and Design. Ethics topics include: Credibility, Visitors and Residents model, Digital Natives, Digital Immigrants and Digital Literacy. Caring topics include: Creative Commons, Openness, Mooc, Emergency Remote Teaching and Digital Resilience. Sharing topics include: Collaborative Learning Environment and Avoiding Frustration. Design topics include: Five Stage Online Learning Model, Community of Inquiry, Constructive Alignment, Structure of Observed Learning Outcomes (SOLO) model and Backward Course Design. All of the categories include descriptions, models, theories and methods. A study is included that applies targeted approaches to a specific freestanding higher education online elective course. Comparing two identical courses with the same curriculum with structural differences. For example: Course 1 is being developed without any specific model per se and Course 2 is being developed using five approaches: Community of Inquiry, Collaborative Learning Environment, Constructive Alignment, Structure of Observed Learning Outcomes (SOLO) model and Backward Design. The study results are analyzed by the completion of learning activities and exam requirements.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/49047143" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d592296ec412312660d103c6ffc21a8a" rel="nofollow" data-download="{"attachment_id":73881187,"asset_id":49047143,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/73881187/download_file?st=MTczMzAwMjk1Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1087234" href="https://mah.academia.edu/ElizabethAshleyFoxJensen">Elizabeth Ashley Fox-Jensen</a><script data-card-contents-for-user="1087234" type="text/json">{"id":1087234,"first_name":"Elizabeth Ashley","last_name":"Fox-Jensen","domain_name":"mah","page_name":"ElizabethAshleyFoxJensen","display_name":"Elizabeth Ashley Fox-Jensen","profile_url":"https://mah.academia.edu/ElizabethAshleyFoxJensen?f_ri=2246","photo":"https://0.academia-photos.com/1087234/466948/59761277/s65_elizabeth_ashley.fox-jensen.jpg"}</script></span></span></li><li class="js-paper-rank-work_49047143 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="49047143"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 49047143, container: ".js-paper-rank-work_49047143", }); });</script></li><li class="js-percentile-work_49047143 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 49047143; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_49047143"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_49047143 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="49047143"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 49047143; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=49047143]").text(description); $(".js-view-count-work_49047143").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_49047143").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="49047143"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="2246" href="https://www.academia.edu/Documents/in/Digital_Literacy">Digital Literacy</a>, <script data-card-contents-for-ri="2246" type="text/json">{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3457" href="https://www.academia.edu/Documents/in/Learning_and_Teaching">Learning and Teaching</a>, <script data-card-contents-for-ri="3457" type="text/json">{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="8673" href="https://www.academia.edu/Documents/in/Digital_Media_and_Learning">Digital Media & Learning</a>, <script data-card-contents-for-ri="8673" type="text/json">{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="9491" href="https://www.academia.edu/Documents/in/Pedagogy">Pedagogy</a><script data-card-contents-for-ri="9491" type="text/json">{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy?f_ri=2246","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=49047143]'), work: {"id":49047143,"title":"Collaborative Learning Methods, Tools, Research and Practical Models within a Digital Learning Environment: Ethics, Caring, Sharing and Design","created_at":"2021-05-26T02:40:17.312-07:00","url":"https://www.academia.edu/49047143/Collaborative_Learning_Methods_Tools_Research_and_Practical_Models_within_a_Digital_Learning_Environment_Ethics_Caring_Sharing_and_Design?f_ri=2246","dom_id":"work_49047143","summary":"The purpose of this article is to map out learning methods to assist teachers in the development of online collaborative coursework. Inspired by the research, a well-mapped-out course appears to increase learners’ competence and confidence (Stodel, 2006). The methods are structured in relation to four conceptual thematic categories: Ethics, Caring, Sharing and Design. Ethics topics include: Credibility, Visitors and Residents model, Digital Natives, Digital Immigrants and Digital Literacy. Caring topics include: Creative Commons, Openness, Mooc, Emergency Remote Teaching and Digital Resilience. Sharing topics include: Collaborative Learning Environment and Avoiding Frustration. Design topics include: Five Stage Online Learning Model, Community of Inquiry, Constructive Alignment, Structure of Observed Learning Outcomes (SOLO) model and Backward Course Design. All of the categories include descriptions, models, theories and methods. A study is included that applies targeted approaches to a specific freestanding higher education online elective course. Comparing two identical courses with the same curriculum with structural differences. For example: Course 1 is being developed without any specific model per se and Course 2 is being developed using five approaches: Community of Inquiry, Collaborative Learning Environment, Constructive Alignment, Structure of Observed Learning Outcomes (SOLO) model and Backward Design. The study results are analyzed by the completion of learning activities and exam requirements.","downloadable_attachments":[{"id":73881187,"asset_id":49047143,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1087234,"first_name":"Elizabeth Ashley","last_name":"Fox-Jensen","domain_name":"mah","page_name":"ElizabethAshleyFoxJensen","display_name":"Elizabeth Ashley Fox-Jensen","profile_url":"https://mah.academia.edu/ElizabethAshleyFoxJensen?f_ri=2246","photo":"https://0.academia-photos.com/1087234/466948/59761277/s65_elizabeth_ashley.fox-jensen.jpg"}],"research_interests":[{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=2246","nofollow":false},{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=2246","nofollow":false},{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy?f_ri=2246","nofollow":false},{"id":9853,"name":"Collaborative Design","url":"https://www.academia.edu/Documents/in/Collaborative_Design?f_ri=2246"},{"id":24944,"name":"Teaching Online","url":"https://www.academia.edu/Documents/in/Teaching_Online?f_ri=2246"},{"id":165528,"name":"Online Teaching","url":"https://www.academia.edu/Documents/in/Online_Teaching?f_ri=2246"},{"id":501447,"name":"Digital Media and Teaching/learning Process","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Teaching_learning_Process?f_ri=2246"},{"id":980433,"name":"Evaluation of Digital Learning Environments","url":"https://www.academia.edu/Documents/in/Evaluation_of_Digital_Learning_Environments?f_ri=2246"},{"id":1268610,"name":"Constructive Alignment","url":"https://www.academia.edu/Documents/in/Constructive_Alignment?f_ri=2246"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_45304970" data-work_id="45304970" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/45304970/La_evaluaci%C3%B3n_de_la_educaci%C3%B3n_virtual_las_e_actividades_The_evaluation_of_virtual_education_e_activities">La evaluación de la educación virtual: las e- actividades (The evaluation of virtual education: e-activities</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Una de las fases del proceso de instrucción que menos cambios ha sufrido a lo largo de la historia ha sido la de la evaluación. En un contexto virtual, una de las preocupaciones que muestran los docentes respecto a la evaluación se... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_45304970" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Una de las fases del proceso de instrucción que menos cambios ha sufrido a lo largo de la historia ha sido la de la evaluación. En un contexto virtual, una de las preocupaciones que muestran los docentes respecto a la evaluación se relaciona con las problemáticas de su implementación y la vertebración de diferentes e-actividades. Por e-actividades se entienden todas las tareas desarrolladas por el estudiante de forma individual o colectiva en un entorno digital, y que están destinadas a obtener un aprendizaje específico. Son, por tanto, el vínculo que une la enseñanza y el aprendizaje en la denominada Sociedad del Conocimiento. En esta línea, este artículo trata de realizar una panorámica por el fenómeno de las e-actividades dentro de los entornos virtuales de aprendizaje. Para ello, realiza una síntesis de los principales estudios sobre el tema en cuanto a definición, tipología, selección y análisis. Los resultados ofrecen un recorrido que avala la importancia de estos recursos como objetos de aprendizaje auténtico. Por este motivo, es necesario que los docentes desarrollen competencias en cuanto a su selección, creación, modificación y evaluación. En esta línea, se esbozan diferentes criterios a tener en cuenta y que se pueden movilizar para el desarrollo de dichas competencias clave. <br /><br />One of the phases of the instructional process that has undergone minor changes throughout history has been that of evaluation. In a virtual context, one of the concerns that teachers show regarding evaluation is related to the problems of its implementation and the design, organisation and eventually implementation of different e-activities. By e-activities we understand all the tasks developed by a student individually or collectively in a digital environment, and which are intended to obtain specific learning. They are, therefore, the link that unites teaching and learning in the so-called Knowledge Society. Along these lines, this article offers an overview of the phenomenon of e-activities within virtual learning environments. Accordingly, it goes through the main studies on e-activities in terms of definition, typology, selection and analysis. Results obtained show the relevance of such resources as authentic learning objects and highlight the importance of promoting specific teacher training competences on the selection, creation, modification and evaluation of e-activities. In this line, the present study proposes different criteria to be considered for the effective inclusion of such competences in teachers' training programmes on digital teaching competence.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/45304970" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c3431b4218250766d70af2a16b935a7b" rel="nofollow" data-download="{"attachment_id":65854842,"asset_id":45304970,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/65854842/download_file?st=MTczMzAwMjk1Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="100711791" href="https://us.academia.edu/AntonioPalaciosRodr%C3%ADguez">Antonio Palacios-Rodríguez</a><script data-card-contents-for-user="100711791" type="text/json">{"id":100711791,"first_name":"Antonio","last_name":"Palacios-Rodríguez","domain_name":"us","page_name":"AntonioPalaciosRodríguez","display_name":"Antonio Palacios-Rodríguez","profile_url":"https://us.academia.edu/AntonioPalaciosRodr%C3%ADguez?f_ri=2246","photo":"https://0.academia-photos.com/100711791/23039155/53747658/s65_antonio.palacios-rodr_guez.jpg"}</script></span></span></li><li class="js-paper-rank-work_45304970 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="45304970"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 45304970, container: ".js-paper-rank-work_45304970", }); });</script></li><li class="js-percentile-work_45304970 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 45304970; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_45304970"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_45304970 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="45304970"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 45304970; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=45304970]").text(description); $(".js-view-count-work_45304970").