Editorial: digital the new normal - multiple challenges for the education and learning of adults

Wildemeersch D, Jütte W. Editorial: digital the new normal - multiple challenges for the education and learning of adults. European Journal for Research on the Education and Learning of Adults. 2017;8(1):7-20

MEDIA LITERACY IN THE 21ST CENTURY - INTERNATIONAL BASICS AND CITIZENSHIP PRACTICES

Media is becoming very strategic and dynamic as if it’s a different world. Taking its roots from the cultural and technological changes and demands, on one hand media is developing, making up new channels, concepts, fashions, designs and constructions reaching each and every individual in the world and on the other hand, it changes the lives of the people and societies, presenting the facts in a different way, concentrating on the attitudes and life styles and representing them partially, triggering the expectations. This partial or whole change of media finds new ways of producing materials, creating new presentation and representation styles, providing new products, making it all different from the past. Not only the content but also the context and channels are changing rapidly; thematic, individualized and a highly liquid media is flowing all around the world. However, all the change of media sounds nonsense if it cannot create a media literate and civic society. This study aims to question the media literacy providing media and citizenship examples that makes it possible as a civic practice. As in the new media age, the individuals and society seem to be more than ready to make sacrifices for concepts like democracy and citizenship. This type of new media and new media literacy types bring up the new intergenerational, interdependent and global citizenship issues covering each and every individual, providing them new identities and new independency areas. Thus new media is mostly interpreted as a tool of democracy and freedom implementing ways of the voicing the voiceless and increasing the choices, doubling the number of the media channels, changing rules of media ownership, changing the rules and opportunities of accessibility and providing multiple identities to the participants of this new and rich world. Thus, everyday people are now not only labeled as the audiences but also become a part of the public opinion, contributing to the media as the producers, managers, distributers, disseminating the information in hand, etc. However, it’s just time to think about the media literacy and different type of media literacies.Medya, sanki farklı bir dünya gibi, çok stratejik ve dinamik bir hale geliyor. Köklerini kültürel ve teknolojik değişimlerden ve taleplerden alarak, bir yandan medya gelişiyor, yeni kanallar, kavramlar, modalar, tasarımlar ve dünyadaki her bireye ulaşan yapılar oluşturuyor ve diğer yandan ise gerçekleri farklı bir biçimde sunan, tutum ve yaşam tarzlarına odaklanan ve onları kısmen temsil eden, beklentileri tetikleyen şekilde bireylerin, toplumların hayatlarını değiştiriyor. Bu kısmi ya da genel medya değişimi, materyal üretmenin, yeni sunum ve sunum biçimlerini yaratmanın, yeni ürünler sunmanın, geçmişten farklı kılmanın yeni yollarını bulmakta. Yalnızca içerik değil, içerik ve kanallar ve mecra da hızla değişmekte; tüm dünyada tematik, bireyselleştirilmiş ve oldukça akışkan bir medya dolaşımda. Ancak, medya okuryazarlığı ve sivil toplum oluşturamadığında, medyanın tüm bu değişimi anlamsız olacak. Bu çalışma, medya okuryazarlığı ile sivil vatandaşlık uygulamalarını mümkün kılan vatandaşlık örnekleri sunan medya okuryazarlığını sorgulamayı amaçlamaktadır. Yeni medya çağında olmanın verdiği güçle, bireyler ve toplum, demokrasi ve vatandaşlık gibi kavramlar için fedakarlık yapmaya hazır görünüyor. Bu tür yeni medya ve yeni medya okuryazarlığı türleri, her bir bireyi kapsayan yeni nesiller arası, birbirine bağımlı ve küresel vatandaşlık konularını gündeme getirmekte ve onlara yeni kimlikler ve yeni bağımsızlık alanları sağlamaktadır. Bu nedenle yeni medya çoğunlukla, sesi olmayanların sesi olan ve seçimleri zenginleştiren, medya kanalı sayılarını arttıran, medya sahipliği kurallarını değiştiren, erişilebilirlik kurallarını ve olanaklarını değiştirebilen ve bu yeni ve zengin dünyanın katılımcılarına çoklu kimlikler sunabilen bir demokrasi ve özgürlük aracı olarak yorumlanmaktadır. Bu yüzden, günümüzde insanlar artık sadece izleyici kitlesi olarak etiketlenmiyor, medyaya yapımcılar, yöneticiler, dağıtıcılar olarak katkıda bulunup, ellerindeki bilgiyi dağıtıma sunarak aynı zamanda kamuoyunun bir parçası haline geliyorlar. Bununla birlikte, medya okuryazarlığı ve farklı medya okuryazarlıkları hakkında düşünmenin tam zamanı.  Article visualizations

The role of self-regulation in the development of computer literacy at a vocational college in the Western Cape

