Enabling Digital Literacy

Thomas Ryberg, Marianne Georgsen

Publikation: Bidrag til tidsskriftTidsskriftsartikelForskningpeer review

Abstract

There are some tensions between high-level policy definitions of “digital literacy” and actual teaching practice. We need to find workable definitions of digital literacy; obtain a better understanding of what digital literacy might look like in
practice; and identify pedagogical approaches, which support teachers in designing digital literacy learning. We suggest that frameworks such as Problem Based Learning (PBL) are approaches that enable digital literacy learning because they provide good settings for engaging with digital literacy. We illustrate this through analysis of a case. Furthermore, these operate on a meso-level mediating between high-level concepts of digital literacy and classroom practice.
OriginalsprogEngelsk
TidsskriftNordic journal of digital literacy
Vol/bind5
Udgave nummer2
Sider (fra-til)88-100
Antal sider13
ISSN1891-943X
StatusUdgivet - 6 dec. 2010
Udgivet eksterntJa

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