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11 Aug 17
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10 May 15
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These skills are often referred to as "digital literacy" (Gilster, 1997; Inoue et al., 1997; Lanham, 1995; Pool, 1997), which is presented as a special kind of mindset that enables users to perform intuitively in digital environments, and to easily and effectively access the wide range of knowledge embedded in these environments (Gilster, 1997; Tapscott, 1998; Eshet-Alkalai, 2004; 2005).
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the evolution of digital environments from text-based, syntactic environments to graphic-based semantic ones (Nielsen, 1993; Springer, 1987) makes it necessary for modern scholars to employ cognitive skills of "using vision to think" (Mullet & Sano, 1995; Shneiderman, 1998; Tufte, 1990) in order to create photo-visual communication with the environment (Margono & Shneiderman, 1987; Nielsen, 1993). This unique form of digital literacy – photo-visual literacy – helps users to intuitively and freely "read" and understand instructions and messages that are displayed in a visual-graphical form.
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larrydj0631"The rapid development of digital technologies in the digital era presents individuals in the emerging information society with situations that require them to employ a growing assortment of cognitive skills in order to perform and solve problems in digital environments. These skills are often referred to as "digital literacy" (Gilster, 1997; Inoue et al., 1997; Lanham, 1995; Pool, 1997)"
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The rapid development of digital technologies in the digital era presents individuals in the emerging information society with situations that require them to employ a growing assortment of cognitive skills in order to perform and solve problems in digital environments. These skills are often referred to as "digital literacy" (Gilster, 1997; Inoue et al., 1997; Lanham, 1995; Pool, 1997)
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04 May 15
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06 Apr 15
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The rapid development of digital technologies in the digital era presents individuals in the emerging information society with situations that require them to employ a growing assortment of cognitive skills in order to perform and solve problems in digital environments. These skills are often referred to as "digital literacy" (Gilster, 1997; Inoue et al., 1997; Lanham, 1995; Pool, 1997), which is presented as a special kind of mindset that enables users to perform intuitively in digital environments, and to easily and effectively access the wide range of knowledge embedded in these environments (Gilster, 1997; Tapscott, 1998; Eshet-Alkalai, 2004; 2005).
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06 Mar 15
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The rapid development of digital technologies in the digital era presents individuals in the emerging information society with situations that require them to employ a growing assortment of cognitive skills in order to perform and solve problems in digital environments.
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08 Feb 15
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The rapid development of digital technologies in the digital era presents individuals in the emerging information society with situations that require them to employ a growing assortment of cognitive skills in order to perform and solve problems in digital environments. These skills are often referred to as "digital literacy
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07 Feb 15
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The rapid development of digital technologies in the digital era presents individuals in the emerging information society with situations that require them to employ a growing assortment of cognitive skills in order to perform and solve problems in digital environments. These skills are often referred to as "digital literacy
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special kind of mindset that enables users to perform intuitively in digital environments, and to easily and effectively access the wide range of knowledge embedded in these environments
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usually conceived of as a combination of technical-procedural, cognitive and emotional-social skills
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06 Feb 15
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Digital literacy is usually conceived of as a combination of technical-procedural, cognitive and emotional-social skills. For instance, using a computer program is conceived as involving procedural skills (e.g., handling files and editing visuals), as well as cognitive skills (e.g., the ability to intuitively decipher or "read" visual messages embedded in graphic user interfaces)
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In the same way, data retrieval on the Internet is conceived of as a combination of procedural skills (working with search engines) and of cognitive skills (evaluating data, sorting out false and biased data, and distinguishing between relevant and irrelevant data). Effective communication in chat rooms is conceived of as requiring the utilization of certain social and emotional skills. With the increasing exposure to digital working and learning environments, digital literacy has been conceived as a "survival skill," a key that helps users execute complex digital tasks effectively
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The rapid development of digital technologies in the digital era presents individuals in the emerging information society with situations that require them to employ a growing assortment of cognitive skills in order to perform and solve problems in digital environments. These skills are often referred to as "digital literacy" (Gilster, 1997; Inoue et al., 1997; Lanham, 1995; Pool, 1997)
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which is presented as a special kind of mindset that enables users to perform intuitively in digital environments, and to easily and effectively access the wide range of knowledge embedded in these environments (Gilster, 1997; Tapscott, 1998; Eshet-Alkalai, 2004; 2005).
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Digital literacy is usually conceived of as a combination of technical-procedural, cognitive and emotional-social skills. For instance, using a computer program is conceived as involving procedural skills (e.g., handling files and editing visuals), as well as cognitive skills (e.g., the ability to intuitively decipher or "read" visual messages embedded in graphic user interfaces)
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10 Jan 15
Marquez GriffinToward a Theory of Digital Literacy: Three Scenarios for the Next Steps
1.5 digitalliteracy literacy survival skills digital work digital learning environments
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Digital literacy is usually conceived of as a combination of technical-procedural, cognitive and emotional-social skills.
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With the increasing exposure to digital working and learning environments, digital literacy has been conceived as a "survival skill," a key that helps users execute complex digital tasks effectively
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08 Jan 15
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Digital literacy is usually conceived of as a combination of technical-procedural, cognitive and emotional-social skills.
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cognitive skills
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procedural skills
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13 Dec 14
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02 Dec 14
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The rapid development of digital technologies in the digital era presents individuals in the emerging information society with situations that require them to employ a growing assortment of cognitive skills in order to perform and solve problems in digital environments. These skills are often referred to as "digital literacy" (Gilster, 1997; Inoue et al., 1997; Lanham, 1995; Pool, 1997), which is presented as a special kind of mindset that enables users to perform intuitively in digital environments, and to easily and effectively access the wide range of knowledge embedded in these environments (Gilster, 1997; Tapscott, 1998; Eshet-Alkalai, 2004; 2005).
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which is presented as a special kind of mindset that enables users to perform intuitively in digital environments, and to easily and effectively access the wide range of knowledge embedded in these environments
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the five types of digital literacy.
