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Journal articles on the topic 'Computer literacies'

Author: Grafiati

Published: 4 June 2025

Last updated: 1 August 2025

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1

Piazza, Carolyn L., and Carl M. Tomlinson. "Computer writing: Linking Literacies." Early Child Development and Care 24, no. 3-4 (1986): 169–79. http://dx.doi.org/10.1080/0300443860240303.

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French, Michael P., and Jennifer Fong. "Exploring Multiple Literacies through Computer Games." International Journal of Technology, Knowledge, and Society 4, no. 4 (2008): 165–70. http://dx.doi.org/10.18848/1832-3669/cgp/v04i04/55891.

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Hedrick, Wanda B. "Bumps in the Road: Old Literacies the New Way or New Literacies the New Way?" Voices from the Middle 15, no. 3 (2008): 50–51. http://dx.doi.org/10.58680/vm20086609.

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Hedrick examines the question, “When does computer use promote meaningful learning and when is it simply displacing more constructive endeavors?” Computer technology can be a boon for education if it isn’t just a replacement for pencil and paper drills.

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Hsu, Hui-Yin, and Shiang-Kwei Wang. "Using Gaming Literacies to Cultivate New Literacies." Simulation & Gaming 41, no. 3 (2009): 400–417. http://dx.doi.org/10.1177/1046878109355361.

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Ashley, Jo, Freya Jarman, Tunde Varga-Atkins, and Nedim Hassan. "Learning Literacies through collaborative enquiry; collaborative enquiry through learning literacies." Journal of Information Literacy 6, no. 1 (2012): 50. http://dx.doi.org/10.11645/6.1.1655.

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The extent to which university departments foster learning literacies that equip students with the diverse skills required for employment in a digital world is an issue that is under increased scrutiny in British higher education. The Learning Literacies in the Digital Age report (LLiDA by Beetham et al. 2009) offers a framework of learning literacies, which encompasses a range of literacies including academic, information, digital and media literacies. Building on the LLiDA framework, this article outlines and discusses an approach that aimed to extend the development of information literacie

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Waemusa, Zainee, and Apinya Jongwattanapaiboon. "Divergence of Everyday Practices and School Policy on Mobile Use: Challenges to Developing EFL Learners’ Digital Literacies." International Journal of Technology in Education 6, no. 1 (2023): 37–48. http://dx.doi.org/10.46328/ijte.294.

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Literature has suggested that digital literacies can enhance language learning through appropriate use of mobile technology since today’s young learners are immersed in mobile technology. However, to support English language learning through digital literacies in specific contexts, a learning environment with mobile technology should be examined. This paper aimed to report on mobile use for English language learning through digital literacies in Thai school contexts. Empirical evidence was reported from the mixed method research project with 400 Thai EFL learners and a group of teachers and ad

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Ruan, Quan You. "A Critical Ontological Approach to Deconstructing the Kaleidoscopic New Literacies in Digital Era." Applied Mechanics and Materials 411-414 (September 2013): 997–1001. http://dx.doi.org/10.4028/www.scientific.net/amm.411-414.997.

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This paper argues that the current productive and multidisciplinary study in new literacy/literacies in digital era has lead to a complex situation full of kaleidoscopic terms and concepts, thus is in need of further exploration. Based on a critical ontology-based modeling and 5W1H maxim, the author proposes a 5-Ps framework to deconstruct and re-examine new literacy/literacies from five perspectives: Platform, Participant, Potential, Position, and Praxis. It is expected that this framework can help people to analyze and understand new literacies in study of electronics, computer, information

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Lindner, Rachel. "ESAP Students’ Perceptions of Skills Learning in Computer-Mediated Intercultural Collaboration." International Journal of Computer-Assisted Language Learning and Teaching 1, no. 2 (2011): 25–42. http://dx.doi.org/10.4018/ijcallt.2011040103.

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Reports on computer-mediated intercultural exchanges generally focus on their relevance for acquiring linguistic or intercultural competence, but little research exists on other educational outcomes, such as the development of electronic literacies, academic literacies, or study skills. This article uses a multiliteracies approach to telecollaboration, viewing it as an opportunity to develop different skills sets considered important for studying in the 21st century. The discussion is positioned within the field of English for Specific Academic Purposes and describes an online exchange between

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Stordy, Peter. "Taxonomy of literacies." Journal of Documentation 71, no. 3 (2015): 456–76. http://dx.doi.org/10.1108/jd-10-2013-0128.

