A definition of digital media literacy competences required by workers to collaborate in distance work environments

This chapter is structured as follows. First, we lay out the theoretical framework for our work. We introduce the concept of digital media literacy (DML) and discuss how it positions our object of study beyond a technologically-centered approach, encompasses both basic operational skills and full-fledged competences, and allows us to articulate both functional and critical aspects of these competences. We then specify the relationship between DML and the social practices that actualize them. Finally, we define categories of collaborative work that are essential to our observation of distance collaboration practices. Second, we detail the methods of data collection and analysis we used to infer a map of DML competence from the interview and observational data of sixty workers engaged in distance collaboration in ten public and private Belgian organizations. Third, we present an overview of the results of our analyses, followed by a detailed description of the domains of competence we identified in terms of activities collaborators perform, and dimensions these activities include. Fourth, we offer an alternative, complementary look at our data in the form of aggregated quantitative indicators. Finally, our conclusions are presented based on the discussion of the results

Le travail collaboratif à distance : cartographie des compétences en littératie médiatique : le cas du travail de bureau soutenu par les technologies de l’information et de la communication (TIC)

Digital technologies have taken a central place in the daily lives of office employees and have become the main support for their collaborative activities. At the same time, teleworking has gradually become commonplace within teams and is now deployed in many forms: teleworking, mobile work, inter-site collaboration, workspaces without assigned desks, and so on. These changes in the world of work reveal new issues in the field of information and communication sciences. In particular, they are an important issue for the study of workers' media literacy and invite us to focus on the competences they need to mobilize to adapt, accomplish their missions and succeed in these particular professional environments. In this context, the outcome of my doctoral thesis was to propose a definition of collaborative media competences based on the observation of practices of workers confronted with collaborative activities supported by ICT. The results of the analyses led to the development of a matrix crossing the collaborative activities involved in technology-supported telework with different dimensions to be taken into account in these specific work situations. This conceptual tool allows a mapping of the media competences of workers and members of their team(s) and constitutes an apparatus promoting the emergence of collective reflexivity, essential in the deployment of quality collaborative remote work.Les technologies numériques ont pris une place centrale dans le quotidien des employés de bureau et sont devenues le principal support de leurs activités collaboratives. Parallèlement, le travail à distance s’est progressivement banalisé au sein des équipes et se déploie aujourd’hui sous de multiples formes : télétravail, travail mobile, collaboration inter-sites, espaces de travail sans bureaux attribués, etc. Ces évolutions du monde du travail font apparaître des problématiques nouvelles dans le domaine des sciences de l’information et de la communication. Elles constituent notamment un enjeu important pour l’étude de la littératie médiatique des travailleurs et invitent à s‘intéresser aux compétences qu’ils doivent mobiliser pour s’adapter, accomplir leurs missions et s’épanouir au sein de ces environnements professionnels particuliers. Dans ce cadre, l’aboutissement de ma thèse de doctorat a été de proposer une définition des compétences médiatiques de collaboration basée sur l’observation des pratiques de travailleurs confrontés à des activités collaboratives soutenues par les TIC. Les résultats des analyses ont donné lieu à l’élaboration d’une matrice croisant les activités collaboratives entrant en jeu dans le travail à distance soutenu par les technologies avec différentes dimensions à prendre en compte dans ces situations de travail spécifiques. Cet outil conceptuel permet une cartographie des compétences médiatiques des travailleurs et des membres de leur(s) équipe(s) et constitue un dispositif favorisant l’émergence d’une réflexivité collective, indispensable dans le déploiement d’un travail collaboratif à distance de qualité.(COMU - Information et communication) -- UCL, 201

Do Animated Concept Maps Support Meaningful Learning?

In a pilot study, a 2X2 experimental design was used to explore the effects of external representations (concept map versus text) and animation (animated versus static) on learning. Twenty four undergraduate students were assigned to one of four groups, each presented with the same audio narration combined with a different visual presentation on the digitization of sound: static text, animated text, static concept map, or animated concept map. A questionnaire was designed to evaluate thirteen cognitive processes involved in meaningful learning. An interaction between presentation format and animation was detected, where animation benefited to participants studying text, and hindered participants studying concept maps. These results are not consistent with previous studies and highlight the need to develop more complex assessment tools that encompass the diversity of learning processes supported by external representations

A Definition of Digital Media Literacy Competences Required by Workers to Collaborate in Distance Work Environments

This chapter is structured as follows. First, we lay out the theoretical framework for our work. We introduce the concept of digital media literacy (DML) and discuss how it positions our object of study beyond a technologically-centered approach, encompasses both basic operational skills and full-fledged competences, and allows us to articulate both functional and critical aspects of these competences. We then specify the relationship between DML and the social practices that actualize them. Finally, we define categories of collaborative work that are essential to our observation of distance collaboration practices. Second, we detail the methods of data collection and analysis we used to infer a map of DML competence from the interview and observational data of sixty workers engaged in distance collaboration in ten public and private Belgian organizations. Third, we present an overview of the results of our analyses, followed by a detailed description of the domains of competence we identified in terms of activities collaborators perform, and dimensions these activities include. Fourth, we offer an alternative, complementary look at our data in the form of aggregated quantitative indicators. Finally, our conclusions are presented based on the discussion of the results

Digital media literacy in the workplace : a model combining compliance and inventivity

Digital technology has become ubiquitous in the workplace, shaping so- called “new ways of working (NWOW)”. This digital turn involves changes in workers’ digital media competences. Competences are often linked to ideas of efficiency and performance, but concern issues of inclusion and wellbeing as well. This article introduces a conceptual framework that articulates two models of digital media literacy at work: one based on functional-operational skills that defines the worker as compliant, and the other based on critical-creative competences that defines the worker as inventive. This framework is used in two methodological approaches in order to study how digital media literacy is performed or articulated as compliance and/or inventivity in practices and discourses. The first approach is a connective ethnography including a workplace observation protocol and an interview guide to document employees and managers’ practices. The second one uses critical discourses analysis in order to elucidate how workers’ identities and social relations are constituted by, and constitutive of, digital media literacy discourses at work

How can Digital Media Literacy be Further Integrated in Team and Distance Work Structures and Practices in Order to Support Effective, Stimulating and Meaningful Ways of Working? / Comment développer les compétences médiatiques numériques pour encourager des pratiques de travail collaboratif à distance efficaces, stimulantes et porteuses de sens pour les travailleurs ?/ Hoe kan digitale mediageletterdheid verder geïntegreerd worden in de structuren en praktijken van team- en afstandswerk om effectief, stimulerend, en betekenisvol werk mogelijk te maken?

info:eu-repo/semantics/publishe