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Photo-Visual Literacy - Learning to Read from Visuals
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Reproduction Literacy: The Art of Creative Duplication
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Branching literacy: Hypermedia and thinking or multiple-domain thinking
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Information Literacy: The Art of Always Questioning Information
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Socio-Emotional Literacy
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02 Oct 14
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Digital literacy is usually conceived of as a combination of technical-procedural, cognitive and emotional-social skills. For instance, using a computer program is conceived as involving procedural skills (e.g., handling files and editing visuals), as well as cognitive skills (e.g., the ability to intuitively decipher or "read" visual messages embedded in graphic user interfaces). In the same way, data retrieval on the Internet is conceived of as a combination of procedural skills (working with search engines) and of cognitive skills (evaluating data, sorting out false and biased data, and distinguishing between relevant and irrelevant data). Effective communication in chat rooms is conceived of as requiring the utilization of certain social and emotional skills. With the increasing exposure to digital working and learning environments, digital literacy has been conceived as a "survival skill," a key that helps users execute complex digital tasks effectively
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09 Sep 14
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a special kind of mindset that enables users to perform intuitively in digital environments, and to easily and effectively access the wide range of knowledge embedded in these environments
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five types of literacy skills: (a) photo-visual literacy; (b) reproduction literacy; (c) information literacy; (d) branching literacy; and (e) socio-emotional literacy
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serves for the design of curricula, didactics and various learning platforms.
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06 Sep 14
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. The first strategy relies on the basic assumption of the current discourse that "digital skills" are indeed nothing but skills. The second strategy, based on doubts concerning this assumption, leads to two different skeptical hypotheses. The first contends that the skill-oriented discourse can be reduced to the older discourses on learning styles and multiple
intelligences ; the second attempts to reduce it to the much more fundamental discourse on the clash between the modern book-based and the post modern digital cultures. -
digital era presents individuals in the emerging information society with situations that require them to employ a growing assortment of cognitive skills in order to perform and
solve problems in digital environments -
skills are often referred to as "digital literacy" (Gilster, 1997; Inoue et al., 1997; Lanham, 1995; Pool, 1997), which is presented as a special kind of mindset that enables users to perform intuitively in digital environments, and to easily and effectively access the wide range of knowledge embedded in these environments (Gilster, 1997; Tapscott, 1998; Eshet-Alkalai, 2004; 2005).
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r instance, using a
computer program is conceived as involving procedural skills (e.g., handling files and editing visuals), as well as cognitive skills (e.g., the ability to intuitively decipher or "read" visual messages embedded in graphic user interfaces). In the same way, data retrieval on the Internet is conceived of as a combination of procedural skills (working with search engines) and of cognitive skills (evaluating data, sorting out false and biased data, and distinguishing between relevant and irrelevant data). Effective communication in chat rooms is conceived of as requiring the utilization of certain social and emotional skills. With the increasing exposure to digital working and learning environments, digital literacy has been conceived as a "survival skill," a key that helps users execute complex digital tasks effectively -
first, the so-called digital literacies are just the tip of the iceberg of sets of personality traits known as "learning styles," "intelligences," "capacities," or "personality types". According to the second, the digital literacies are just the tip of the iceberg of much deeper cultural tendencies and revolutions. According to this hypothesis, the list suggested above reflects (and perhaps conceals) a deeper "clash of civilizations" (to paraphrase Huntington), that is, the clash between the contemporary post-industrial, digital culture and the previous industrial or book-based one.
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11 Aug 14
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Digital literacy is usually conceived of as a combination of technical-procedural, cognitive and emotional-social skills
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digital literacy has been conceived as a "survival skill," a key that helps users execute complex digital tasks effectively
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This framework comprises five types of literacy skills: (a) photo-visual literacy; (b) reproduction literacy; (c) information literacy; (d) branching literacy; and (e) socio-emotional literacy.
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photo-visual literacy – helps users to intuitively and freely "read" and understand instructions and messages that are displayed in a visual-graphical form
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where pre-existing audio or visual pieces can be edited and manipulated in order to create new works of art (as in the case of the pop art or of the Internet artist
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The non-linear nature of modern hypermedia technology has introduced computer users to new dimensions of thinking, which are necessary in order to make educated use of this elaborate technology
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At the same time, however, they present users with problems that involve the need to utilize non-linear information-seeking strategies and to construct knowledge from independent shreds of information that were accessed in a non-orderly and non-linear way
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Today, with the exponential growth in available information, the consumers' ability to assess information by sorting out subjective, biased, or even false information has become a key issue in training people to become smart information consumers
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Unfortunately, most studies on information literacy skills focus on the information-seeking strategies and habits of users (e.g. Dresang, 1999; Morahan - Martin & Anderson, 2000; Zins, 2000), and only a few stress the cognitive and pedagogical aspects that are relevant to this skill
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Information literacy acts as a filter
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However, in order to take advantage of these new opportunities, users need sociological and emotional skills that enable them to "understand the rules of the game" and survive the hurdles awaiting them in the mass communication of cyberspace
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Among all the types of digital literacy described here, Eshet-Alkalai (2004; 2005) describes socio-emotional literacy as the highest-level and most complex one. It requires users to be highly critical and analytical, very mature, and have a good command of information, branching, and photo-visual literacy skills
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This achievement notwithstanding integrating the various skills mentioned in literature into a coherent framework is only the first step on the long road from a set of practice-oriented rules of thumb to the formation of a conceptually and empirically sound theory of digital literacy.