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Purpose – Digital technologies have transformed what it means to be literate and to experience literacy. Various literacies have been coined to capture this transformation including established literacies like computer literacy, information literacy, digital literacy, media literacy and internet literacy, to newer conceptions like transliteracy, metaliteracy and multimodal literacy. The purpose of this paper is to assimilate the various conceptions of literacy and literacy types is becoming increasingly more complex. There is a need for a taxonomy of literacies that reflects more recent develo

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Chaka, Chaka. "Re-imagining literacies and literacies pedagogy in the context of semio-technologies." Nordic Journal of Digital Literacy 14, no. 01-02 (2019): 54–69. http://dx.doi.org/10.18261/issn.1891-943x-2019-01-02-05.

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Murray, Denise E. "TECHNOLOGIES FOR SECOND LANGUAGE LITERACY." Annual Review of Applied Linguistics 25 (March 2005): 188–201. http://dx.doi.org/10.1017/s0267190505000103.

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Information and communication technology (ICT) has been used in language classrooms for more than two decades. Over this time, classroom use has moved from drill, text manipulation, and word processing to more interactive and communicative applications such as e-mail, chat, and web-based programs, requiring learners to acquire computer literacies. This chapter will begin by discussing both the parameters of ICT and the scope of literacies. It is then organized around discussion of the two types of literacies at the intersection of ICT and L2 learning: how new technologies facilitate acquisitio

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Frawley, Jessica Katherine, and Laurel Evelyn Dyson. "Literacies and Learning in Motion." International Journal of Mobile and Blended Learning 10, no. 4 (2018): 52–72. http://dx.doi.org/10.4018/ijmbl.2018100104.

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Mobile and participatory cultures have led to widespread change in the way we communicate; emphasizing user generated content and digital multimedia. In this environment, informal learning may occur through digital and networked activities, with literacy no longer limited to alphabetic and character-based texts. This article explores adult learners' new literacies within the context of a digital mobile storytelling project. A qualitative approach is used to explore the artifacts and practices of nine adult participants who comprise the study. Participants created a range of fiction, non-fictio

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Marcus, Susan. "New basics for new literacies." Journal of the American Society for Information Science and Technology 60, no. 9 (2009): 1933–38. http://dx.doi.org/10.1002/asi.21135.

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Mayisela, Tabisa. "A Practice-Based Approach to Developing First-Year Higher Education Students' Digital Literacy." International Journal of Mobile and Blended Learning 14, no. 3 (2022): 1–14. http://dx.doi.org/10.4018/ijmbl.314582.

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This paper contributes to the conceptualisation of digital literacy as a social practice. While previous studies have focused on student digital skills and digital practices in well-resourced environments, there is a research gap concerning digital literacy as a social practice in resource constrained environments, such as South African universities. A qualitative approach is used to explore the acquisition of discipline-specific digital literacy practices by a purposive sample of three first-year students from two extended degree programme courses. The findings reveal that the discipline-spec

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Nichols, T. Philip, and Amy Stornaiuolo. "Assembling “Digital Literacies”: Contingent Pasts, Possible Futures." Media and Communication 7, no. 2 (2019): 14–24. http://dx.doi.org/10.17645/mac.v7i2.1946.

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In this article, we examine the historical emergence of the concept of “digital literacy” in education to consider how key insights from its past might be of use in addressing the ethical and political challenges now being raised by connective media and mobile technologies. While contemporary uses of digital literacy are broadly associated with access, evaluation, curation, and production of information in digital environments, we trace the concept’s genealogy to a time before this tentative agreement was reached—when diverse scholarly lineages (e.g., computer literacy, information literacy, m

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Thomas, Angela. "Towards a Transformative Digital Literacies Pedagogy." Nordic Journal of Digital Literacy 6, no. 01-02 (2011): 89–101. http://dx.doi.org/10.18261/issn1891-943x-2011-01-02-07.

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Kahn, Richard, and Douglas Kellner. "Reconstructing Technoliteracy: A Multiple Literacies Approach." E-Learning and Digital Media 2, no. 3 (2005): 238–51. http://dx.doi.org/10.2304/elea.2005.2.3.4.

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Much has been written that describes the history of the concept of ‘technological literacy’ and, more recently, a literature attempting to chart emancipatory technoliteracies has emerged over the last decade. Our article begins with a brief examination of the meanings that ‘technology’ and ‘literacy’ have received towards achieving insight into what sort of knowledge and skills ‘technoliteracy’ hails. We then summarize the broad trajectories of development in hegemonic programs of contemporary technoliteracy from their arguable origins as ‘computer literacy’ in the A Nation at Risk report of 1

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Reddy, Pritika, Kaylash Chaudhary, Bibhya Sharma, and Ronil Chand. "Talismans of Digital Literacy: A Statistical Overview." Electronic Journal of e-Learning 20, no. 5 (2022): 570–87. http://dx.doi.org/10.34190/ejel.20.5.2599.