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_45304970").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="45304970"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2246" href="https://www.academia.edu/Documents/in/Digital_Literacy">Digital Literacy</a>, <script data-card-contents-for-ri="2246" type="text/json">{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="8673" href="https://www.academia.edu/Documents/in/Digital_Media_and_Learning">Digital Media & Learning</a>, <script data-card-contents-for-ri="8673" type="text/json">{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="481136" href="https://www.academia.edu/Documents/in/Competencias_Digitales">Competencias Digitales</a>, <script data-card-contents-for-ri="481136" type="text/json">{"id":481136,"name":"Competencias Digitales","url":"https://www.academia.edu/Documents/in/Competencias_Digitales?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1193280" href="https://www.academia.edu/Documents/in/Elearning">Elearning</a><script data-card-contents-for-ri="1193280" type="text/json">{"id":1193280,"name":"Elearning","url":"https://www.academia.edu/Documents/in/Elearning?f_ri=2246","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=45304970]'), work: {"id":45304970,"title":"La evaluación de la educación virtual: las e- actividades (The evaluation of virtual education: e-activities","created_at":"2021-03-02T05:10:08.284-08:00","url":"https://www.academia.edu/45304970/La_evaluaci%C3%B3n_de_la_educaci%C3%B3n_virtual_las_e_actividades_The_evaluation_of_virtual_education_e_activities?f_ri=2246","dom_id":"work_45304970","summary":"Una de las fases del proceso de instrucción que menos cambios ha sufrido a lo largo de la historia ha sido la de la evaluación. En un contexto virtual, una de las preocupaciones que muestran los docentes respecto a la evaluación se relaciona con las problemáticas de su implementación y la vertebración de diferentes e-actividades. Por e-actividades se entienden todas las tareas desarrolladas por el estudiante de forma individual o colectiva en un entorno digital, y que están destinadas a obtener un aprendizaje específico. Son, por tanto, el vínculo que une la enseñanza y el aprendizaje en la denominada Sociedad del Conocimiento. En esta línea, este artículo trata de realizar una panorámica por el fenómeno de las e-actividades dentro de los entornos virtuales de aprendizaje. Para ello, realiza una síntesis de los principales estudios sobre el tema en cuanto a definición, tipología, selección y análisis. Los resultados ofrecen un recorrido que avala la importancia de estos recursos como objetos de aprendizaje auténtico. Por este motivo, es necesario que los docentes desarrollen competencias en cuanto a su selección, creación, modificación y evaluación. En esta línea, se esbozan diferentes criterios a tener en cuenta y que se pueden movilizar para el desarrollo de dichas competencias clave. \n\nOne of the phases of the instructional process that has undergone minor changes throughout history has been that of evaluation. In a virtual context, one of the concerns that teachers show regarding evaluation is related to the problems of its implementation and the design, organisation and eventually implementation of different e-activities. By e-activities we understand all the tasks developed by a student individually or collectively in a digital environment, and which are intended to obtain specific learning. They are, therefore, the link that unites teaching and learning in the so-called Knowledge Society. Along these lines, this article offers an overview of the phenomenon of e-activities within virtual learning environments. Accordingly, it goes through the main studies on e-activities in terms of definition, typology, selection and analysis. Results obtained show the relevance of such resources as authentic learning objects and highlight the importance of promoting specific teacher training competences on the selection, creation, modification and evaluation of e-activities. In this line, the present study proposes different criteria to be considered for the effective inclusion of such competences in teachers' training programmes on digital teaching competence.","downloadable_attachments":[{"id":65854842,"asset_id":45304970,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":100711791,"first_name":"Antonio","last_name":"Palacios-Rodríguez","domain_name":"us","page_name":"AntonioPalaciosRodríguez","display_name":"Antonio Palacios-Rodríguez","profile_url":"https://us.academia.edu/AntonioPalaciosRodr%C3%ADguez?f_ri=2246","photo":"https://0.academia-photos.com/100711791/23039155/53747658/s65_antonio.palacios-rodr_guez.jpg"}],"research_interests":[{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false},{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=2246","nofollow":false},{"id":481136,"name":"Competencias Digitales","url":"https://www.academia.edu/Documents/in/Competencias_Digitales?f_ri=2246","nofollow":false},{"id":1193280,"name":"Elearning","url":"https://www.academia.edu/Documents/in/Elearning?f_ri=2246","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_37366110 coauthored" data-work_id="37366110" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/37366110/_DUDE_UR_GUNNA_BE_A_GREAT_TEACHER_YO_Cultivating_Diverse_Englishes_Through_Chatroom_Discussions_Between_Preservice_Teachers_and_Urban_High_School_Youth">"DUDE UR GUNNA BE A GREAT TEACHER YO" : Cultivating Diverse Englishes Through Chatroom Discussions Between Preservice Teachers and Urban High School Youth</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This article examines the potential for creating an alternative learning context using digital tools in English classrooms to better support the identities and language practices of diverse learners. We explore the role language plays in... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_37366110" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article examines the potential for creating an alternative learning context using digital tools in English classrooms to better support the identities and language practices of diverse learners. We explore the role language plays in the relationships between preservice teachers in central Illinois and their 10th-grade partners in Los Angeles. Through discourse analysis of online chatroom transcripts, we found that intertextuality and persona building through intentional language use were 2 tactics participants used to shape power dynamics in their relationships. This study provided preservice teachers with opportunities to build relationships with students different from themselves, gain a deeper understanding of the language practices of youth, and explore power structures in schools.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37366110" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="da7e616da44243d24a9b3f2e3086a59b" rel="nofollow" data-download="{"attachment_id":57327648,"asset_id":37366110,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/57327648/download_file?st=MTczMzAwMjk1Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="67567" href="https://stanford.academia.edu/AnteroGarcia">Antero Garcia</a><script data-card-contents-for-user="67567" type="text/json">{"id":67567,"first_name":"Antero","last_name":"Garcia","domain_name":"stanford","page_name":"AnteroGarcia","display_name":"Antero Garcia","profile_url":"https://stanford.academia.edu/AnteroGarcia?f_ri=2246","photo":"https://0.academia-photos.com/67567/18974/1457874/s65_antero.garcia.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-37366110">+1</span><div class="hidden js-additional-users-37366110"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://ilstu.academia.edu/RobynSeglem">Robyn Seglem</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-37366110'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-37366110').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_37366110 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="37366110"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 37366110, container: ".js-paper-rank-work_37366110", }); });</script></li><li class="js-percentile-work_37366110 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37366110; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_37366110"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_37366110 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="37366110"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37366110; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37366110]").text(description); $(".js-view-count-work_37366110").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_37366110").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="37366110"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="94" href="https://www.academia.edu/Documents/in/Discourse_Analysis">Discourse Analysis</a>, <script data-card-contents-for-ri="94" type="text/json">{"id":94,"name":"Discourse Analysis","url":"https://www.academia.edu/Documents/in/Discourse_Analysis?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1003" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a>, <script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2246" href="https://www.academia.edu/Documents/in/Digital_Literacy">Digital Literacy</a><script data-card-contents-for-ri="2246" type="text/json">{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=37366110]'), work: {"id":37366110,"title":"\"DUDE UR GUNNA BE A GREAT TEACHER YO\" : Cultivating Diverse Englishes Through Chatroom Discussions Between Preservice Teachers and Urban High School Youth","created_at":"2018-09-08T14:40:05.515-07:00","url":"https://www.academia.edu/37366110/_DUDE_UR_GUNNA_BE_A_GREAT_TEACHER_YO_Cultivating_Diverse_Englishes_Through_Chatroom_Discussions_Between_Preservice_Teachers_and_Urban_High_School_Youth?f_ri=2246","dom_id":"work_37366110","summary":"This article examines the potential for creating an alternative learning context using digital tools in English classrooms to better support the identities and language practices of diverse learners. We explore the role language plays in the relationships between preservice teachers in central Illinois and their 10th-grade partners in Los Angeles. Through discourse analysis of online chatroom transcripts, we found that intertextuality and persona building through intentional language use were 2 tactics participants used to shape power dynamics in their relationships. This study provided preservice teachers with opportunities to build relationships with students different from themselves, gain a deeper understanding of the language practices of youth, and explore power structures in schools.","downloadable_attachments":[{"id":57327648,"asset_id":37366110,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":67567,"first_name":"Antero","last_name":"Garcia","domain_name":"stanford","page_name":"AnteroGarcia","display_name":"Antero Garcia","profile_url":"https://stanford.academia.edu/AnteroGarcia?f_ri=2246","photo":"https://0.academia-photos.com/67567/18974/1457874/s65_antero.garcia.png"},{"id":368922,"first_name":"Robyn","last_name":"Seglem","domain_name":"ilstu","page_name":"RobynSeglem","display_name":"Robyn Seglem","profile_url":"https://ilstu.academia.edu/RobynSeglem?f_ri=2246","photo":"https://0.academia-photos.com/368922/113433/133202/s65_robyn.seglem.jpg"}],"research_interests":[{"id":94,"name":"Discourse Analysis","url":"https://www.academia.edu/Documents/in/Discourse_Analysis?f_ri=2246","nofollow":false},{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=2246","nofollow":false},{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_33738497" data-work_id="33738497" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/33738497/Crisis_of_Literacies_How_does_the_orchid_cite_the_bee">Crisis of Literacies: How does the orchid cite the bee</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper (in press) is part of a collection asking questions about research-creation, creation as research. It began as a poem performed publicly while walking around a colleague, whose paper I was responding to, with a tensor bandage... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_33738497" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper (in press) is part of a collection asking questions about research-creation, creation as research. It began as a poem performed publicly while walking around a colleague, whose paper I was responding to, with a tensor bandage wrapping and unwrapping, binding and unbinding his arms and torso as I changed direction in my circular windings. Slowly, I placed the lines written on sticky notes on his sweater after reading them. He was a sight, as well as the site of the performance, and together we troubled citational practices and notions of attribution. In a research-creation paradigm, what would these look like and how might they be understood? Are alternative citational practices required as current Western scholarship moves toward recognizing multimodal and performative knowledge production? This paper presents the provocative sight/site/citing of the poem through photographs of the sticky notes paralleled by reflections on this theme.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/33738497" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="bfa3f42bd941d08293fda46b766c2a0f" rel="nofollow" data-download="{"attachment_id":60310859,"asset_id":33738497,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/60310859/download_file?st=MTczMzAwMjk1Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="24486" href="https://concordia.academia.edu/mariacarolinacambre">maria-carolina cambre</a><script data-card-contents-for-user="24486" type="text/json">{"id":24486,"first_name":"maria-carolina","last_name":"cambre","domain_name":"concordia","page_name":"mariacarolinacambre","display_name":"maria-carolina cambre","profile_url":"https://concordia.academia.edu/mariacarolinacambre?f_ri=2246","photo":"https://0.academia-photos.com/24486/7977/21708907/s65_maria-carolina.cambre.png"}</script></span></span></li><li class="js-paper-rank-work_33738497 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="33738497"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 33738497, container: ".js-paper-rank-work_33738497", }); 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$(".js-view-count[data-work-id=33738497]").text(description); $(".js-view-count-work_33738497").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_33738497").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="33738497"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="858" href="https://www.academia.edu/Documents/in/Literacy">Literacy</a>, <script data-card-contents-for-ri="858" type="text/json">{"id":858,"name":"Literacy","url":"https://www.academia.edu/Documents/in/Literacy?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="859" href="https://www.academia.edu/Documents/in/Communication">Communication</a>, <script data-card-contents-for-ri="859" type="text/json">{"id":859,"name":"Communication","url":"https://www.academia.edu/Documents/in/Communication?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2246" href="https://www.academia.edu/Documents/in/Digital_Literacy">Digital Literacy</a>, <script data-card-contents-for-ri="2246" type="text/json">{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="8280" href="https://www.academia.edu/Documents/in/Media_Literacy">Media Literacy</a><script data-card-contents-for-ri="8280" type="text/json">{"id":8280,"name":"Media Literacy","url":"https://www.academia.edu/Documents/in/Media_Literacy?f_ri=2246","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=33738497]'), work: {"id":33738497,"title":"Crisis of Literacies: How does the orchid cite the bee","created_at":"2017-07-02T08:16:17.995-07:00","url":"https://www.academia.edu/33738497/Crisis_of_Literacies_How_does_the_orchid_cite_the_bee?f_ri=2246","dom_id":"work_33738497","summary":"This paper (in press) is part of a collection asking questions about research-creation, creation as research. It began as a poem performed publicly while walking around a colleague, whose paper I was responding to, with a tensor bandage wrapping and unwrapping, binding and unbinding his arms and torso as I changed direction in my circular windings. Slowly, I placed the lines written on sticky notes on his sweater after reading them. He was a sight, as well as the site of the performance, and together we troubled citational practices and notions of attribution. In a research-creation paradigm, what would these look like and how might they be understood? Are alternative citational practices required as current Western scholarship moves toward recognizing multimodal and performative knowledge production? This paper presents the provocative sight/site/citing of the poem through photographs of the sticky notes paralleled by reflections on this theme.","downloadable_attachments":[{"id":60310859,"asset_id":33738497,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":24486,"first_name":"maria-carolina","last_name":"cambre","domain_name":"concordia","page_name":"mariacarolinacambre","display_name":"maria-carolina cambre","profile_url":"https://concordia.academia.edu/mariacarolinacambre?f_ri=2246","photo":"https://0.academia-photos.com/24486/7977/21708907/s65_maria-carolina.cambre.png"}],"research_interests":[{"id":858,"name":"Literacy","url":"https://www.academia.edu/Documents/in/Literacy?f_ri=2246","nofollow":false},{"id":859,"name":"Communication","url":"https://www.academia.edu/Documents/in/Communication?f_ri=2246","nofollow":false},{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false},{"id":8280,"name":"Media Literacy","url":"https://www.academia.edu/Documents/in/Media_Literacy?f_ri=2246","nofollow":false},{"id":14320,"name":"Digital Media And New Literacies","url":"https://www.academia.edu/Documents/in/Digital_Media_And_New_Literacies?f_ri=2246"},{"id":29747,"name":"Arts-Based Research","url":"https://www.academia.edu/Documents/in/Arts-Based_Research?f_ri=2246"},{"id":172833,"name":"Research/Creation","url":"https://www.academia.edu/Documents/in/Research_Creation?f_ri=2246"},{"id":2742569,"name":"citational practices","url":"https://www.academia.edu/Documents/in/citational_practices?f_ri=2246"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_9764977" data-work_id="9764977" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/9764977/Tierney_R_J_Bond_E_and_Bresler_J_2006_Examining_literate_lives_as_students_engage_with_multiple_literacies_the_thread_the_needle_and_the_fabric_In_Theory_into_Practice_Issue_on_Literacies_of_and_for_a_Diverse_Society_Curriculum_Instruction_and_Multiple_Literacies_45_4_359_367">Tierney, R.J., Bond, E. & Bresler, J. (2006) Examining literate lives as students engage with multiple literacies: the thread, the needle and the fabric. In Theory into Practice Issue on Literacies of and for a Diverse Society: Curriculum, Instruction and Multiple Literacies. 45, 4, 359-367.</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/9764977" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ca7809f7ccf87b9efa2b3f8af7c9b26b" rel="nofollow" data-download="{"attachment_id":35945004,"asset_id":9764977,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/35945004/download_file?st=MTczMzAwMjk1Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="23129485" href="https://independent.academia.edu/RobTierney">Robert J Tierney</a><script data-card-contents-for-user="23129485" type="text/json">{"id":23129485,"first_name":"Robert","last_name":"Tierney","domain_name":"independent","page_name":"RobTierney","display_name":"Robert J Tierney","profile_url":"https://independent.academia.edu/RobTierney?f_ri=2246","photo":"https://0.academia-photos.com/23129485/6286553/128098436/s65_robert.tierney.png"}</script></span></span></li><li class="js-paper-rank-work_9764977 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="9764977"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 9764977, container: ".js-paper-rank-work_9764977", }); 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(2006) Examining literate lives as students engage with multiple literacies: the thread, the needle and the fabric. 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$(".js-view-count[data-work-id=11361374]").text(description); $(".js-view-count-work_11361374").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_11361374").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="11361374"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="861" href="https://www.academia.edu/Documents/in/Digital_Divide">Digital Divide</a>, <script data-card-contents-for-ri="861" type="text/json">{"id":861,"name":"Digital Divide","url":"https://www.academia.edu/Documents/in/Digital_Divide?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2246" href="https://www.academia.edu/Documents/in/Digital_Literacy">Digital Literacy</a>, <script data-card-contents-for-ri="2246" type="text/json">{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="42330" href="https://www.academia.edu/Documents/in/Digital_Inequality">Digital Inequality</a>, <script data-card-contents-for-ri="42330" type="text/json">{"id":42330,"name":"Digital Inequality","url":"https://www.academia.edu/Documents/in/Digital_Inequality?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="620670" href="https://www.academia.edu/Documents/in/Community_Informatics_Digital_Literacy_and_the_Digital_Divide_ICT4D_Information_and_Communication">Community Informatics, Digital Literacy and the Digital Divide, ICT4D (Information and Communication Technology for Development particularly in Sustainable Socio-economic Development)</a><script data-card-contents-for-ri="620670" type="text/json">{"id":620670,"name":"Community Informatics, Digital Literacy and the Digital Divide, ICT4D (Information and Communication Technology for Development particularly in Sustainable Socio-economic Development)","url":"https://www.academia.edu/Documents/in/Community_Informatics_Digital_Literacy_and_the_Digital_Divide_ICT4D_Information_and_Communication?f_ri=2246","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=11361374]'), work: {"id":11361374,"title":"Digital Destitution in California","created_at":"2015-03-10T18:51:16.980-07:00","url":"https://www.academia.edu/11361374/Digital_Destitution_in_California?f_ri=2246","dom_id":"work_11361374","summary":"A brief of how digital destitution works, an outline of digital functioning, and how California compares to the nation. ","downloadable_attachments":[{"id":36932192,"asset_id":11361374,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":15648,"first_name":"Blanca","last_name":"Gordo","domain_name":"berkeley","page_name":"BlancaGordoPhD","display_name":"Blanca Gordo","profile_url":"https://berkeley.academia.edu/BlancaGordoPhD?f_ri=2246","photo":"https://0.academia-photos.com/15648/5270/5124/s65_blanca.gordo.jpg"}],"research_interests":[{"id":861,"name":"Digital Divide","url":"https://www.academia.edu/Documents/in/Digital_Divide?f_ri=2246","nofollow":false},{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false},{"id":42330,"name":"Digital Inequality","url":"https://www.academia.edu/Documents/in/Digital_Inequality?f_ri=2246","nofollow":false},{"id":620670,"name":"Community Informatics, Digital Literacy and the Digital Divide, ICT4D (Information and Communication Technology for Development particularly in Sustainable Socio-economic Development)","url":"https://www.academia.edu/Documents/in/Community_Informatics_Digital_Literacy_and_the_Digital_Divide_ICT4D_Information_and_Communication?f_ri=2246","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_32544231 coauthored" data-work_id="32544231" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/32544231/Early_ChildhoodJournal_Information_and_Digital_Literacies_in_a_Kindergarten_Classroom_An_I_LEARN_Case_Study">Early ChildhoodJournal Information and Digital Literacies in a Kindergarten Classroom: An I-LEARN Case Study</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This case study, part of a larger qualitative research project, involved 24 kindergarteners and their teacher in the design, development, and evaluation of a research project built around the I-LEARN model (Neuman, Learning in... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_32544231" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This case study, part of a larger qualitative<br />research project, involved 24 kindergarteners and their<br />teacher in the design, development, and evaluation of a<br />research project built around the I-LEARN model (Neuman,<br />Learning in information-rich environments: I-LEARN<br />and the construction of knowledge in the 21st Century.