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09 Aug 14
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The rapid development of digital technologies in the digital era presents individuals in the emerging information society with situations that require them to employ a growing assortment of cognitive skills in order to perform and solve problems in digital environments. These skills are often referred to as "digital literacy"
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which is presented as a special kind of mindset that enables users to perform intuitively in digital environments, and to easily and effectively access the wide range of knowledge embedded in these environments
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Digital literacy is usually conceived of as a combination of technical-procedural, cognitive and emotional-social skills. For instance, using a computer program is conceived as involving procedural skills (e.g., handling files and editing visuals), as well as cognitive skills (e.g., the ability to intuitively decipher or "read" visual messages embedded in graphic user interfaces). In the same way, data retrieval on the Internet is conceived of as a combination of procedural skills (working with search engines) and of cognitive skills (evaluating data, sorting out false and biased data, and distinguishing between relevant and irrelevant data). Effective communication in chat rooms is conceived of as requiring the utilization of certain social and emotional skills. With the increasing exposure to digital working and learning environments, digital literacy has been conceived as a "survival skill," a key that helps users execute complex digital tasks effectively
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In 2004, Eshet-Alkalai published a 5-skill holistic conceptual model for digital literacy (Eshet-Alkalai, 2004), arguing that it covers most of the cognitive skills that users and scholars employ in digital environments, and therefore provides scholars, researchers and designers with a powerful framework and design guidelines. Today, this model is considered one of the most complete and coherent models for digital literacy (Akers, 2005), and it was also included among the pivotal models for digital learning in the Encyclopedia of Distance Learning (Eshet-Alkalai, 2005). The five cognitive digital literacy skills that comprise the model are:
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Rethinking Digital Literacy: The conservative Strategy
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As discussed earlier, the sets of questions may stem from two major strategies toward the state of the art and the subsequent list of types of literacy. The first, the naïve or conservative strategy, is based on the widely accepted assumption that digital literacy represents a set of skills. Accordingly, after the first step of developing a typology of skills, research should proceed with examination of their interrelationships, operational definitions, and implications for educational and technological design. The second strategy, referred to above as "skeptical," is derived from skepticism towards the above-mentioned assumption and based on the hypothesis that there is something much deeper beyond these emerging lists of digital skills.
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Rethinking Digital Literacy: The skeptical strategy
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The skeptical strategy, in comparison, involves deeper, more critical questions. They stem from the suspicion that there is no such "thing" as digital literacy or digital skills, or more precisely, that what we consider "literacies" or "skills" are actually something else, which is conveniently disguised by their denotation as "skills." In our analysis of the subject we have come across two different skeptical hypotheses.
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We have neither expressed nor defended a view concerning which of the three basic possibilities (the conservative one or one of the two more radical skeptical ones) emerging from the digital literacy discourse is the correct one. We simply don't know at this stage. We did not even present a concrete research design, which might enable us to decide among them (or their various combinations). It is too early to be able to do even that.
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Still, the digital era is not going to disappear, and the need for education to respond to the growing digital tide is rapidly increasing. The educational response to digital culture may vary from full adaptation to compromising with it or opposing it. It is a forced choice (to use a term coined by William James) – a decision we cannot avoid. "Avoiding" a decision among the three above possibilities means actually deciding to passively and fully adapt to the new reality. This is indeed the probable default scenario. If that is so, and if the radical hypothesis about the civilization clash is true, it is likely that photo-visual skill, branching skill and reproduction skill will be powerfully enhanced, while the ability for criticism, or indeed, rational thinking of any kind, may deteriorate. Some might take it to be a desired scenario, but if it is, it calls for a conscious decision, rather than being dragged towards it blindly.
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Digital literacy is usually conceived of as a combination of technical-procedural, cognitive and emotional-social skills. For instance, using a computer program is conceived as involving procedural skills (e.g., handling files and editing visuals), as well as cognitive skills (e.g., the ability to intuitively decipher or "read" visual messages embedded in graphic user interfaces). In the same way, data retrieval on the Internet is conceived of as a combination of procedural skills (working with search engines) and of cognitive skills (evaluating data, sorting out false and biased data, and distinguishing between relevant and irrelevant data). Effective communication in chat rooms is conceived of as requiring the utilization of certain social and emotional skills. With the increasing exposure to digital working and learning environments, digital literacy has been conceived as a "survival skill," a key that helps users execute complex digital tasks effectively
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08 Aug 14
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The rapid development of digital technologies in the digital era presents individuals in the emerging information society with situations that require them to employ a growing assortment of cognitive skills in order to perform and solve problems in digital environments. These skills are often referred to as "digital literacy" (Gilster, 1997; Inoue et al., 1997; Lanham, 1995; Pool, 1997), which is presented as a special kind of mindset that enables users to perform intuitively in digital environments, and to easily and effectively access the wide range of knowledge embedded in these environments (Gilster, 1997; Tapscott, 1998; Eshet-Alkalai, 2004; 2005)
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With the increasing exposure to digital working and learning environments, digital literacy has been conceived as a "survival skill," a key that helps users execute complex digital tasks effectively
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13 Jul 14
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The rapid development of digital technologies in the digital era presents individuals in the emerging information society with situations that require them to employ a growing assortment of cognitive skills in order to perform and solve problems in digital environments. These skills are often referred to as "digital literacy" (Gilster, 1997; Inoue et al., 1997; Lanham, 1995; Pool, 1997), which is presented as a special kind of mindset that enables users to perform intuitively in digital environments, and to easily and effectively access the wide range of knowledge embedded in these environments (Gilster, 1997; Tapscott, 1998; Eshet-Alkalai, 2004; 2005).
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markpointerDigital literacy is usually conceived of as a combination of technical-procedural, cognitive and emotional-social skills. For instance, using a computer program is conceived as involving procedural skills (e.g., handling files and editing visuals), as well as cognitive skills (e.g., the ability to intuitively decipher or "read" visual messages embedded in graphic user interfaces). In the same way, data retrieval on the Internet is conceived of as a combination of procedural skills (working with search engines) and of cognitive skills (evaluating data, sorting out false and biased data, and distinguishing between relevant and irrelevant data). Effective communication in chat rooms is conceived of as requiring the utilization of certain social and emotional skills. With the increasing exposure to digital working and learning environments, digital literacy has been conceived as a "survival skill," a key that helps users execute complex digital tasks effectively
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12 Jul 14
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The rapid development of digital technologies in the digital era presents individuals in the emerging information society with situations that require them to employ a growing assortment of cognitive skills in order to perform and solve problems in digital environments. These skills are often referred to as "digital literacy" (Gilster, 1997; Inoue et al., 1997; Lanham, 1995; Pool, 1997), which is presented as a special kind of mindset that enables users to perform intuitively in digital environments, and to easily and effectively access the wide range of knowledge embedded in these environments (Gilster, 1997; Tapscott, 1998; Eshet-Alkalai, 2004; 2005).