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The individuals living in the 21st century have become the consumers of digital innovations and have to adapt, adopt and adapt to the new norm of surviving and thriving in the digital society. Familiarity with the latest technologies is not the only requirement for survival. One also needs to have relevant digital competencies to complete tasks with optimized outputs and efficiently deal with the chain of digital changes. The current study introduces the South Pacific digital literacy framework (SPDLF) driven by 6 essential literacies and sixty attributes. The study intends to provide a three-

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Barrell, Barrie. "Technology and Change in Atlantic Canada’s New Secondary English Language Arts Curriculum." English Education 31, no. 3 (1999): 231–47. http://dx.doi.org/10.58680/ee19991525.

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Articulates, through a critical analysis of Atlantic Canada’s latest secondary English language arts curriculum documents, the expansion of traditionally understood conceptions of literacy to include information, media, and visual literacies. Examines the specific nature and extent to which technology and computer-mediated curricula are used to articulate meaning. Presents a response.

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Alexander, Jonathan. "Gaming, Student Literacies, and the Composition Classroom: Some Possibilities for Transformation." College Composition & Communication 61, no. 1 (2009): 35–63. http://dx.doi.org/10.58680/ccc20098303.

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This article explores the literacy narratives of two “gamers” to demonstrate the kinds of literacy skills that many students actively involved in computer and video gaming are developing during their play. This analysis becomes part of a larger claim about the necessity of re-visioning the place of gaming in composition curricula. Ultimately, the author argues that we should use complex computer games as primary “texts” in composition courses as a way to explore with our students transformations in what literacy means.

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Noble, Alex, and Daniela Gachago. "Developing Critical Digital Literacies Through Digital Storytelling." International Journal of Mobile and Blended Learning 14, no. 3 (2022): 1–19. http://dx.doi.org/10.4018/ijmbl.312184.

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The South African Higher Education sector has undergone major transformation since the end of Apartheid more than 25 years ago. Critical digital literacies and critical (digital) citizenship, aligns with the most important aspects of the transformation agenda, ‘the production of socially conscious graduates that will become the thinkers and leaders of tomorrow' (Soudien et al 2008). The ability to link the past and the present, the personal and the political is an important element of critical digital literacies. This paper reflects on projects introduced in a first year Extended Curriculum Pr

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Gourlay, Lesley. "Student author as actor network? Using ANT to explore digital literacies in higher education." Proceedings of the International Conference on Networked Learning 8 (April 2, 2012): 97–102. http://dx.doi.org/10.54337/nlc.v8.9077.

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The concept of 'digital literacies' is indeterminate and contested, arising from contrasting theoretical positions and traditions of practice and enquiry. 'Literacies' - particularly the plural - is a term which has come to be associated with New Literacies Studies (e.g. Barton 1994) and the resultant critique of the notion of generic, transferable 'skills' (e.g. Lea & Street 1998, Wingate 2006). The literacies perspective sees writing as situated social practice, and seeks to blur the categories of 'content' and writing process, arguing that they are inextricably linked. Writer subjectivi

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Santos, Rita, Ana Santiago, and Catarina Cruz. "Problem Posing and Problem Solving in Primary School: Opportunities for the Development of Different Literacies." Education Sciences 14, no. 1 (2024): 97. http://dx.doi.org/10.3390/educsci14010097.

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Problem posing and problem solving, involving significant situations for students, encourage effective learning, mathematical reasoning, communication, and connections in/with mathematics, enhancing the emergence of different literacies. Although problem solving is more frequently present in teaching practices, the ability to formulate them must also be developed, since it requires other skills, such as writing a problem statement, establishing connections between reality and mathematical knowledge, and creating and idealizing problematic situations, among others. Financial Literacy and Consum

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24

Tafazoli, Dara, Mª Elena Gómez Parra, and Cristina A. Huertas Abril. "Computer Literacy: Sine Qua Non for Digital Age of Language Learning & Teaching." Theory and Practice in Language Studies 7, no. 9 (2017): 716. http://dx.doi.org/10.17507/tpls.0709.02.