Thesis (MEd (Learning and skills))--Cape Peninsula University of Technology, 2019In TVET colleges, in the Business faculty students’ need to be computer literate in order pass and graduate. All the students in the Business Faculty at a TVET college in the Western Cape of South Africa have a subject Computer Practice, which is a practical subject where they learn the basics about computers and develop computer literacy. The key concern in this study is to determine how self-regulation can explain why some participants have high computer literacy and others have low computer literacy. Participants in this study are not familiar with personal computers and this in turn has a negative impact on student’s learning at the TVET college. The importance of self-regulated learning (SRL) is emphasised by the importance of developing not only subject knowledge, but higher-order thinking skills, critical thinking skills and life-long learning, so that students are able to prepare themselves for an ever-changing world. SRL can also refer to the degree to which students are proactive and responsible participants of their own learning process. In order to o address the research questions, the researcher made use of a sequential explanatory mixed-method design. The quantitative phase was first conducted and allowed the researcher to investigate the phenomenon of self-regulation in the participants’ computer literacy skills, in a vocational college and then a qualitative phase followed in order to explain the phenomena identified in the quantitative phase. The results of this study indicate that self-regulation can help to explain why some participants have high computer literacy and others have low computer literacy. Both groupings were able to engage successfully in task analysis skills and have the ability to use and set goals, they make use of the skill of strategic planning, especially with regards to time management and planning, although low computer literates tend to rely on the lecturer more. Furthermore, both cohorts are able to use self-recording strategies by checking their notes, taking notes, keeping track of things and asking for help. They are also both able to engage in self-evaluation and check their goals. But where self-regulation is able to explain the differing levels of computer literacy is in the self-reaction phase. Here there is a difference between what high computer literates do. High computer literates are able to try new things, work things out for themselves, try different strategies if they do not achieve their goals and are able to work on their own. Low computer literates on the other hand always tend to ask for help rather than react independently and state that trying harder might produce a different result. High computer literates therefor engage in adaptive self-reaction. There were other issues that came to the fore in this study that are not related to self-regulation and could help explain why the participants have such low levels of computer literacy. What the computer literacy test and interviews showed is that the participants do not understand exactly what computer literacy entails, that they are governed by fear of computers and that many of them do not have personal computers on which to practice. Furthermore, 80% of the population are being taught in a language that is not their home language. Language issues have come to the fore in this study, as the participants have indicated that they often do not understand what is expected of them. In conclusion, it is extremely important to be computer literate because computers have become part of our everyday lives. For students to have a successful academic learning outcome, prime factors such as self-efficacy, commitment and self-regulation strategies are needed. Together with these prime factors, the input and support from the educator would also lead to promoting academic achievements and life-long learning

Tracing paradigm shifts in information literacy: a progressive knowledge domain visualization approach

An information literate population is a fundamental component of modern society, but the definition of what it means to be information literate has changed over time, resulting in debates within the information literacy community. Through the lens of Thomas Kuhn's theory of scientific revolutions and Shneider's four stages of a discipline framework, this dissertation examines the progress of the information literacy research domain using both scientometric and content analysis methods. Three research questions are addressed in this study. First, the structural and temporal features of the information literacy knowledge domain are identified using document co-citation analysis to identify major research areas, landmark and hub documents, and active research topics. Second, pivotal papers connecting major research areas are explored using pathfinder network scaling algorithms to identify critical paths of transition in the domain. Finally, full-text pivotal documents are examined using qualitative content analysis to trace the progression of information literacy construct definitions in seminal research documents. Findings support a paradigm shift occurred in the domain when the skills-based information literacy definition was rejected in favor of a metaliteracy model. Technological advancement emerged as an influencing factor on paradigms, playing a major role in the domain's evolution over the past half-century. Information literacy research and instruction is built upon the framework used to define what it means to be information literate. Therefore, this study has practical implications for information literacy researchers, librarians, and students.Includes bibliographical references

THE QUEST FOR I-LITERACY: IDENTIFYING AND ADDRESSING GAPS IN INFORMATION LITERACY EDUCATION IN INFORMATION SCIENCE UNDERGRADUATE PROGRAMS

Information scholars, educators and librarians have grappled with defining the concept of information literacy for decades – at least as far back as the 1970’s – with the most prominent common thread being as a set of skills. In pedagogy and practice, what higher education currently calls information literacy is delivered more akin to research skills or the ability to effectively conduct and share research in its myriad forms. It is problematic that for so long the emphasis on research and academic skills has wholly devalued those sources deemed non-traditional by academic measures, including popular sources, pop-culture entertainment, and the power of observation. Ironically this emphasis on academic research skills diminishes the extreme societal impact non-traditional sources and stories have had throughout the information age in which we currently find ourselves. In this dissertation, I provide a curriculum map for the required courses in five Undergraduate Information Science Programs, with the dual purpose of aligning instruction practices and gaps with the aforementioned impacts as they determine what information literacy should mean, and encouraging iSchools to adopt and promote a socially constructed model of information literacy, which I am terming i-Literacy. This study demonstrates how iSchool undergraduate programs emphasize understanding that different information mediums are required based on audience, user needs, and the information problem, but may not highlight social and civic responsibility with information use and sharing. The map also shows a strong alignment between the seemingly antiquated ‘Bibliographic Instruction’ practices from the 1980’s and 90’s, and the current pedagogy based on the ACRL Framework