Digital literacy is usually conceived of as a combination of technical-procedural, cognitive and emotional-social skills. For instance, using a computer program is conceived as involving procedural skills (e.g., handling files and editing visuals), as well as cognitive skills (e.g., the ability to intuitively decipher or "read" visual messages embedded in graphic user interfaces). In the same way, data retrieval on the Internet is conceived of as a combination of procedural skills (working with search engines) and of cognitive skills (evaluating data, sorting out false and biased data, and distinguishing between relevant and irrelevant data). Effective communication in chat rooms is conceived of as requiring the utilization of certain social and emotional skills. With the increasing exposure to digital working and learning environments, digital literacy has been conceived as a "survival skill," a key that helps users execute complex digital tasks effectively
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11 Jul 14
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The rapid development of digital technologies in the digital era presents individuals in the emerging information society with situations that require them to employ a growing assortment of cognitive skills in order to perform and solve problems in digital environments. These skills are often referred to as "digital literacy" (Gilster, 1997; Inoue et al., 1997; Lanham, 1995; Pool, 1997), which is presented as a special kind of mindset that enables users to perform intuitively in digital environments, and to easily and effectively access the wide range of knowledge embedded in these environments (Gilster, 1997; Tapscott, 1998; Eshet-Alkalai, 2004; 2005).
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Digital literacy is usually conceived of as a combination of technical-procedural, cognitive and emotional-social skills. For instance, using a computer program is conceived as involving procedural skills (e.g., handling files and editing visuals), as well as cognitive skills (e.g., the ability to intuitively decipher or "read" visual messages embedded in graphic user interfaces). In the same way, data retrieval on the Internet is conceived of as a combination of procedural skills (working with search engines) and of cognitive skills (evaluating data, sorting out false and biased data, and distinguishing between relevant and irrelevant data). Effective communication in chat rooms is conceived of as requiring the utilization of certain social and emotional skills. With the increasing exposure to digital working and learning environments, digital literacy has been conceived as a "survival skill," a key that helps users execute complex digital tasks effectively
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In recent years, extensive efforts have been made to describe and conceptualize the cognitive skills that users employ in digital environments (e.g. Burnett & McKinley, 1998; Cothey, 2002; Hargittai, 2002a, 2002b; Wang et al., 2000; Zins, 2000). Unfortunately, these endeavors are usually local, focused on selected skills, and often limited to information-seeking (e.g. Marchionini, 1989; Zins, 2000); therefore they do not provide complete coverage of the scope of digital literacy.
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Two main strategies, derived from the current literature on digital literacy, serve as the basis of this endeavor. The first, referred to as the "naïve" or conservative strategy, takes the view presented in recent literature at face value. It accepts the basic assumption that what we are dealing with is a number of separate skills. Consequently, this approach leads to an outline of the steps to be taken beyond the primary development of a prima facie coherent list of skills. These include among other things, a thorough analysis of the skills and their nature, their interrelationships, and the resulting implications for educational and technological developments
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The second strategy, in contrast, is skeptical. It stems from doubts regarding the assumption underlying the conservative strategy, and from a hypothesis that beyond the list of digital skills lies something much deeper.
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The first holds that the different sets of digital literacy skills actually represent different learning styles (in terms of Dunn & Dunn, 1993), intelligences (in the sense coined by Gardner (1993a), or personality types (Briggs & Myers, 1987; Cattel et al., 1970) The second, even more skeptical view, contends that there are actually two different categories of "skills," which are logically and empirically incompatible and, in fact, represent two different cultures. It is related to the work of writers such as Tapscott (1998) and Negroponte (1995), who refer to digital culture, on the one hand, and book-based culture, on the other, as comprising different epistemologies and values.
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This unique form of digital literacy – photo-visual literacy – helps users to intuitively and freely "read" and understand instructions and messages that are displayed in a visual-graphical form.
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. Digital reproduction literacy is defined as the ability to create new meanings or new interpretations by combining pre-existing, independent shreds of information in any form of media – text, graphic, or sound (Gilster, 1997).
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10 Jul 14
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Digital literacy is usually conceived of as a combination of technical-procedural, cognitive and emotional-social skills. For instance, using a computer program is conceived as involving procedural skills (e.g., handling files and editing visuals), as well as cognitive skills (e.g., the ability to intuitively decipher or "read" visual messages embedded in graphic user interfaces).
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digital literacy skills that are considered necessary for effective and mindful learning in the emerging digital environments.
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calls for a clear and theoretically-grounded view of the basic literacies required for effective learning in digital environments.
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The rapid development of digital technologies in the digital era presents individuals in the emerging information society with situations that require them to employ a growing assortment of
cognitive skills in order to perform and solve problems in digital environments. -
Digital literacy is usually conceived of as a combination of technical-procedural, cognitive and emotional-social skills. For instance, using a computer program is conceived as involving procedural skills (e.g., handling files and editing visuals), as well as cognitive skills (e.g., the ability to intuitively decipher or "read" visual messages embedded in graphic user interfaces). In the same way, data retrieval on the Internet is conceived of as a combination of procedural skills (working with search engines) and of cognitive skills (evaluating data, sorting out false and biased data, and distinguishing between relevant and irrelevant data). Effective communication in
chat rooms is conceived of as requiring the utilization of certain social and emotional skills. With the increasing exposure to digital working and learning environments, digital literacy has been conceived as a "survival skill," a key that helps users execute complex digital tasks effectively
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08 Jun 14
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Digital literacy is usually conceived of as a combination of technical-procedural, cognitive and emotional-social skills. For instance, using a computer program is conceived as involving procedural skills (e.g., handling files and editing visuals), as well as cognitive skills (e.g., the ability to intuitively decipher or "read" visual messages embedded in graphic user interfaces).
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07 Jun 14
klfretPaul Gilster's and other scholars' definition of Digital Literacy.
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The rapid development of digital technologies in the digital era presents individuals in the emerging information society with situations that require them to employ a growing assortment of cognitive skills in order to perform and solve problems in digital environments. These skills are often referred to as "digital literacy" (Gilster, 1997; Inoue et al., 1997; Lanham, 1995; Pool, 1997), which is presented as a special kind of mindset that enables users to perform intuitively in digital environments, and to easily and effectively access the wide range of knowledge embedded in these environments (Gilster, 1997; Tapscott, 1998; Eshet-Alkalai, 2004; 2005).