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With the widespread and development of Information and Communication Technology (ICT) in our daily lives, technology provides numerous opportunities and challenges for language teachers and learners. The popularity of learning a foreign language and integrating technology for educational purposes showed the demand for computer or electronic literacy for both language teachers and learners. The literate teacher and learner is the one who can use different technologies as educational devices in their teaching and learning processes. This paper reviews the related literature on new literacies, as

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Li, Ling, Jiayi Shi, and Bu Zhong. "Good in arts, good at computer? Rural students' computer skills are bolstered by arts and science literacies." Computers in Human Behavior 140 (March 2023): 107573. http://dx.doi.org/10.1016/j.chb.2022.107573.

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Pacheco, Sónia. "New Literacies, New Narratives: Impact on a Portuguese Kindergarten." International Journal of Literacy, Culture, and Language Education 4 (August 1, 2015): 105–22. http://dx.doi.org/10.14434/ijlcle.v4i0.26919.

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The present article aims to discuss our daily need to read everything that surrounds us and to properly use the information which comes to us from different kinds of media. The country, society, schools and teachers have to keep up with the new roles that children attribute to them in order to meet their needs as they grow up in a digital world. This article seeks to understand how the decisions and government guidelines made today by policy makers have a real impact on the everyday life of a Portuguese kindergarten and in the practices of teachers and their students. I used both interviews wi

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Nami, Fatemeh. "How computer assisted language learning literacy is conceptualized in research? The road thus far." Aula Abierta 50, no. 2 (2021): 577–84. http://dx.doi.org/10.17811/rifie.50.2.2021.577-584.

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For effective integration of any tool including digital technologies into their daily practices of teaching, language teachers need to develop their understanding of such technologies and develop their pedagogical knowledge to draw on them. In other words, they require relevant computer assisted language learning (CALL) literacy. While research on professional, technical, and digital literacies is growing, CALL literacy has not been adequately addressed in second and foreign language learning research. The present article features a comprehensive review of literature on the concept of digital

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Samaniego, José Miguel. "A cartography of digital literacy. Conceptual categories and main issues in the theorization and study of digital literacies." Digital Education Review, no. 43 (June 30, 2023): 68–86. http://dx.doi.org/10.1344/der.2023.43.66-84.

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This paper presents a cartography of the digital literacy academic field. Such cartography is comprised of two sections: a categorization of the field through literature review and analysis, and an exploration of its main issues through thematic and network analysis. On the one hand, five conceptual categories of digital literacies are found: functional, sociocultural, critical, transformative, and sociomaterial. On the other, main issues are described with 21 recurring themes of digital literacy and a few networks depicting its most salient matters of concern, concluding with an interpretatio

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Proctor, Chris, and Paulo Blikstein. "Unfold studio: supporting critical literacies of text and code." Information and Learning Sciences 120, no. 5/6 (2019): 285–307. http://dx.doi.org/10.1108/ils-05-2018-0039.

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PurposeThis research aims to explore how textual literacy and computational literacy can support each other and combine to create literacies with new critical possibilities. It describes the development of a Web application for interactive storytelling and analyzes how its use in a high-school classroom supported new rhetorical techniques and critical analysis of gender and race.Design/methodology/approachThree iterations of design-based research were used to develop a Web application for interactive storytelling, which combines writing with programming. A two-week study in a high-school socio

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Clivaz, Claire, Cécile Pache, Marion Rivoal, and Martial Sankar. "Multimodal literacies and academic publishing: The eTalks." Information Services & Use 35, no. 4 (2016): 251–58. http://dx.doi.org/10.3233/isu-150781.

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Carenzio, Alessandra, Simona Ferrari, and Päivi Rasi. "Older People’s Media Repertoires, Digital Competences and Media Literacies: A Case Study from Italy." Education Sciences 11, no. 10 (2021): 584. http://dx.doi.org/10.3390/educsci11100584.

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Digital media are part of everyday life and have an intergenerational appeal, entering older people’s agendas, practices, and habits. Many people aged over 60 years lack adequate digital competences and media literacies to support learning, well-being, and participation in society, thus imposing a need to discuss older people’s willingness, opportunities, and abilities to use digital media. This study explored older people’s media use and repertoires, digital competences, and media literacies to promote media literacy education across all ages. The article discusses the data from 24 interviews

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Fjuk, Annita, Anniken Furberg, Hanne Cecilie Geirbo, and Per Helmersen. "New artifacts – new practices: Putting mobile literacies into focus." Nordic Journal of Digital Literacy 3, no. 1 (2008): 21–38. http://dx.doi.org/10.18261/issn1891-943x-2008-01-03.

