chris deason's List: DGL Vocabulary

• bject has
• digital culture in particular, calls for a clear and theoretically-grounded  view of the basic literacies re
• 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.
• 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.
• y  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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