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03 Jun 14
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11 May 14
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Digital literacy is usually conceived of as a combination of technical-procedural, cognitive and emotional-social skills. For instance, using a computer program is conceived as involving procedural skills (e.g., handling files and editing visuals), as well as cognitive skills (e.g., the ability to intuitively decipher or "read" visual messages embedded in graphic user interfaces). In the same way, data retrieval on the Internet is conceived of as a combination of procedural skills (working with search engines) and of cognitive skills (evaluating data, sorting out false and biased data, and distinguishing between relevant and irrelevant data). Effective communication in chat rooms is conceived of as requiring the utilization of certain social and emotional skills. With the increasing exposure to digital working and learning environments, digital literacy has been conceived as a "survival skill," a key that helps users execute complex digital tasks effectively
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To date, the discourse on this important subject has been practice-oriented, and lacks a sound integrative framework and theoretical foundation.
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Digital literacy is usually conceived of as a combination of technical-procedural, cognitive and emotional-social skills.
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09 May 14
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Digital literacy is usually conceived of as a combination of technical-procedural, cognitive and emotional-social skills. For instance, using a computer program is conceived as involving procedural skills (e.g., handling files and editing visuals), as well as cognitive skills (e.g., the ability to intuitively decipher or "read" visual messages embedded in graphic user interfaces). In the same way, data retrieval on the Internet is conceived of as a combination of procedural skills (working with search engines) and of cognitive skills (evaluating data, sorting out false and biased data, and distinguishing between relevant and irrelevant data). Effective communication in chat rooms is conceived of as requiring the utilization of certain social and emotional skills. With the increasing exposure to digital working and learning environments, digital literacy has been conceived as a "survival skill," a key that helps users execute complex digital tasks effectively
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15 Apr 14
Erin AllenDefining 21st century literacy (digital, social, emotional)
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09 Mar 14
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The rapid development of digital technologies in the digital era presents individuals in the emerging information society with situations that require them to employ a growing assortment of cognitive skills in order to perform and solve problems in digital environments.
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08 Mar 14
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The rapid development of digital technologies in the digital era presents individuals in the emerging information society with situations that require them to employ a growing assortment of cognitive skills in order to perform and solve problems in digital environments. These skills are often referred to as "digital literacy" (
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Calvin BenderThe use of cognitive and emotional-social skills in combination of technical-procedures. The use of and knowledge of computers, cell phones, tablets, wi-fi, and other digital devices
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Digital literacy is usually conceived of as a combination of technical-procedural, cognitive and emotional-social skills.
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07 Mar 14
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the digital era presents individuals in the emerging information society with situations that require them to employ a growing assortment of cognitive skills in order to perform and solve problems in digital environments. These skills are often referred to as "digital literacy"
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Digital literacy is usually conceived of as a combination of technical-procedural, cognitive and emotional-social skills.
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, data retrieval on the Internet is conceived of as a combination of procedural skills (working with search engines) and of cognitive skills (evaluating data, sorting out false and biased data, and distinguishing between relevant and irrelevant data).
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digital literacy has been conceived as a "survival skill," a key that helps users execute complex digital tasks effectively
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24 Feb 14
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10 Feb 14
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1. Usually, when relating to any desired skill or other personality characteristic in the context of the digital environment, the obvious question raised is: How can we develop this characteristic in students? Before discussing this question, we would like to focus on a much less-discussed – although no less important – issue: How can we help individuals who are not equipped with the necessary navigating skills to get around the ICT-based environment as effectively and mindfully as possible?
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1. Usually, when relating to any desired skill or other personality characteristic in the context of the digital environment, the obvious question raised is: How can we develop this characteristic in students? Before discussing this question, we would like to focus on a much less-discussed – although no less important – issue: How can we help individuals who are not equipped with the necessary navigating skills to get around the ICT-based environment as effectively and mindfully as possible?
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In order to improve our understanding of "digital literacy" and provide professionals, designers of digital environments, and educators working with ICT with better guidelines for design and education, there is a need for a refined framework for the concept that is as exhaustive, coherent, and parsimonious as possible.
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This list is conceived as a practical framework, derived from years of experience in the research and design of digital environments for youth and adults, as well as an analysis of recent literature on the subject, and based on a pilot study of the performance of scholars in different types of digital tasks
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makes it necessary for modern scholars to employ cognitive skills of "using vision to think"
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in order to create photo-visual communication with the environment
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Two complementary design questions emerge from the above discussion, when referring to ICT-based environments:
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08 Feb 14
hunter connellythis focuses on the skills needed for learning in a digital literacy world.
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skills that are considered necessary for effective and mindful learning in the emerging digital environments.
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calls for a clear and theoretically-grounded view of the basic literacies required for effective learning in digital environments.
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he rapid development of digital technologies in the digital era presents individuals in the emerging information society with situations that require them to employ a growing assortment of cognitive skills in order to perform and solve problems in digital environments
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These skills are often referred to as "digital literacy"
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mindset that enables users to perform intuitively in digital environments, and to easily and effectively access the wide range of knowledge embedded in these environments
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procedural skills (e.g., handling files and editing visuals), as well as cognitive skills (e.g., the ability to intuitively decipher or "read" visual messages embedded in graphic user interfaces).
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With the increasing exposure to digital working and learning environments, digital literacy has been conceived as a "survival skill," a key that helps users execute complex digital tasks effectively
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This framework comprises five types of literacy skills: (a) photo-visual literacy; (b) reproduction literacy; (c) information literacy; (d) branching literacy; and (e) socio-emotional literacy.
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07 Feb 14
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This paper focuses on the discussion of the digital literacy skills that are considered necessary for effective and mindful learning in the emerging digital environments.
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calls for a clear and theoretically-grounded view of the basic literacies required for effective learning in digital environments.
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The rapid development of digital technologies in the digital era presents individuals in the emerging information society with situations that require them to employ a growing assortment of cognitive skills in order to perform and solve problems in digital environments. These skills are often referred to as "digital literacy"
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which is presented as a special kind of mindset that enables users to perform intuitively in digital environments, and to easily and effectively access the wide range of knowledge embedded in these environments
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Digital literacy is usually conceived of as a combination of technical-procedural, cognitive and emotional-social skills
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This framework comprises five types of literacy skills: (a) photo-visual literacy; (b) reproduction literacy; (c) information literacy; (d) branching literacy; and (e) socio-emotional literacy.