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Vogel, Sara, Christopher Hoadley, Ana Rebeca Castillo, and Laura Ascenzi-Moreno. "Languages, literacies and literate programming: can we use the latest theories on how bilingual people learn to help us teach computational literacies?" Computer Science Education 30, no. 4 (2020): 420–43. http://dx.doi.org/10.1080/08993408.2020.1751525.

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Hart, Betty, and Margaret Daisley. "Computers and composition in Japan: Notes on real and virtual literacies." Computers and Composition 11, no. 1 (1994): 37–47. http://dx.doi.org/10.1016/8755-4615(94)90005-1.

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Yang, Shizhou. "Decolonizing Technologies through Emergent Translanguaging Literature from the Margin: An English as a Foreign Language Writing Teacher’s Poetic Autoethnography." Education Sciences 13, no. 10 (2023): 974. http://dx.doi.org/10.3390/educsci13100974.

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Many scholars have portrayed technological advances as conducive to English language teaching and learning, without questioning their possible colonial assumptions about languages and literacies. Drawing on critical pedagogy and Global South epistemologies, I reconceptualize decolonization as a humanizing project in the contact zones between English and non-English languages. This poetic autoethnography, informed by my memories of my own experience as an English as a Foreign Language (EFL) learner in China, alongside a wide range of artifacts from a senior seminar course in an international co

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MacLeod, Jason, Harrison Hao Yang, Sha Zhu, and Yinghui Shi. "Technological Factors and Student-to-Student Connected Classroom Climate in Cloud Classrooms." Journal of Educational Computing Research 56, no. 6 (2017): 826–47. http://dx.doi.org/10.1177/0735633117733999.

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In an effort to address student engagement challenges, much research has explored student-to-student connected classroom climate (CCC). Research positively associates CCC to the benefits of student integration, learning, and retention in face-to-face environments. However, few studies have examined CCC in computer-mediated environments. This study provides empirical evidence of the relationships between key technological factors and CCC in cloud classrooms. A survey was administered to 641 college students, and the results indicate that four of the five technological factors examined were posi

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Amuseghan, Sunday Adejimola, Falakemi Oyeyemi Adeniyi Egbeola, and Cyril Abioye Charles Olowoyeye. "Assessment of Language Education Lecturers’ Computer and Digital Literacy Skills towards E-Learning." Indonesian Journal Of Educational Research and Review 5, no. 2 (2022): 307–17. http://dx.doi.org/10.23887/ijerr.v5i2.47466.

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Computer literacy is just as important in our modern world twenty-first century, digital literacies effectively prepare learners to acquire develop and prepare for better job prospects. The aims of this study analyses assessment of language education lecturers’ computer and digital literacy skills towards e-learning. The study adopted descriptive research of the survey type. The population for the study consisted all lecturers in the department of Language Education Lecturers. Eight language lecturers were purposefully selected for the study. The instrument for data collection was an adapted q

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Acker, Amelia, Leanne Bowler, and Luci Pangrazio. "Guest editorial: Special issue – perspectives on data literacies." Information and Learning Sciences 125, no. 3/4 (2024): 157–62. http://dx.doi.org/10.1108/ils-03-2024-266.

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Lund, Brady, Daniel Agbaji, and Zoë A. Teel. "Information literacy, data literacy, privacy literacy, and ChatGPT." Human Technology 19, no. 2 (2023): 163–77. http://dx.doi.org/10.14254/1795-6889.2023.19-2.2.

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This research delves into the interplay between three pivotal literacies in the digital age–information literacy, data literacy, and privacy literacy—and the receptivity towards the adoption of emerging technology within communities, with a specific focus on the chatbot ChatGPT. Data was gathered through online surveys conducted among adults residing in a four-county region in northern Texas during a two-week period in late 2022, yielding 130 valid responses. The results of regression analysis indicate a positive association between the inclination to utilize ChatGPT for enhancing one's commun

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Gentikow, Barbara. "The role of media in developing literacies and cultural techniques." Nordic Journal of Digital Literacy 10, Jubileumsnummer (2015): 35–52. http://dx.doi.org/10.18261/issn1891-943x-2015-jubileumsnummer-04.

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Gentikow, Barbara. "The role of media in developing literacies and cultural techniques." Nordic Journal of Digital Literacy 2, no. 02 (2007): 78–96. http://dx.doi.org/10.18261/issn1891-943x-2007-02-03.