<br />Springer, New York, 2011b). I-LEARN is a six-step learning<br />model (Identify, Locate, Evaluate, Apply, Reflect and<br />kNow) designed to guide research for twenty first-century<br />learning. The objectives of the study were both to improve<br />the digital and information literacies of the participants<br />and to validate the I-LEARN model for use in an early<br />childhood classroom. The findings have implications for<br />information literacy, digital literacy, and developmentally<br />appropriate practices.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/32544231" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3e39d93e57e6531e60aaec4fe6a180e0" rel="nofollow" data-download="{"attachment_id":52725446,"asset_id":32544231,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/52725446/download_file?st=MTczMzAwMjk1Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="51451655" href="https://drexel.academia.edu/VeraLee">Vera J Lee</a><script data-card-contents-for-user="51451655" type="text/json">{"id":51451655,"first_name":"Vera","last_name":"Lee","domain_name":"drexel","page_name":"VeraLee","display_name":"Vera J Lee","profile_url":"https://drexel.academia.edu/VeraLee?f_ri=2246","photo":"https://0.academia-photos.com/51451655/16419317/16785443/s65_vera.lee.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-32544231">+2</span><div class="hidden js-additional-users-32544231"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/DeliaNeuman">Delia Neuman</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/TecceDecarlo">Tecce Decarlo</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-32544231'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-32544231').html(); 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container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_32544231 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="32544231"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 32544231; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=32544231]").text(description); $(".js-view-count-work_32544231").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_32544231").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="32544231"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1257" href="https://www.academia.edu/Documents/in/Information_Literacy">Information Literacy</a>, <script data-card-contents-for-ri="1257" type="text/json">{"id":1257,"name":"Information Literacy","url":"https://www.academia.edu/Documents/in/Information_Literacy?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2246" href="https://www.academia.edu/Documents/in/Digital_Literacy">Digital Literacy</a>, <script data-card-contents-for-ri="2246" type="text/json">{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3753" href="https://www.academia.edu/Documents/in/Early_Childhood_Education">Early Childhood Education</a><script data-card-contents-for-ri="3753" type="text/json">{"id":3753,"name":"Early Childhood Education","url":"https://www.academia.edu/Documents/in/Early_Childhood_Education?f_ri=2246","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=32544231]'), work: {"id":32544231,"title":"Early ChildhoodJournal Information and Digital Literacies in a Kindergarten Classroom: An I-LEARN Case Study","created_at":"2017-04-20T16:01:43.022-07:00","url":"https://www.academia.edu/32544231/Early_ChildhoodJournal_Information_and_Digital_Literacies_in_a_Kindergarten_Classroom_An_I_LEARN_Case_Study?f_ri=2246","dom_id":"work_32544231","summary":"This case study, part of a larger qualitative\nresearch project, involved 24 kindergarteners and their\nteacher in the design, development, and evaluation of a\nresearch project built around the I-LEARN model (Neuman,\nLearning in information-rich environments: I-LEARN\nand the construction of knowledge in the 21st Century.\nSpringer, New York, 2011b). I-LEARN is a six-step learning\nmodel (Identify, Locate, Evaluate, Apply, Reflect and\nkNow) designed to guide research for twenty first-century\nlearning. The objectives of the study were both to improve\nthe digital and information literacies of the participants\nand to validate the I-LEARN model for use in an early\nchildhood classroom. The findings have implications for\ninformation literacy, digital literacy, and developmentally\nappropriate practices.","downloadable_attachments":[{"id":52725446,"asset_id":32544231,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":51451655,"first_name":"Vera","last_name":"Lee","domain_name":"drexel","page_name":"VeraLee","display_name":"Vera J Lee","profile_url":"https://drexel.academia.edu/VeraLee?f_ri=2246","photo":"https://0.academia-photos.com/51451655/16419317/16785443/s65_vera.lee.png"},{"id":63571633,"first_name":"Delia","last_name":"Neuman","domain_name":"independent","page_name":"DeliaNeuman","display_name":"Delia Neuman","profile_url":"https://independent.academia.edu/DeliaNeuman?f_ri=2246","photo":"/images/s65_no_pic.png"},{"id":77660778,"first_name":"Tecce","last_name":"Decarlo","domain_name":"independent","page_name":"TecceDecarlo","display_name":"Tecce Decarlo","profile_url":"https://independent.academia.edu/TecceDecarlo?f_ri=2246","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1257,"name":"Information Literacy","url":"https://www.academia.edu/Documents/in/Information_Literacy?f_ri=2246","nofollow":false},{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false},{"id":3753,"name":"Early Childhood Education","url":"https://www.academia.edu/Documents/in/Early_Childhood_Education?f_ri=2246","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_5200512" data-work_id="5200512" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/5200512/Beyond_Common_Explanations_Incorporating_digital_technology_and_culture_into_classrooms_in_Me_xico">Beyond Common Explanations. Incorporating digital technology and culture into classrooms in México.</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/5200512" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="dbe96ffff1cae3f7dda3345217daa1e1" rel="nofollow" data-download="{"attachment_id":32389438,"asset_id":5200512,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/32389438/download_file?st=MTczMzAwMjk1Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1118751" href="https://cinvestav.academia.edu/JudyKalman">Judy Kalman</a><script data-card-contents-for-user="1118751" type="text/json">{"id":1118751,"first_name":"Judy","last_name":"Kalman","domain_name":"cinvestav","page_name":"JudyKalman","display_name":"Judy Kalman","profile_url":"https://cinvestav.academia.edu/JudyKalman?f_ri=2246","photo":"https://0.academia-photos.com/1118751/1168977/1465264/s65_judy.kalman.jpg"}</script></span></span></li><li class="js-paper-rank-work_5200512 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="5200512"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 5200512, container: ".js-paper-rank-work_5200512", }); });</script></li><li class="js-percentile-work_5200512 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 5200512; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_5200512"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_5200512 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="5200512"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5200512; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=5200512]").text(description); $(".js-view-count-work_5200512").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_5200512").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="5200512"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="923" href="https://www.academia.edu/Documents/in/Technology">Technology</a>, <script data-card-contents-for-ri="923" type="text/json">{"id":923,"name":"Technology","url":"https://www.academia.edu/Documents/in/Technology?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1003" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a>, <script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a><script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=2246","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=5200512]'), work: {"id":5200512,"title":"Beyond Common Explanations. Incorporating digital technology and culture into classrooms in México.","created_at":"2013-11-23T22:40:10.278-08:00","url":"https://www.academia.edu/5200512/Beyond_Common_Explanations_Incorporating_digital_technology_and_culture_into_classrooms_in_Me_xico?f_ri=2246","dom_id":"work_5200512","summary":null,"downloadable_attachments":[{"id":32389438,"asset_id":5200512,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1118751,"first_name":"Judy","last_name":"Kalman","domain_name":"cinvestav","page_name":"JudyKalman","display_name":"Judy Kalman","profile_url":"https://cinvestav.academia.edu/JudyKalman?f_ri=2246","photo":"https://0.academia-photos.com/1118751/1168977/1465264/s65_judy.kalman.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=2246","nofollow":false},{"id":923,"name":"Technology","url":"https://www.academia.edu/Documents/in/Technology?f_ri=2246","nofollow":false},{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=2246","nofollow":false},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=2246","nofollow":false},{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246"},{"id":37753,"name":"Teaching","url":"https://www.academia.edu/Documents/in/Teaching?f_ri=2246"},{"id":43881,"name":"Mexico","url":"https://www.academia.edu/Documents/in/Mexico?f_ri=2246"},{"id":73852,"name":"Practice","url":"https://www.academia.edu/Documents/in/Practice?f_ri=2246"},{"id":423532,"name":"Secondary School","url":"https://www.academia.edu/Documents/in/Secondary_School?f_ri=2246"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_34935283" data-work_id="34935283" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/34935283/Fake_news_and_critical_literacy_in_the_digital_age">Fake news and critical literacy in the digital age</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">This presentation is part of a keynote address given at the PSA Superconference of teachers from British Columbia on October 20, 2017 at the Vancouver Convention Centre (Vancouver, BC, Canada).</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/34935283" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c09f8349a610f0d4060cc939022dd029" rel="nofollow" data-download="{"attachment_id":54797109,"asset_id":34935283,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54797109/download_file?st=MTczMzAwMjk1Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="14265281" href="https://wix.academia.edu/RonDarvin">Ron Darvin</a><script data-card-contents-for-user="14265281" type="text/json">{"id":14265281,"first_name":"Ron","last_name":"Darvin","domain_name":"wix","page_name":"RonDarvin","display_name":"Ron Darvin","profile_url":"https://wix.academia.edu/RonDarvin?f_ri=2246","photo":"https://0.academia-photos.com/14265281/5633850/75097383/s65_ron.darvin.jpg"}</script></span></span></li><li class="js-paper-rank-work_34935283 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="34935283"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 34935283, container: ".js-paper-rank-work_34935283", }); });</script></li><li class="js-percentile-work_34935283 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34935283; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_34935283"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_34935283 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="34935283"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34935283; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34935283]").text(description); $(".js-view-count-work_34935283").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_34935283").