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we believe that this framework covers the most meaningful types of skills that users employ while effectively and mindfully working in digital environments.
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06 Feb 14
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The rapid development of digital technologies in the digital era presents individuals in the emerging information society with situations that require them to employ a growing assortment of cognitive skills in order to perform and solve problems in digital environments. These skills are often referred to as "digital literacy"
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11 Jan 14
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skills that are considered necessary for effective and mindful learning in the emerging digital environments
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09 Jan 14
James RayPaper on Digital Literacy terms and theories
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Introduction
The rapid development of digital technologies in the digital era presents individuals in the emerging information society with situations that require them to employ a growing assortment of cognitive skills in order to perform and solve problems in digital environments. These skills are often referred to as "digital literacy" (Gilster, 1997; Inoue et al., 1997; Lanham, 1995; Pool, 1997), which is presented as a special kind of mindset that enables users to perform intuitively in digital environments, and to easily and effectively access the wide range of knowledge embedded in these environments (Gilster, 1997; Tapscott, 1998; Eshet-Alkalai, 2004; 2005).
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Digital literacy is usually conceived of as a combination of technical-procedural, cognitive and emotional-social skills.
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07 Sep 13
Devin SantiDigital Literacy is defined by different skills, such as technical-procedural, cognitive and emotional skills. Each of these skills will help complete digital tasks.
literacy Digital digital_literacy digitalliteracy elearning literacies Research
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Digital literacy is usually conceived of as a combination of technical-procedural, cognitive and emotional-social skills. For instance, using a computer program is conceived as involving procedural skills (e.g., handling files and editing visuals), as well as cognitive skills (e.g., the ability to intuitively decipher or "read" visual messages embedded in graphic user interfaces). In the same way, data retrieval on the Internet is conceived of as a combination of procedural skills (working with search engines) and of cognitive skills (evaluating data, sorting out false and biased data, and distinguishing between relevant and irrelevant data). Effective communication in chat rooms is conceived of as requiring the utilization of certain social and emotional skills. With the increasing exposure to digital working and learning environments, digital literacy has been conceived as a "survival skill," a key that helps users execute complex digital tasks effectively
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06 Sep 13
Sheila GambleThis is simply a mere form of a learning function that gives you a way to build your skills and evaluate new was to adapt knowledge.
Definition:
Digital literacy is to comprehend to gain a certain skill and ability to think and create, adapt, and format knowledge.-
In order to improve our understanding of "digital literacy" and provide professionals, designers of digital environments, and educators working with ICT with better guidelines for design and education, there is a need for a refined framework for the concept that is as exhaustive, coherent, and parsimonious as possible. Eshet-Alkalai (2004; 2005) has proposed a new conceptual framework for digital literacy, which attempts to meet these requirements, at least to the extent possible in light of the given practice-oriented literature. This framework comprises five types of literacy skills: (a) photo-visual literacy; (b) reproduction literacy; (c) information literacy; (d) branching literacy; and (e) socio-emotional literacy.
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The second strategy, in contrast, is skeptical. It stems from doubts regarding the assumption underlying the conservative strategy, and from a hypothesis that beyond the list of digital skills lies something much deeper. In the present paper we present two versions of this skepticism. The first holds that the different sets of digital literacy skills actually represent different learning styles (in terms of Dunn & Dunn, 1993), intelligences (in the sense coined by Gardner (1993a), or personality types (Briggs & Myers, 1987; Cattel et al., 1970) The second, even more skeptical view, contends that there are actually two different categories of "skills," which are logically and empirically incompatible and, in fact, represent two different cultures. It is related to the work of writers such as Tapscott (1998) and Negroponte (1995), who refer to digital culture, on the one hand, and book-based culture, on the other, as comprising different epistemologies and values.
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The present paper does not presume to indicate which of the two strategies or three approaches is correct, or even more probable. Exploring each of the strategies and approaches requires a research project that would extend much beyond the scope of one paper. We simply present these strategies and approaches as possible starting points for transforming the discourse on digital literacy, which until now has been merely practice-oriented, into a source of rich theoretical and empirical research. We leave it to the readers and to future discussion of the issue to decide which path should be followed.
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f the strategies and approaches requires a research project that would extend much
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12 Jul 13
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10 Jul 13
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Digital literacy is usually conceived of as a combination of technical-procedural, cognitive and emotional-social skills.
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06 Mar 13
Brenda DyckAviram, A. & Eshet-Alkalai, Y. (2006) ‘Towards a Theory of Digital Literacy: Three Scenarios for the Next Steps’
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10 Feb 13
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Digital literacy is usually conceived of as a combination of technical-procedural, cognitive and emotional-social skills. For instance, using a computer program is conceived as involving procedural skills (e.g., handling files and editing visuals), as well as cognitive skills (e.g., the ability to intuitively decipher or "read" visual messages embedded in graphic user interfaces). In the same way, data retrieval on the Internet is conceived of as a combination of procedural skills (working with search engines) and of cognitive skills (evaluating data, sorting out false and biased data, and distinguishing between relevant and irrelevant data). Effective communication in chat rooms is conceived of as requiring the utilization of certain social and emotional skills. With the increasing exposure to digital working and learning environments, digital literacy has been conceived as a "survival skill," a key that helps users execute complex digital tasks effectively
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09 Feb 13
deshai tibbs"hypotheses"Two main strategies, derived from the current literature on digital literacy, serve as the basis of this endeavor. The first, referred to as the "naïve" or conservative strategy, takes the view presented in recent literature at face value. It accepts the basic assumption that what we are dealing with is a number of separate skills. Consequently, this approach leads to an outline of the steps to be taken beyond the primary development of a prima facie coherent list of skills. These include among other things, a thorough analysis of the skills and their nature, their interrelationships, and the resulting implications for educational and technological development
-Digital literacy is usually conceived of as a combination of technical-procedural, cognitive and emotional-social skills. For instance,
using a computer program is conceived as involving procedural skills (e.g., handling files and editing visuals), as well as cognitive skills (e.g., the ability to intuitively decipher or "read" visual messages embedded in graphic user interfaces). In the same way, data retrieval on the Internet is conceived of as a combination of procedural skills (working with search engines) and of cognitive skills (evaluating data, sorting out false and biased data, and distinguishing between relevant and irrelevant data). Effective communication in chat rooms is conceived of as requiring the utilization of certain social and emotional skills. With the increasing exposure to digital working and learning environments, digital literacy has been conceived as a "survival skill," a key that helps users execute complex digital tasks effectively-
digital literacy
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digital
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digital environments
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digital
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The first strategy relies on the basic assumption of the current discourse that "digital skills" are indeed nothing but skills. The second strategy, based on doubts concerning this assumption, leads to two different skeptical hypotheses. The first contends that the skill-oriented discourse can be reduced to the older discourses on learning styles and multiple intelligences; the second attempts to reduce it to the much more fundamental discourse on the clash between the modern book-based and the post modern digital cultures.
