Georgsen, Marianne

Ryberg, Thomas

English

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

Enabling Digital Literacy:Development of Meso-Level Pedagogical Approaches

https://vbn.aau.dk/ws/files/56339930/Enabling_Digital_Literacy.pdf

Enabling Digital Literacy:Development of Meso-Level Pedagogical Approaches

Abstract

Similar works

Full text

Available Versions

VBN