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="34935283"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2246" href="https://www.academia.edu/Documents/in/Digital_Literacy">Digital Literacy</a>, <script data-card-contents-for-ri="2246" type="text/json">{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="78309" href="https://www.academia.edu/Documents/in/Critical_Literacy">Critical Literacy</a><script data-card-contents-for-ri="78309" type="text/json">{"id":78309,"name":"Critical Literacy","url":"https://www.academia.edu/Documents/in/Critical_Literacy?f_ri=2246","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=34935283]'), work: {"id":34935283,"title":"Fake news and critical literacy in the digital age","created_at":"2017-10-23T11:33:39.795-07:00","url":"https://www.academia.edu/34935283/Fake_news_and_critical_literacy_in_the_digital_age?f_ri=2246","dom_id":"work_34935283","summary":"This presentation is part of a keynote address given at the PSA Superconference of teachers from British Columbia on October 20, 2017 at the Vancouver Convention Centre (Vancouver, BC, Canada). ","downloadable_attachments":[{"id":54797109,"asset_id":34935283,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":14265281,"first_name":"Ron","last_name":"Darvin","domain_name":"wix","page_name":"RonDarvin","display_name":"Ron Darvin","profile_url":"https://wix.academia.edu/RonDarvin?f_ri=2246","photo":"https://0.academia-photos.com/14265281/5633850/75097383/s65_ron.darvin.jpg"}],"research_interests":[{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false},{"id":78309,"name":"Critical Literacy","url":"https://www.academia.edu/Documents/in/Critical_Literacy?f_ri=2246","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_49213002" data-work_id="49213002" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/49213002/Digital_Literacy_in_Special_Education_Preparing_Students_for_College_and_the_Workplace">Digital Literacy in Special Education: Preparing Students for College and the Workplace</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Digital literacy is essential for individuals entering college and the workplace. Students with disabilities experience a greater challenge in acquiring the skills necessary to succeed. This chapter explores the disability digital divide,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_49213002" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Digital literacy is essential for individuals entering college and the workplace. Students with disabilities experience a greater challenge in acquiring the skills necessary to succeed. This chapter explores the disability digital divide, success factors for acquiring digital skills, and the implications of a digital literacy curriculum developed for special education classrooms in Idaho. It demonstrates how leveraging human performance improvement (HPI) models, incorporating universal design for learning (UDL) principles, and supporting classroom teachers resulted in a curriculum to help young people with disabilities to acquire the digital skills they need to be prepared for college and the workplace.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/49213002" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4657b11abd975cdf1f7ea1d6727f290f" rel="nofollow" data-download="{"attachment_id":67599125,"asset_id":49213002,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/67599125/download_file?st=MTczMzAwMjk1Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="191513" href="https://boisestate.academia.edu/PatrickLowenthal">Patrick Lowenthal</a><script data-card-contents-for-user="191513" type="text/json">{"id":191513,"first_name":"Patrick","last_name":"Lowenthal","domain_name":"boisestate","page_name":"PatrickLowenthal","display_name":"Patrick Lowenthal","profile_url":"https://boisestate.academia.edu/PatrickLowenthal?f_ri=2246","photo":"https://0.academia-photos.com/191513/46247/3697816/s65_patrick.lowenthal.jpg"}</script></span></span></li><li class="js-paper-rank-work_49213002 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="49213002"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 49213002, container: ".js-paper-rank-work_49213002", }); });</script></li><li class="js-percentile-work_49213002 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 49213002; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_49213002"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_49213002 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="49213002"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 49213002; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=49213002]").text(description); $(".js-view-count-work_49213002").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_49213002").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="49213002"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1601" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2246" href="https://www.academia.edu/Documents/in/Digital_Literacy">Digital Literacy</a>, <script data-card-contents-for-ri="2246" type="text/json">{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="23553" href="https://www.academia.edu/Documents/in/Special_Education_Teacher_Education">Special Education Teacher Education</a><script data-card-contents-for-ri="23553" type="text/json">{"id":23553,"name":"Special Education Teacher Education","url":"https://www.academia.edu/Documents/in/Special_Education_Teacher_Education?f_ri=2246","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=49213002]'), work: {"id":49213002,"title":"Digital Literacy in Special Education: Preparing Students for College and the Workplace","created_at":"2021-06-11T11:36:41.102-07:00","url":"https://www.academia.edu/49213002/Digital_Literacy_in_Special_Education_Preparing_Students_for_College_and_the_Workplace?f_ri=2246","dom_id":"work_49213002","summary":"Digital literacy is essential for individuals entering college and the workplace. Students with disabilities experience a greater challenge in acquiring the skills necessary to succeed. This chapter explores the disability digital divide, success factors for acquiring digital skills, and the implications of a digital literacy curriculum developed for special education classrooms in Idaho. It demonstrates how leveraging human performance improvement (HPI) models, incorporating universal design for learning (UDL) principles, and supporting classroom teachers resulted in a curriculum to help young people with disabilities to acquire the digital skills they need to be prepared for college and the workplace.","downloadable_attachments":[{"id":67599125,"asset_id":49213002,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":191513,"first_name":"Patrick","last_name":"Lowenthal","domain_name":"boisestate","page_name":"PatrickLowenthal","display_name":"Patrick Lowenthal","profile_url":"https://boisestate.academia.edu/PatrickLowenthal?f_ri=2246","photo":"https://0.academia-photos.com/191513/46247/3697816/s65_patrick.lowenthal.jpg"}],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=2246","nofollow":false},{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false},{"id":23553,"name":"Special Education Teacher Education","url":"https://www.academia.edu/Documents/in/Special_Education_Teacher_Education?f_ri=2246","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_25328366 coauthored" data-work_id="25328366" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/25328366/Formaci%C3%B3n_literaria_hipertextos_y_web_2_0_en_el_marco_educativo">Formación literaria, hipertextos y web 2.0 en el marco educativo</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Este volumen recoge una serie de aportaciones sobre el hipertexto literario y audiovisual en su encrucijada con el género de la minificción, teniendo en cuenta el aprovechamiento que se puede hacer de ambos en la esfera de la formación... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_25328366" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Este volumen recoge una serie de aportaciones sobre el hipertexto literario y audiovisual en su encrucijada con el género de la minificción, teniendo en cuenta el aprovechamiento que se puede hacer de ambos en la esfera de la formación didáctica y profesional. El lector tendrá acceso tanto a diferentes enfoques teóricos del tema, como a una serie de propuestas de innovación pedagógica, cuya efectividad ha sido puesta a prueba en las aulas por un equipo de docentes interesados en la innovación dentro del campo.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/25328366" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8d44e83c52edbbed1fdb371e7e64dbd1" rel="nofollow" data-download="{"attachment_id":45626585,"asset_id":25328366,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/45626585/download_file?st=MTczMzAwMjk1Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="32250680" href="https://gatech.academia.edu/OCleger">Osvaldo Cleger</a><script data-card-contents-for-user="32250680" type="text/json">{"id":32250680,"first_name":"Osvaldo","last_name":"Cleger","domain_name":"gatech","page_name":"OCleger","display_name":"Osvaldo Cleger","profile_url":"https://gatech.academia.edu/OCleger?f_ri=2246","photo":"https://0.academia-photos.com/32250680/10623131/11857980/s65_osvaldo.cleger.jpg_oh_00bf1bb35599292dff8ac423e4d30a21_oe_56b2a9ad"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-25328366">+2</span><div class="hidden js-additional-users-25328366"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/Jos%C3%A9ManueldeAmoS%C3%A1nchezFort%C3%BAn">JoséManuel de Amo Sánchez-Fortún</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://barcelona.academia.edu/AlbaAMBR%C3%92SPALLAR%C3%88S">Alba AMBRÓS-PALLARÉS</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-25328366'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-25328366').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_25328366 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="25328366"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 25328366, container: ".js-paper-rank-work_25328366", }); });</script></li><li class="js-percentile-work_25328366 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 25328366; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_25328366"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_25328366 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="25328366"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 25328366; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=25328366]").text(description); $(".js-view-count-work_25328366").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_25328366").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="25328366"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">11</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="2246" href="https://www.academia.edu/Documents/in/Digital_Literacy">Digital Literacy</a>, <script data-card-contents-for-ri="2246" type="text/json">{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4682" href="https://www.academia.edu/Documents/in/Reading_Habits_Attitudes">Reading Habits/Attitudes</a>, <script data-card-contents-for-ri="4682" type="text/json">{"id":4682,"name":"Reading Habits/Attitudes","url":"https://www.academia.edu/Documents/in/Reading_Habits_Attitudes?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="8005" href="https://www.academia.edu/Documents/in/Electronic_Literature">Electronic Literature</a>, <script data-card-contents-for-ri="8005" type="text/json">{"id":8005,"name":"Electronic Literature","url":"https://www.academia.edu/Documents/in/Electronic_Literature?