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Digital literacy is usually conceived of as a combination of technical-procedural, cognitive and emotional-social skills
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using a computer program is conceived as involving procedural skills (e.g., handling files and editing visuals), as well as cognitive skills (e.g., the ability to intuitively decipher or "read" visual messages embedded in graphic user interfaces)
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digital literacy
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In order to improve our understanding of "digital literacy" and provide professionals, designers of digital environments, and educators working with ICT with better guidelines for design and education, there is a need for a refined framework for the concept that is as exhaustive, coherent, and parsimonious as possible. Eshet-Alkalai (2004; 2005) has proposed a new conceptual framework for digital literacy, which attempts to meet these requirements, at least to the extent possible in light of the given practice-oriented literature. This framework comprises five types of literacy skills: (a) photo-visual literacy; (b) reproduction literacy; (c) information literacy; (d) branching literacy; and (e) socio-emotional literacy.
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Two main strategies, derived from the current literature on digital literacy, serve as the basis of this endeavor. The first, referred to as the "naïve" or conservative strategy, takes the view presented in recent literature at face value. It accepts the basic assumption that what we are dealing with is a number of separate skills. Consequently, this approach leads to an outline of the steps to be taken beyond the primary development of a prima facie coherent list of skills. These include among other things, a thorough analysis of the skills and their nature, their interrelationships, and the resulting implications for educational and technological developments.
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The five cognitive digital literacy skills that comprise the model are
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Photo-Visual Literacy
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photo-visual literacy – helps users to intuitively and freely "read" and understand instructions and messages that are displayed in a visual-graphical form.
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Reproduction Literacy
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Reproduction literacy is essential in two major fields (Mason, 2002): writing, where pre-existing sentences can be reorganized and rearranged to create new meanings; and in art, where pre-existing audio or visual pieces can be edited and manipulated in order to create new works of art (as in the case of the pop art or of the Internet artist, Darko Maver, 1998). Labbo et al.
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Branching literacy
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Branching-literate scholars are characterized by good multidimensional spatial orientation - the ability to remain oriented and avoid getting lost in hyperspace while navigating through complex knowledge domains, despite the intricate navigation paths they may take (Daniels et al.,2002; Horton, 2000; Piacciano, 2001)
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Information Literacy
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Information literacy acts as a filter: it identifies false, irrelevant, or biased information, and avoids its penetration into the learner's cognition. Information-literate consumers are critical thinkers – people who always question information, and never take it for granted (Mardis, 2002). It is true that information literacy is not unique to the digital era; it has always been a crucial trait of successful scholars, even before the information revolution.
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Socio-Emotional
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- For photo-visual literacy: Decipher the graphic user interface and use a multimedia program to construct a theatre stage.
- For reproduction literacy: Manipulate a given digital text in order to assign a new meaning to it.
- For Branching literacy: Design a tour to an unknown country through surfing the Internet in a non-linear way.
- For Information literacy: Write a critical comparison of the same piece of news that was published in seven different Internet news sources.
- For socio-emotional literacy: Content analysis of inputs of participants in a chat session.
Similar tasks were assigned in each study. These tasks were:
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Rethinking Digital Literacy
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Given the utmost importance of (what is now taken to be) digital literacy for effective functioning, learning, and teaching in digital environments, the initiation of progress in this direction is vital to our ability to deal rationally with the challenges of digital culture. Therefore, the following is an effort to outline the next steps required for such progress, that is, the set of questions to be asked regarding the list of digital skills suggested and, in some cases, hypotheses in response to these questions.
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16 Jan 13
Jose del C MartinezDigital literacy is usually conceived of as a combination of technical-procedural, cognitive and emotional-social skills. For instance, using a computer program is conceived as involving procedural skills (e.g., handling files and editing visuals), as well as cognitive skills (e.g., the ability to intuitively decipher or "read" visual messages embedded in graphic user interfaces). In the same way, data retrieval on the Internet is conceived of as a combination of procedural skills (working with search engines) and of cognitive skills (evaluating data, sorting out false and biased data, and distinguishing between relevant and irrelevant data). Effective communication in chat rooms is conceived of as requiring the utilization of certain social and emotional skills. With the increasing exposure to digital working and learning environments, digital literacy has been conceived as a "survival skill," a key that helps users execute complex digital tasks effectively
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Digital literacy is usually conceived of as a combination of technical-procedural, cognitive and emotional-social skills. -
The practice-oriented literature about
digital literacy stems from the experience of designers and educators working with students on ICT, and still lacks a theoretical foundation. -
Two main strategies, derived from the current literature on
digital literacy, serve as the basis of this endeavor. The first, referred to as the "naïve" or conservative strategy, takes the view presented in recent literature at face value. It accepts the basic assumption that what we are dealing with is a number of separate skills. Consequently, this approach leads to an outline of the steps to be taken beyond the primary development of a prima facie coherent list of skills. These include among other things, a thorough analysis of the skills and their nature, their interrelationships, and the resulting implications for educational and technological developments.The second strategy, in contrast, is skeptical. It stems from doubts regarding the assumption underlying the conservative strategy, and from a hypothesis that beyond the list of
digital skills lies something much deeper.