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Lim, Wei-Ying, Hyo-Jeong So, and Seng-Chee Tan. "eLearning 2.0 and new literacies: are social practices lagging behind?" Interactive Learning Environments 18, no. 3 (2010): 203–18. http://dx.doi.org/10.1080/10494820.2010.500507.

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Schustack, Miriam W., Rachelle Strauss, and Patricia E. Worden. "Learning about Technology in a Non-Instructional Environment." Journal of Educational Computing Research 16, no. 4 (1997): 337–51. http://dx.doi.org/10.2190/nuvb-8a9w-9fe2-6r04.

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Our after-school recreational activity system (called “The Fifth Dimension”) has the goal of encouraging multiple literacies in school-aged children, including computer literacy. In keeping with its recreational, non-instructional flavor, there is no formal computer curriculum, despite the prevalence of computer use. The current research addresses the effects of exposure to this environment on children's computer knowledge, hypothesizing that participants' greater familiarity with the meanings and relationships among technical terms would lead to improved performance on a memory task. Memory f

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Huertas-Abril, Cristina A. "Developing Speaking with 21st Century Digital Tools in the English as a Foreign Language Classroom:." Aula Abierta 50, no. 2 (2021): 625–34. http://dx.doi.org/10.17811/rifie.50.2.2021.625-634.

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In a changing, dynamic world increasingly dependent on technologies, it is necessary to educate children so that they can participate fully in today’s and future society. Literacy thus needs much more than the traditional approaches to reading and writing in students’ first language. After analyzing the concept and implications of new literacies in foreign language learning, a quantitative study was carried out to explore Spanish primary education students’ perceptions (n = 82) on the development of new literacies in the English as a foreign language (EFL) lesson after using the online video d

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Kaur, Kashmir. "Embed sustainability in the curriculum: transform the world." Language Learning in Higher Education 12, no. 2 (2022): 605–16. http://dx.doi.org/10.1515/cercles-2022-2061.

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Abstract This paper is an activity report that draws on the experience of embedding sustainability into the mainstream curriculum in the Language Centre, School of Languages, Cultures and Societies at the University of Leeds, UK. It describes and reflects on programmes that delivered the concept of sustainability and how learners developed their academic and sustainability literacies. The programmes in question are Language for Engineering and Language in Context Sustainability module. These programmes are developed and delivered in the context of English for Academic Purposes to pre-sessional

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Wei, Wang. "Electronic literacies: language, culture, and power in online education." Technology, Pedagogy and Education 9, no. 2 (2000): 269–72. http://dx.doi.org/10.1080/14759390000200223.

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Onyenwe, Chiamaka Yvonne. "Acquisition of Information and Communication Technology skills: Digital Literacies in Early Years in Nigerian Schools." International Journal for Social Studies 10, no. 8 (2024): 98–103. https://doi.org/10.5281/zenodo.13380181.

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<em>The study investigated the primary school pupils’ acquisition of information and communication skills in line with digital literacies. The sample size consists of 22 primary school pupils who were exposed to practical ICT training for 4 weeks (a month). The instrument for data collection were observation and in interview. The data were analyzed using percentages mean and t-test. It was found that the pupils were highly enthusiastic to acquire computer skills. Pupils, seven years could not carry out some of the tasks. Based on the findings, implications, recommendations and conclusion

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Gillen, Julia, and Don Passey. "Digital Literacies in the Making: Schools Producing News with the BBC." Nordic Journal of Digital Literacy 6, no. 01-02 (2011): 37–51. http://dx.doi.org/10.18261/issn1891-943x-2011-01-02-04.

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Böck, Margit. "Mobile Learning, Digital Literacies, Information Habitus and At-Risk Social Groups." International Journal of Mobile and Blended Learning 2, no. 3 (2010): 30–41. http://dx.doi.org/10.4018/jmbl.2010070103.

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Abstract:

Certain potentials of mobile devices seem predestined to connect those distanced from education with learning in the widest sense. To use these potentials requires a disposition of these ‘learners-to-be’ as able to assume responsibility for their learning. Characteristics of that disposition are identified, with requisite concepts: the information habitus; a pedagogy of social inclusion; in the frame of New Literacy Studies. The central element in the requisite information habitus is the action by an individual to get information via their own agency (Holschuld) contrasted with a reliance on o

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Bohlin, Roy M., and Glenn DeVoogd. "Book Review: Electronic Literacies: Language, Culture, and Power in Online Education." Journal of Educational Computing Research 24, no. 2 (2001): 205–11. http://dx.doi.org/10.2190/cdgh-j5pb-r1xx-wf1r.

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