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="13873" href="https://www.academia.edu/Documents/in/Twitter">Twitter</a><script data-card-contents-for-ri="13873" type="text/json">{"id":13873,"name":"Twitter","url":"https://www.academia.edu/Documents/in/Twitter?f_ri=2246","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=25328366]'), work: {"id":25328366,"title":"Formación literaria, hipertextos y web 2.0 en el marco educativo","created_at":"2016-05-14T12:30:11.809-07:00","url":"https://www.academia.edu/25328366/Formaci%C3%B3n_literaria_hipertextos_y_web_2_0_en_el_marco_educativo?f_ri=2246","dom_id":"work_25328366","summary":"Este volumen recoge una serie de aportaciones sobre el hipertexto literario y audiovisual en su encrucijada con el género de la minificción, teniendo en cuenta el aprovechamiento que se puede hacer de ambos en la esfera de la formación didáctica y profesional. El lector tendrá acceso tanto a diferentes enfoques teóricos del tema, como a una serie de propuestas de innovación pedagógica, cuya efectividad ha sido puesta a prueba en las aulas por un equipo de docentes interesados en la innovación dentro del campo.","downloadable_attachments":[{"id":45626585,"asset_id":25328366,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":32250680,"first_name":"Osvaldo","last_name":"Cleger","domain_name":"gatech","page_name":"OCleger","display_name":"Osvaldo Cleger","profile_url":"https://gatech.academia.edu/OCleger?f_ri=2246","photo":"https://0.academia-photos.com/32250680/10623131/11857980/s65_osvaldo.cleger.jpg_oh_00bf1bb35599292dff8ac423e4d30a21_oe_56b2a9ad"},{"id":860082,"first_name":"JoséManuel","last_name":"de Amo Sánchez-Fortún","domain_name":"independent","page_name":"JoséManueldeAmoSánchezFortún","display_name":"JoséManuel de Amo Sánchez-Fortún","profile_url":"https://independent.academia.edu/Jos%C3%A9ManueldeAmoS%C3%A1nchezFort%C3%BAn?f_ri=2246","photo":"https://0.academia-photos.com/860082/121490536/110823579/s65_jos_manuel.de_amo_s_nchez-fort_n.jpeg"},{"id":37069024,"first_name":"Alba","last_name":"AMBRÓS-PALLARÉS","domain_name":"barcelona","page_name":"AlbaAMBRÒSPALLARÈS","display_name":"Alba AMBRÓS-PALLARÉS","profile_url":"https://barcelona.academia.edu/AlbaAMBR%C3%92SPALLAR%C3%88S?f_ri=2246","photo":"https://0.academia-photos.com/37069024/12836802/100002585/s65_alba.ambr_s_pallar_s.jpg"}],"research_interests":[{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false},{"id":4682,"name":"Reading Habits/Attitudes","url":"https://www.academia.edu/Documents/in/Reading_Habits_Attitudes?f_ri=2246","nofollow":false},{"id":8005,"name":"Electronic Literature","url":"https://www.academia.edu/Documents/in/Electronic_Literature?f_ri=2246","nofollow":false},{"id":13873,"name":"Twitter","url":"https://www.academia.edu/Documents/in/Twitter?f_ri=2246","nofollow":false},{"id":15893,"name":"Hypertext theory","url":"https://www.academia.edu/Documents/in/Hypertext_theory?f_ri=2246"},{"id":29963,"name":"Comics and Graphic Novels","url":"https://www.academia.edu/Documents/in/Comics_and_Graphic_Novels?f_ri=2246"},{"id":55814,"name":"Minificción","url":"https://www.academia.edu/Documents/in/Minificci%C3%B3n?f_ri=2246"},{"id":72960,"name":"Teoría Del Discurso Hipertextual, De Escritura; Literatura, Filosofía","url":"https://www.academia.edu/Documents/in/Teoria_Del_Discurso_Hipertextual_De_Escritura_Literatura_Filosofia?f_ri=2246"},{"id":119626,"name":"Literatura Electrónica","url":"https://www.academia.edu/Documents/in/Literatura_Electronica?f_ri=2246"},{"id":274096,"name":"Comunicación Audiovisual","url":"https://www.academia.edu/Documents/in/Comunicaci%C3%B3n_Audiovisual?f_ri=2246"},{"id":1019265,"name":"Reading Strategies and Cognition","url":"https://www.academia.edu/Documents/in/Reading_Strategies_and_Cognition?f_ri=2246"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_73986874" data-work_id="73986874" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/73986874/A_multidimensional_approach_to_determinants_of_computer_use_in_primary_education_teacher_and_school_characteristics">A multidimensional approach to determinants of computer use in primary education: teacher and school characteristics</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The central aim of this study was to test a model that integrates determinants of educational computer use. In particular, the article examines teacher and school characteristics that are associated with different types of computer use by... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_73986874" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The central aim of this study was to test a model that integrates determinants of educational computer use. In particular, the article examines teacher and school characteristics that are associated with different types of computer use by primary school teachers. A survey was conducted, involving 527 teachers from 68 primary schools. A separate questionnaire was administered to ICT coordinators from the same schools to gather additional information about cultural and contextual school characteristics. The combined impact of both teacher and school characteristics was explored through a multilevel analysis. Besides the importance of school characteristics, the results point to differential effects on specific types of computer use.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/73986874" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f8d3d356a19b690cb3a9436d4279413d" rel="nofollow" data-download="{"attachment_id":82305060,"asset_id":73986874,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/82305060/download_file?st=MTczMzAwMjk1Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="174736813" href="https://independent.academia.edu/AmnaKhan348">Amna Khan</a><script data-card-contents-for-user="174736813" type="text/json">{"id":174736813,"first_name":"Amna","last_name":"Khan","domain_name":"independent","page_name":"AmnaKhan348","display_name":"Amna Khan","profile_url":"https://independent.academia.edu/AmnaKhan348?f_ri=2246","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_73986874 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="73986874"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 73986874, container: ".js-paper-rank-work_73986874", }); });</script></li><li class="js-percentile-work_73986874 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 73986874; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_73986874"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_73986874 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="73986874"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 73986874; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=73986874]").text(description); $(".js-view-count-work_73986874").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_73986874").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="73986874"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">20</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="237" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="422" href="https://www.academia.edu/Documents/in/Computer_Science">Computer Science</a>, <script data-card-contents-for-ri="422" type="text/json">{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="854" href="https://www.academia.edu/Documents/in/Computer_Vision">Computer Vision</a>, <script data-card-contents-for-ri="854" type="text/json">{"id":854,"name":"Computer Vision","url":"https://www.academia.edu/Documents/in/Computer_Vision?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a><script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=2246","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=73986874]'), work: {"id":73986874,"title":"A multidimensional approach to determinants of computer use in primary education: teacher and school characteristics","created_at":"2022-03-17T23:41:47.624-07:00","url":"https://www.academia.edu/73986874/A_multidimensional_approach_to_determinants_of_computer_use_in_primary_education_teacher_and_school_characteristics?f_ri=2246","dom_id":"work_73986874","summary":"The central aim of this study was to test a model that integrates determinants of educational computer use. In particular, the article examines teacher and school characteristics that are associated with different types of computer use by primary school teachers. A survey was conducted, involving 527 teachers from 68 primary schools. A separate questionnaire was administered to ICT coordinators from the same schools to gather additional information about cultural and contextual school characteristics. The combined impact of both teacher and school characteristics was explored through a multilevel analysis. Besides the importance of school characteristics, the results point to differential effects on specific types of computer use.","downloadable_attachments":[{"id":82305060,"asset_id":73986874,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":174736813,"first_name":"Amna","last_name":"Khan","domain_name":"independent","page_name":"AmnaKhan348","display_name":"Amna Khan","profile_url":"https://independent.academia.edu/AmnaKhan348?f_ri=2246","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=2246","nofollow":false},{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science?f_ri=2246","nofollow":false},{"id":854,"name":"Computer Vision","url":"https://www.academia.edu/Documents/in/Computer_Vision?f_ri=2246","nofollow":false},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=2246","nofollow":false},{"id":1077,"name":"Educational Leadership","url":"https://www.academia.edu/Documents/in/Educational_Leadership?f_ri=2246"},{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246"},{"id":2869,"name":"Digital Media","url":"https://www.academia.edu/Documents/in/Digital_Media?f_ri=2246"},{"id":3162,"name":"Educational Development","url":"https://www.academia.edu/Documents/in/Educational_Development?f_ri=2246"},{"id":3749,"name":"Change Leadership","url":"https://www.academia.edu/Documents/in/Change_Leadership?f_ri=2246"},{"id":6865,"name":"Digital Culture","url":"https://www.academia.edu/Documents/in/Digital_Culture?f_ri=2246"},{"id":11749,"name":"Affective Computing","url":"https://www.academia.edu/Documents/in/Affective_Computing?f_ri=2246"},{"id":53296,"name":"Computers in Education","url":"https://www.academia.edu/Documents/in/Computers_in_Education?f_ri=2246"},{"id":59249,"name":"Computers","url":"https://www.academia.edu/Documents/in/Computers?f_ri=2246"},{"id":68872,"name":"Computer Assisted Learning","url":"https://www.academia.edu/Documents/in/Computer_Assisted_Learning?f_ri=2246"},{"id":81504,"name":"Correlation","url":"https://www.academia.edu/Documents/in/Correlation?f_ri=2246"},{"id":94837,"name":"Digital Media and Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning-1?f_ri=2246"},{"id":242756,"name":"Educational Leadership and Management","url":"https://www.academia.edu/Documents/in/Educational_Leadership_and_Management?f_ri=2246"},{"id":258685,"name":"Computers and Education","url":"https://www.academia.edu/Documents/in/Computers_and_Education?f_ri=2246"},{"id":746917,"name":"Digital Media Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_Learning?f_ri=2246"},{"id":1198057,"name":"Computer","url":"https://www.academia.edu/Documents/in/Computer?f_ri=2246"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_35734306" data-work_id="35734306" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/35734306/Digital_Literacy_e_giovani_Strumenti_per_comprendere_misurare_intervenire">Digital Literacy e giovani. Strumenti per comprendere, misurare, intervenire</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35734306" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ad18e85466153131d015a610503bf984" rel="nofollow" data-download="{"attachment_id":55608584,"asset_id":35734306,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/55608584/download_file?st=MTczMzAwMjk1Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="363662" href="https://unipd.academia.edu/CosimoMarcoScarcelli">Cosimo Marco Scarcelli</a><script data-card-contents-for-user="363662" type="text/json">{"id":363662,"first_name":"Cosimo Marco","last_name":"Scarcelli","domain_name":"unipd","page_name":"CosimoMarcoScarcelli","display_name":"Cosimo Marco Scarcelli","profile_url":"https://unipd.academia.edu/CosimoMarcoScarcelli?f_ri=2246","photo":"https://0.academia-photos.com/363662/8464441/10172707/s65_cosimo_marco.scarcelli.jpg"}</script></span></span></li><li class="js-paper-rank-work_35734306 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="35734306"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 35734306, container: ".js-paper-rank-work_35734306", }); });</script></li><li class="js-percentile-work_35734306 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35734306; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_35734306"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_35734306 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="35734306"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35734306; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35734306]").text(description); $(".js-view-count-work_35734306").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_35734306").