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15 Jan 13
chris deason"Digital literacy is usually conceived of as a combination of technical-procedural, cognitive and emotional-social skills. For instance, using a computer program is conceived as involving procedural skills (e.g., handling files and editing visuals), as well as cognitive skills (e.g., the ability to intuitively decipher or "read" visual messages embedded in graphic user interfaces). In the same way, data retrieval on the Internet is conceived of as a combination of procedural skills (working with search engines) and of cognitive skills (evaluating data, sorting out false and biased data, and distinguishing between relevant and irrelevant data)."
literacy digital_literacy Digital digitalliteracy definition dgl concepts
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bject has
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digital culture in particular, calls for a clear and theoretically-grounded view of the basic literacies re
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literacy is usually conceived of as a combination of technical-procedural, cognitive and emotional-social skills. For instance, using a computer program is conceived as involving procedural skills (e.g., handling files and editing visuals), as well as cognitive skills (e.g., the ability to intuitively decipher or "read" visual messages embedded in graphic user interfaces). -
The above description is a summary of the numerous current approaches to the concept of digital literacy.
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er to improve our understanding of "
digital literacy" and provide professionals, designers of digital environments, and educators working with ICT with better guidelines for design and education, there is a need for a refined framewo -
st is conceived as a practical framework, derived from years of experience in the research and design of
digital environments for youth and adults, as well as an analysis of recent literature on the subject, and based on a pilot study of the performance of scholars in different types of digit -
The practice-oriented literature about digital literacy stems from the experience of designers and educators working with students on ICT, and still lacks a theoretical foundation. In the works of Eshet-Alkalai (2004) and Eshet-Alkalai & Amichai - Hamburger (2004), the very first steps are taken in the necessary direction: the integration of different digital skills into a coherent framework, and their testing in empirical studies.
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12 Jan 13
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11 Jan 13
Richard LukeThe ink calling the pencil black
A paper (well a web page) on how education has failed to be effective in teaching DL, by using none DL methods.-
Digital literacy is usually conceived of as a combination of technical-procedural, cognitive and emotional-social skills.
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12 May 12
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Prime examples of utilizing photo-visual skills in digital environments can be found in the deciphering of graphic user interfaces (Opperman, 2002) and playing modern computer games, in which all instructions are provided by means of graphical representation by symbols and icons
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08 May 12
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13 Jul 11
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27 May 11
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18 May 11
Gabriella ZsigovitsDiscussion of the digital literacy skills that are considered necessray for effective and mindful learning in the emerging digital environments.
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17 Dec 10
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16 Aug 10
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12 Aug 10
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Digital Literacy- An Integrated Model of Skills
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Photo-Visual Literacy - Learning to Read from Visuals
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Reproduction Literacy: The Art of Creative Duplication
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Branching literacy: Hypermedia and thinking or multiple-domain thinking
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Information Literacy: The Art of Always Questioning Information
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Socio-Emotional Literacy
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12 Oct 09
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Digital literacy is usually conceived of as a combination of technical-procedural, cognitive and emotional-social skills. For instance, using a computer program is conceived as involving procedural skills (e.g., handling files and editing visuals), as well as cognitive skills (e.g., the ability to intuitively decipher or "read" visual messages embedded in graphic user interfaces). In the same way, data retrieval on the Internet is conceived of as a combination of procedural skills (working with search engines) and of cognitive skills (evaluating data, sorting out false and biased data, and distinguishing between relevant and irrelevant data). Effective communication in chat rooms is conceived of as requiring the utilization of certain social and emotional skills. With the increasing exposure to digital working and learning environments, digital literacy has been conceived as a "survival skill," a key that helps users execute complex digital tasks effectively
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06 Sep 09
william doustAbstract
This paper focuses on the discussion of the digital literacy skills that are considered necessary for effective and mindful learning in the emerging digital environments. To date, the discourse on this important subject has been practice-oriented, and lacks a sound integrative framework and theoretical foundation. This grave lacuna in the current discourse on learning in general, and on learning in the digital culture in particular, calls for a clear and theoretically-grounded view of the basic literacies required for effective learning in digital environments. Accordingly, this paper reviews an integrative framework for digital literacy recently suggested by Eshet-Alkalai (2004; 2005) as a starting point for the much-needed theorization. Two basic strategies – the conservative and the skeptical – are considered for this purpose. The first strategy relies on the basic assumption of the current discourse that "digital skills" are indeed nothing but skills. The second strategy, based on doubts concerning this assumption, leads to two different skeptical hypotheses. The first contends that the skill-oriented discourse can be reduced to the older discourses on learning styles and multiple intelligences; the second attempts to reduce it to the much more fundamental discourse on the clash between the modern book-based and the post modern digital cultures.literacy elearning Research digitalliteracy Digital digital_literacy literacies EURODL
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18 May 09
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In order to improve our understanding of "digital literacy" and provide professionals, designers of digital environments, and educators working with ICT with better guidelines for design and education, there is a need for a refined framework for the concept that is as exhaustive, coherent, and parsimonious as possible. Eshet-Alkalai (2004; 2005) has proposed a new conceptual framework for digital literacy, which attempts to meet these requirements, at least to the extent possible in light of the given practice-oriented literature. This framework comprises five types of literacy skills: (a) photo-visual literacy; (b) reproduction literacy; (c) information literacy; (d) branching literacy; and (e) socio-emotional literacy.
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15 Mar 09
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25 Aug 08
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22 Aug 08
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21 Aug 08
Ordizia JakintzaIngelesez idatzitako artikulu luzea irakaskuntzari buruz. Alfabetizazio digitala eta irakaskuntza
pedagogia irakaskuntza teoria elearning e-learning konpetentziak
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John EvansThis paper focuses on the discussion of the digital literacy skills that are considered necessary for effective and mindful learning in the emerging digital environments. To date, the discourse on this important subject has been practice-oriented, and lacks a sound integrative framework and theoretical foundation.
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30 Jul 08
anna stallingsArticle that discusses digital literacy skills that are considered necessary for emerging in digital world.
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26 Jul 08
John TraversAviram et al in a complex view of a conservative view and two skeptical views of digital literacy. The last of these..."the second attempts to reduce it to the much more fundamental discourse on the clash between the modern book-based and the post modern
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05 Jun 08
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04 Jun 08
Wilfred Rubensthis paper reviews an integrative framework for digital literacy recently suggested by Eshet-Alkalai (2004; 2005) as a starting point for the much-needed theorization. Two basic strategies – the conservative and the skeptical – are considered for this
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16 Mar 08
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