Enabling Digital Literacy

Thomas Ryberg, Marianne Georgsen

Research output: Contribution to journalJournal articleResearchpeer-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.
Original languageEnglish
JournalNordic journal of digital literacy
Volume5
Issue number2
Pages (from-to)88-100
Number of pages13
ISSN1891-943X
Publication statusPublished - 6 Dec 2010
Externally publishedYes

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