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="35734306"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="184" href="https://www.academia.edu/Documents/in/Sociology">Sociology</a>, <script data-card-contents-for-ri="184" type="text/json">{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2246" href="https://www.academia.edu/Documents/in/Digital_Literacy">Digital Literacy</a>, <script data-card-contents-for-ri="2246" type="text/json">{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2869" href="https://www.academia.edu/Documents/in/Digital_Media">Digital Media</a><script data-card-contents-for-ri="2869" type="text/json">{"id":2869,"name":"Digital Media","url":"https://www.academia.edu/Documents/in/Digital_Media?f_ri=2246","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=35734306]'), work: {"id":35734306,"title":"Digital Literacy e giovani. Strumenti per comprendere, misurare, intervenire","created_at":"2018-01-22T17:19:19.340-08:00","url":"https://www.academia.edu/35734306/Digital_Literacy_e_giovani_Strumenti_per_comprendere_misurare_intervenire?f_ri=2246","dom_id":"work_35734306","summary":null,"downloadable_attachments":[{"id":55608584,"asset_id":35734306,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":363662,"first_name":"Cosimo Marco","last_name":"Scarcelli","domain_name":"unipd","page_name":"CosimoMarcoScarcelli","display_name":"Cosimo Marco Scarcelli","profile_url":"https://unipd.academia.edu/CosimoMarcoScarcelli?f_ri=2246","photo":"https://0.academia-photos.com/363662/8464441/10172707/s65_cosimo_marco.scarcelli.jpg"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=2246","nofollow":false},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=2246","nofollow":false},{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false},{"id":2869,"name":"Digital Media","url":"https://www.academia.edu/Documents/in/Digital_Media?f_ri=2246","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_53412409" data-work_id="53412409" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/53412409/Digital_competence_and_digital_literacy_in_higher_education_research_Systematic_review_of_concept_use">Digital competence and digital literacy in higher education research: Systematic review of concept use</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Digitalcompetenceanddigitalliteracyareconceptsthatareincreasinglyusedin public discourse. However, how the concepts are used and how they are definedremains unclear. This paper presents a systematic review of research where... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_53412409" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Digitalcompetenceanddigitalliteracyareconceptsthatareincreasinglyusedin public discourse. However, how the concepts are used and how they are definedremains unclear. This paper presents a systematic review of research where theseconceptsareusedinhighereducationresearch.Theaimistoestablishanunderstandingof referencing strategy to digital literacy and digital competence over time, disciplines,countries, methods and level of analysis. Three databases were used in the systematicliterature review: Web of Science, Scopus andEducation Resources Information Centre.We delimited the search totitle, abstract and keywords in the databases. Inclusioncriteria were peer-reviewed publications written in English. Initially 107 publications between 1997 and 2017 were found, with 28 addressing digital competence and 79 digital literacy. Our review demonstrates that there is a range of definitions used in higher education research. They vary depending on if the concepts are defined by policy, research or both and whether they focus on technical skills or social practices. This review indicates directions for further research in higher education i) do more research based on critical perspectives to avoid commonsensical use of the concepts, ii) take the development of definitions of these concepts seriously iii) avoid cross-referencing incompatibilities and finally iv) engage in critical investigations regarding the legitimacy of policy over research in the domain of higher education research.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/53412409" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3c8f276fe752891c6ab52714606fbbb8" rel="nofollow" data-download="{"attachment_id":70269073,"asset_id":53412409,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/70269073/download_file?st=MTczMzAwMjk1Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="645736" href="https://gu-se.academia.edu/SylvanaSofkovaHashemi">Sylvana Sofkova Hashemi</a><script data-card-contents-for-user="645736" type="text/json">{"id":645736,"first_name":"Sylvana","last_name":"Sofkova Hashemi","domain_name":"gu-se","page_name":"SylvanaSofkovaHashemi","display_name":"Sylvana Sofkova Hashemi","profile_url":"https://gu-se.academia.edu/SylvanaSofkovaHashemi?f_ri=2246","photo":"https://0.academia-photos.com/645736/63920568/52234260/s65_sylvana.sofkova_hashemi.jpg"}</script></span></span></li><li class="js-paper-rank-work_53412409 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="53412409"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 53412409, container: ".js-paper-rank-work_53412409", }); });</script></li><li class="js-percentile-work_53412409 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 53412409; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_53412409"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_53412409 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="53412409"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 53412409; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=53412409]").text(description); $(".js-view-count-work_53412409").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_53412409").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="53412409"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2246" href="https://www.academia.edu/Documents/in/Digital_Literacy">Digital Literacy</a>, <script data-card-contents-for-ri="2246" type="text/json">{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="44348" href="https://www.academia.edu/Documents/in/Systematic_Reviews">Systematic Reviews</a>, <script data-card-contents-for-ri="44348" type="text/json">{"id":44348,"name":"Systematic Reviews","url":"https://www.academia.edu/Documents/in/Systematic_Reviews?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="364253" href="https://www.academia.edu/Documents/in/Digital_competence">Digital competence</a><script data-card-contents-for-ri="364253" type="text/json">{"id":364253,"name":"Digital competence","url":"https://www.academia.edu/Documents/in/Digital_competence?f_ri=2246","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=53412409]'), work: {"id":53412409,"title":"Digital competence and digital literacy in higher education research: Systematic review of concept use","created_at":"2021-09-26T13:10:09.953-07:00","url":"https://www.academia.edu/53412409/Digital_competence_and_digital_literacy_in_higher_education_research_Systematic_review_of_concept_use?f_ri=2246","dom_id":"work_53412409","summary":"Digitalcompetenceanddigitalliteracyareconceptsthatareincreasinglyusedin public discourse. However, how the concepts are used and how they are definedremains unclear. This paper presents a systematic review of research where theseconceptsareusedinhighereducationresearch.Theaimistoestablishanunderstandingof referencing strategy to digital literacy and digital competence over time, disciplines,countries, methods and level of analysis. Three databases were used in the systematicliterature review: Web of Science, Scopus andEducation Resources Information Centre.We delimited the search totitle, abstract and keywords in the databases. Inclusioncriteria were peer-reviewed publications written in English. Initially 107 publications between 1997 and 2017 were found, with 28 addressing digital competence and 79 digital literacy. Our review demonstrates that there is a range of definitions used in higher education research. They vary depending on if the concepts are defined by policy, research or both and whether they focus on technical skills or social practices. This review indicates directions for further research in higher education i) do more research based on critical perspectives to avoid commonsensical use of the concepts, ii) take the development of definitions of these concepts seriously iii) avoid cross-referencing incompatibilities and finally iv) engage in critical investigations regarding the legitimacy of policy over research in the domain of higher education research.","downloadable_attachments":[{"id":70269073,"asset_id":53412409,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":645736,"first_name":"Sylvana","last_name":"Sofkova Hashemi","domain_name":"gu-se","page_name":"SylvanaSofkovaHashemi","display_name":"Sylvana Sofkova Hashemi","profile_url":"https://gu-se.academia.edu/SylvanaSofkovaHashemi?f_ri=2246","photo":"https://0.academia-photos.com/645736/63920568/52234260/s65_sylvana.sofkova_hashemi.jpg"}],"research_interests":[{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2246","nofollow":false},{"id":44348,"name":"Systematic Reviews","url":"https://www.academia.edu/Documents/in/Systematic_Reviews?f_ri=2246","nofollow":false},{"id":364253,"name":"Digital competence","url":"https://www.academia.edu/Documents/in/Digital_competence?f_ri=2246","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_45174382" data-work_id="45174382" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/45174382/Digital_Literacy_and_Readership_of_E_Books_in_Slovakia">Digital Literacy and Readership of E-Books in Slovakia</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Digital literacy and the level of digital skills represent a key determinant within the information-based and knowledge society. Thanks to development and higher accessibility of the Internet connection, its use is constantly growing... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_45174382" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Digital literacy and the level of digital skills represent a key determinant within the information-based and knowledge society. Thanks to development and higher accessibility of the Internet connection, its use is constantly growing outside the working environment, as well. The average age of users of the Internet or any other devices, such as computers, tablets or smartphones, has also increased. The level of digital literacy in specific countries has reported a considerable growth, which has brought about new opportunities connected with the use of these media. One of these is the question of the impact of digital media on readership of e-books. The paper is also analysing the level of digital skills in Slovakia and the extent of use of particular devices. The authors are studying what devices Slovak users have at their disposal, how often and for what purpose they use them. They are also observing what devices they prefer for specific activities. The emphasis is placed on readership of e-books through presentation of the results of their own research focusing on readership of electronic books. By means of various statistical methods, they are trying to define the statistical dependence between the respondents' sex and readership of traditional books compared to readership of traditional and electronic books.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/45174382" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7bdc1984ca92faaee6a739cc25937fd0" rel="nofollow" data-download="{"attachment_id":65757882,"asset_id":45174382,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/65757882/download_file?st=MTczMzAwMjk1Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="181715450" href="https://independent.academia.edu/PeterKraj%C4%8Dovi%C4%8D">Peter Krajčovič</a><script data-card-contents-for-user="181715450" type="text/json">{"id":181715450,"first_name":"Peter","last_name":"Krajčovič","domain_name":"independent","page_name":"PeterKrajčovič","display_name":"Peter Krajčovič","profile_url":"https://independent.academia.edu/PeterKraj%C4%8Dovi%C4%8D?f_ri=2246","photo":"https://0.academia-photos.com/181715450/51556550/39635084/s65_peter.kraj_ovi_.jpg"}</script></span></span></li><li class="js-paper-rank-work_45174382 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="45174382"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 45174382, container: ".js-paper-rank-work_45174382", }); });</script></li><li class="js-percentile-work_45174382 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 45174382; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_45174382"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_45174382 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="45174382"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 45174382; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=45174382]").text(description); $(".js-view-count-work_45174382").