Digital Literacy and Metaphorical Models

The purpose of this study is to determine the Internet-related metaphors used by Information Technology students and examine these metaphors in terms of their class, gender, daily internet use, internet use experiences and internet use proficiencies. This exploratory research seeks to answer four specific questions in line with determining the internet metaphors of IT students. A questionnaire developed by the researchers was used for data collection. The questionnaire included a total of 13 items, 10 of which are multiple choice and three of which are open-ended. Based on the findings obtained in the study, the Information Technology students were found to use their own internet metaphors besides the widespread internet metaphors. It was concluded that the students produced metaphors emphasizing the sharing of and access to information for the internet and that among widespread internet metaphors, they used the network metaphor most and among the metaphor families, they used the "open space" metaphor family most. This finding revealed that sharing of and access to information and networks was most important factors for the students' use and perception of the internet. In addition, it was also revealed that there was a significant difference between the frequencies of the information technology students' use of the metaphor families with respect to the class. Based on the results of metaphor analysis, required recommendations were presented related to inform students about the scope and features of the internet in their courses.

2008

Digital kompetanse =, 2015

«Digital literacy» er i stadig større grad uttrykt som et utdanningspolitisk mål. Populaere definisjoner varierer i innhold, men målsettingen for begrepet er sjelden problematisert. Denne artikkelen diskuterer «digital literacy» ut fra en forståelse om at begrepet ikke er lukket, entydig og selvforklarende. Snarere enn å forstå «digital literacy» som et enhetlig fenomen, er det bedre å tenke seg et spekter av «digital literacies». Artikkelen konkluderer med å synliggjøre dette argumentets mulige implikasjoner for utdanningspolitikk, pedagogikk og forskning. english abstract p. 81 Defining digital literacy Definitions of digital literacy are of two main kinds: conceptual definitions and standardized sets of operations intended to provide national and international normalizations of digital literacy. We will briefly survey examples of both kinds. (a) Typical conceptual definitions of «digital literacy» Richard Lanham (1995: 198) claims that «literacy» has extended its semantic reach from meaning «the ability to read and write» to now meaning «the ability to understand information however presented.» He emphasizes the multimediated nature of digital information, and argues that to be digitally literate involves «being skilled at deciphering complex images and sounds as well as the syntactical subtleties of words» (Lanham 1995: 200). Digitally literate people are «quick on [their] feet in moving from one kind of medium to

2018

As a simple explanation, Internet literacy is a capability constitutive to utilizing the advantages of the Internet. But, due to the constant changes of digital technologies, what kinds of necessary capabilities are required to gain the advantages? In fact, more than focusing on the essential capabilities to benefit users from the Internet advantages, existing perceptions of Internet literacy have caused the misuse of large digital companies from users’ abilities. Due to the increasing importance of data economics, privacy, and cybersecurity, a critical review of Internet literacy has become a necessity. Based on the emerging of such new critical features of internet environment, this paper proposes a new articulation of Internet literacy. Following a review and analysis of the existing notions and classifications of Internet literacy and using grounded theory method, the article concludes by suggesting a rearticulated version of Internet literacy. The new classification is establis...

Communication Today, 2017

Cyberspace of digital media changes contemporary education in two ways: by a new approach to understanding information and a new way of organising this information. In the first case, it is objectification of information that favours the idea of a reduced type of education, based on certain extent of knowledge that is applicable in practice. In our approach, we emphasise the fact that information cannot be taken merely as an object, but also as a contextual and unlimited semantic unit which, through a new organisational level, becomes knowledge. Besides information and knowledge, higher level of cognition requires tacit human features-creativity and wisdom, as well as moral character of man. The second case brings a net-like structure of information, characterised by loop processing, prompt (almost immediate) linking of information that is predominantly image-based. This type of communication and organisation of information is useful because it gives us a fast way of searching for information and-perhaps-more creativity as well. However, it quite possibly implies a risk of weakening some of the cognitive abilities of man (such as logical and abstract thinking), vital not only in the scientific activities, but also in the everyday life. Under influence of communication within cyberspace, contemporary education is beginning to dramatically turn away from discursive (logical, abstract) thinking to asso-ciative (especially image-based) thinking. These new trends in education are reflected on really negatively by many authors, for example by M. Bauerlein, N. Carr, K. P. Liessmann or M. Spitzer, as they demand certain 'counter-action' which should be based on literacy, critical thinking, information hygiene and which should also become an important component of modern media education.

newliteracies.typepad.com

JURNAL ILMIAH BAHASA DAN SASTRA, 2019

As technology emerges so fast and the demands of curriculum to integrate technology and innovation into classrooms, teachers are pushed to penetrate technology and bring the internet to everyday talks with the students. In accordance, using the euphoria of digital natives, students are also pushed to absorb and adjust themselves to growth of technology. In turn, there is no specific course on the use of the internet like the 90s curriculum had in the university level. However, the fact that not so many students bring laptop to campus everyday might indicate that they did not use the internet for learning outside classroom intensively. This study aims at describing how much internet literacy that students have. After analyzing the questionnaire descriptively, it was found that the participants of this study had poor internet literacy, in terms of the use of email, the use of social media, and the use of English in social media. Keywords: internet literacy, descriptive, poor category

Argumentum, 2019

Our investigation identifies ways in which the transition from traditional social and cultural cognition based on real-world and real-time verbal interactions to digitalized interactions in virtual spaces takes place. We claim that the transition might induce serious concerns for traditional learning theories but promises to open new opportunities for novel and complex learning processes. Our study argues for the usefulness of linguistics for both neighboring fields in the humanities and in educational processes in order to understand how the mind works in learning and in social and cultural cognition. The paper discusses the difference between computationalism and culturalism which represent different assumptions for meaning creation. We also claim that digital culture has evoked worries for traditional learning theories and developmental psychology with reference to attention, memory, motivation, explanation, analytic mode of analysis and reasoning, text processing and information processing in general. We discuss the possible consequences of a radical, almost paradigmatic change for learning processes and knowledge management in digital culture. We present a case study of a linguistics workshop atelier in VR learning space.

2000

This paper argues that the dominant hypermedia models of electronic literacy are too limited to do justice to new media and changing views of literacy in the electronic age, especially in terms of their recourse to postmodern theories of representation. Such models tend to interpret the use of digital media in relation to readers or users of information viewed as producers or constructors of their own meaning and identity (e.g., Bolter & Grusin, 1999; Landow, 1992; Poster, 1995). Such a perspective on the move from print to electronic literacy generally does not distinguish between the literal intention of an author or designer and a rhetorical strategy which frames and elicits responses by an audience or the "receivers" of communication, in short, a view of electronic media as ultimately a source of contingent or accidental meaning and discrete texts of information. A critique will be made of the limitations and contradictions of a general hypermedia perspective as a basi...

The concepts of 'information literacy' and 'digital literacy' are described, and reviewed, by way of a literature survey and analysis. Related concepts, including computer literacy, library literacy, network literacy, internet literacy and hyperliteracy are also discussed, and their relationships elucidated. After a general introduction, the paper begins with the basic concept of 'literacy', which is then expanded to include newer forms of literacy, more suitable for complex information environments. Some of these, for example library, media and computer literacies, are based largely on specific skills, but have some extension beyond them. They lead to general concepts, such as information literacy and digital literacy, which are based on knowledge, perceptions and attitudes, though reliant on the simpler skills-based literacies.