First-year higher education students’ acquisition of digital content creation literacies in discipline-specific settings

Digital knowledge production involves the processing and presentation of digital information and content through the implementation of digital literacy practices in technical, cognitive and social-emotional dimensions. As such, this thesis addresses the question: How and why do first-year higher education students acquire digital content creation literacies in a discipline-specific setting? Firstly, this thesis contributes to the conceptualisation of digital literacy as a social practice through theorizing the complex and evolving nature of digital literacy practices in disciplinary-specific contexts in higher education. Secondly, the thesis develops a theoretical explanation to how higher education students acquire digital content creation literacies within their discipline-specific settings. Drawing on the New Literacies Studies’ theoretical approach, first-year students’ digital literacy practices, in particular content creation literacies, are explored in relation to sociocultural factors, and enablers and contradictions influencing their practices in disciplinespecific settings. Additionally, Gee’s (2008) principles of literacy and Discourse acquisition inform the analysis of student acquisition of digital literacy practices. An adaptation of Ng’s (2015) digital literacy framework is applied as an analytical tool for categorising students’ digital literacy practices and is further complemented by Engeström's (2001) second generation Activity theory framework when analysing the students’ digital literacy practices involved in assignment writing (the digital literacy event). Using a case study design with a mixed methods approach, quantitative (a questionnaire) and qualitative (focus groups, interviews and student assignments) data is obtained from a total of 103 and 27 students respectively. A key finding of this thesis is that discipline-specific learning and assessment activities (LAAs) instantiate individual and collaborative digital content creation and also drive the desire for students’ acquisition of digital literacies for content creation. However, there are some ‘actual processes’ (Maxwell, 2012) that are not directly perceptible, such as student experience in using Information and Communication Technologies (ICT), age, volition, gender, course culture, historicity of practice and student histories of learning with ICT that influence student digital content creation practices. By the same token, this thesis highlights the importance of students owning or having technology access at university as lack of access is a constraining factor for their engagement in their LAAs. The main contribution of this thesis is the finding that, when LAAs, which foster the acquisition of digital content-creation literacies are part of the curriculum, students can acquire the respective literacies through self-teaching, scaffolding from peers or senior students, trial and error, and engaging in practice within their disciplines, implying that there is no need for overt instruction as is the case of digital skills training isolated from the context of practice. The implication of this finding is that universities need to annually review firstyear students’ prior digital literacy skills and practices to inform the responsive adaptation of the LAAs. Additionally, universities require a deliberate strategy for collaboration between their academics, library staff, writing centre staff and professional development units on the integration of digital literacies for learning into the curriculum

Politics of mass literacy in India : A case study of two North Indian villages under the 'Total Literacy Campaign', 1988-95.

This project is a study of the politics of mass literacy in India. It sets the problem of literacy in the context of public discourses, institutional practices and formation of various identities related to educational and development goals in contemporary Indian society. The study is centered around specific case studies of two villages under the 'Total Literacy Campaign' (TLC) launched nationwide in May 1988 by the National Literacy Mission Authority (NLMA). Despite marginal improvement in literacy rates since independence, there has been a steady increase in the absolute number of total 'illiterates', which is bigger than the size of 'literates'. Also the gap between 'literates' and 'illiterates' has been ever- increasing. The government admits its failures towards mass education and hence now it has declared promotion of literacy as a national mission. To counter its past failures, it has launched a 'total campaign' approach in adult literacy programme along with 'Education For All' (EFA) goal in general towards elementary education. Thus this project is a study of the pedagogic principles, practice and public policy on promotion mass education and literacy in India. It seeks to study the cultural and linguistic bases of mass literacy and the democratic i.e. participatory and interactive/discursive methods of literacy promotion. The study is based on new socio-cultural approaches to language, discourse-learning, identity and culture (Introduction, Chapter 1). It is an interdisciplinary study in literacy practices (language and discourse learning) whose development is traced with colonial history of social, political and educational development in north India (Chapters 2&3). It traces these developments beginning with nationalist thinking on nation-building, mass literacy and education during the freedom movement before 1947 (Chapter 2), and the evolution of public policy goals on education and its culture after 1947 (Chapter 3). It looks into why highest 'illiteracy' exists in the Hindi- speaking states and how adequately our educational planners have addressed these complex problems. The policy principles and institutional practices in learning are further examined in case studies of two villages in Bihar and Haryana (Chapters 4&5). TLC's pedagogic principles, practices and relevance as seen and understood by learners are examined in order to establish the real contexts of a learning. This is also done through a concrete area of language and content analysis of the TLC reading materials, the way TLC Primers (texts) have been presented to the learners and the ways these texts are interacted with, by the adult learners (Chapter 6). We thus endeavour to establish the issue of literacy-leaming in terms of survival, cultural and identity needs of the learner. All these discussions are primarily based on adult learners' and concerned people's historical, social, and classroom experiences