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_45174382").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="45174382"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="928" href="https://www.academia.edu/Documents/in/Media_Studies">Media Studies</a>, <script data-card-contents-for-ri="928" type="text/json">{"id":928,"name":"Media Studies","url":"https://www.academia.edu/Documents/in/Media_Studies?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2246" href="https://www.academia.edu/Documents/in/Digital_Literacy">Digital Literacy</a>, <script data-card-contents-for-ri="2246" type="text/json">{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2167281" href="https://www.academia.edu/Documents/in/Book_Readership">Book Readership</a><script data-card-contents-for-ri="2167281" type="text/json">{"id":2167281,"name":"Book Readership","url":"https://www.academia.edu/Documents/in/Book_Readership?f_ri=2246","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=45174382]'), work: {"id":45174382,"title":"Digital Literacy and Readership of E-Books in Slovakia","created_at":"2021-02-23T01:19:50.088-08:00","url":"https://www.academia.edu/45174382/Digital_Literacy_and_Readership_of_E_Books_in_Slovakia?f_ri=2246","dom_id":"work_45174382","summary":"Digital literacy and the level of digital skills represent a key determinant within the information-based and knowledge society. Thanks to development and higher accessibility of the Internet connection, its use is constantly growing outside the working environment, as well. The average age of users of the Internet or any other devices, such as computers, tablets or smartphones, has also increased. The level of digital literacy in specific countries has reported a considerable growth, which has brought about new opportunities connected with the use of these media. One of these is the question of the impact of digital media on readership of e-books. The paper is also analysing the level of digital skills in Slovakia and the extent of use of particular devices. The authors are studying what devices Slovak users have at their disposal, how often and for what purpose they use them. They are also observing what devices they prefer for specific activities. The emphasis is placed on readership of e-books through presentation of the results of their own research focusing on readership of electronic books. By means of various statistical methods, they are trying to define the statistical dependence between the respondents' sex and readership of traditional books compared to readership of traditional and electronic books.","downloadable_attachments":[{"id":65757882,"asset_id":45174382,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":181715450,"first_name":"Peter","last_name":"Krajčovič","domain_name":"independent","page_name":"PeterKrajčovič","display_name":"Peter Krajčovič","profile_url":"https://independent.academia.edu/PeterKraj%C4%8Dovi%C4%8D?f_ri=2246","photo":"https://0.academia-photos.com/181715450/51556550/39635084/s65_peter.kraj_ovi_.jpg"}],"research_interests":[{"id":928,"name":"Media Studies","url":"https://www.academia.edu/Documents/in/Media_Studies?f_ri=2246","nofollow":false},{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false},{"id":2167281,"name":"Book Readership","url":"https://www.academia.edu/Documents/in/Book_Readership?f_ri=2246","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_8491820" data-work_id="8491820" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/8491820/Empowering_Learners_in_the_Reader_Writer_Nature_of_the_Digital_Informational_Space">Empowering Learners in the Reader/Writer Nature of the Digital Informational Space</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The Internet is the dominant text of this generation, and through intentional use it may provide opportunities for the critical literacy infused pedagogy. As we consider the online and offline literacy practices that our students will... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_8491820" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The Internet is the dominant text of this generation, and through intentional use it may provide opportunities for the critical literacy infused pedagogy. As we consider the online and offline literacy practices that our students will need as future events warrant, the one constant is change. This requires a continual re-defining, and re-examination of our notions of the knowledge, skills, and dispositions utilized as we read and write online. To empower students using the Internet we need to consider opportunities to move learners from consumers to producers of digital content. More to the point, we need to move learners from content consumers to content curators to content constructors. The next three columns will focus on informing those aspects as they relate to the challenge of moving learners from readers, or consumers to writers, or producers in the digital informational space.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/8491820" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5a636b50ffc38aac28af7ba0cb9697c8" rel="nofollow" data-download="{"attachment_id":35733905,"asset_id":8491820,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/35733905/download_file?st=MTczMzAwMjk1Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="148410" href="https://cofc.academia.edu/wiobyrne">W. Ian O'Byrne</a><script data-card-contents-for-user="148410" type="text/json">{"id":148410,"first_name":"W. Ian","last_name":"O'Byrne","domain_name":"cofc","page_name":"wiobyrne","display_name":"W. 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As we consider the online and offline literacy practices that our students will need as future events warrant, the one constant is change. This requires a continual re-defining, and re-examination of our notions of the knowledge, skills, and dispositions utilized as we read and write online. To empower students using the Internet we need to consider opportunities to move learners from consumers to producers of digital content. More to the point, we need to move learners from content consumers to content curators to content constructors. The next three columns will focus on informing those aspects as they relate to the challenge of moving learners from readers, or consumers to writers, or producers in the digital informational space.","downloadable_attachments":[{"id":35733905,"asset_id":8491820,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":148410,"first_name":"W. Ian","last_name":"O'Byrne","domain_name":"cofc","page_name":"wiobyrne","display_name":"W. Ian O'Byrne","profile_url":"https://cofc.academia.edu/wiobyrne?f_ri=2246","photo":"https://0.academia-photos.com/148410/39219/1467823/s65_william_ian.o_byrne.jpg"}],"research_interests":[{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=2246","nofollow":false},{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false},{"id":3482,"name":"Adolescent Literacy","url":"https://www.academia.edu/Documents/in/Adolescent_Literacy?f_ri=2246","nofollow":false},{"id":5625,"name":"Instructional Technology","url":"https://www.academia.edu/Documents/in/Instructional_Technology?f_ri=2246","nofollow":false},{"id":8800,"name":"New Literacies","url":"https://www.academia.edu/Documents/in/New_Literacies?f_ri=2246"},{"id":78309,"name":"Critical Literacy","url":"https://www.academia.edu/Documents/in/Critical_Literacy?f_ri=2246"},{"id":89502,"name":"Information and Communication Technologies","url":"https://www.academia.edu/Documents/in/Information_and_Communication_Technologies?f_ri=2246"},{"id":851189,"name":"Web Literacy","url":"https://www.academia.edu/Documents/in/Web_Literacy?f_ri=2246"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_4898276" data-work_id="4898276" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/4898276/Rogers_et_al_2010_From_Image_to_Ideology_analyzing_shifting_identity_positions_of_marginalized_youth_across_the_cultural_sites_of_video_production">Rogers et al., 2010 From Image to Ideology: analyzing shifting identity positions of marginalized youth across the cultural sites of video production</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/4898276" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="eacf272d21bde4ab1df82eeb186d0f9e" rel="nofollow" data-download="{"attachment_id":32165506,"asset_id":4898276,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/32165506/download_file?st=MTczMzAwMjk1Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span 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hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="4898276"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 4898276; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=4898276]").text(description); $(".js-view-count-work_4898276").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_4898276").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="4898276"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="858" href="https://www.academia.edu/Documents/in/Literacy">Literacy</a>, <script data-card-contents-for-ri="858" type="text/json">{"id":858,"name":"Literacy","url":"https://www.academia.edu/Documents/in/Literacy?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2246" href="https://www.academia.edu/Documents/in/Digital_Literacy">Digital Literacy</a>, <script data-card-contents-for-ri="2246" type="text/json">{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5272" href="https://www.academia.edu/Documents/in/Identity_Culture_">Identity (Culture)</a>, <script data-card-contents-for-ri="5272" type="text/json">{"id":5272,"name":"Identity (Culture)","url":"https://www.academia.edu/Documents/in/Identity_Culture_?f_ri=2246","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="213419" href="https://www.academia.edu/Documents/in/Media_and_identity">Media and identity</a><script data-card-contents-for-ri="213419" type="text/json">{"id":213419,"name":"Media and identity","url":"https://www.academia.edu/Documents/in/Media_and_identity?f_ri=2246","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=4898276]'), work: {"id":4898276,"title":"Rogers et al., 2010 From Image to Ideology: analyzing shifting identity positions of marginalized youth across the cultural sites of video production","created_at":"2013-10-26T13:40:44.025-07:00","url":"https://www.academia.edu/4898276/Rogers_et_al_2010_From_Image_to_Ideology_analyzing_shifting_identity_positions_of_marginalized_youth_across_the_cultural_sites_of_video_production?f_ri=2246","dom_id":"work_4898276","summary":null,"downloadable_attachments":[{"id":32165506,"asset_id":4898276,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":6390630,"first_name":"Theresa","last_name":"Rogers","domain_name":"ubc","page_name":"TheresaRogers","display_name":"Theresa Rogers","profile_url":"https://ubc.academia.edu/TheresaRogers?f_ri=2246","photo":"https://0.academia-photos.com/6390630/2595061/3014424/s65_theresa.rogers.jpg"}],"research_interests":[{"id":858,"name":"Literacy","url":"https://www.academia.edu/Documents/in/Literacy?f_ri=2246","nofollow":false},{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=2246","nofollow":false},{"id":5272,"name":"Identity (Culture)","url":"https://www.academia.edu/Documents/in/Identity_Culture_?f_ri=2246","nofollow":false},{"id":213419,"name":"Media and identity","url":"https://www.academia.edu/Documents/in/Media_and_identity?f_ri=2246","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div></div><div class="u-taCenter Pagination"><ul class="pagination"><li class="next_page"><a href="/Documents/in/Digital_Literacy?after=50%2C4898276" rel="next">Next</a></li><li class="last next"><a href="/Documents/in/Digital_Literacy?page=last">Last »</a></li></ul></div></div><div class="hidden-xs hidden-sm"><div class="u-pl6x"><div style="width: 300px;"><div class="panel panel-flat u-mt7x"><div class="panel-heading u-p5x"><div class="u-tcGrayDark u-taCenter u-fw700 u-textUppercase">Related Topics</div></div><ul class="list-group"><li class="list-group-item media_v2 u-mt0x 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