Defining digital literacy development: An examination of pre-service teachers’ beliefs

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

We identify three conceptions of digital literacy development populating the literature: digital natives, skill-based, and sociocultural perspectives. We adopt a qualitative approach to examine pre-service teachers' beliefs about digital literacy development as aligned with each of these three perspectives. While pre-service teachers were most commonly found to hold skill-based perspectives on digital literacy development, digital natives aligned and sociocultural perspectives were also well-represented. We further identify perspectives on digital literacy development uniquely appearing in students' responses. These include pre-service teachers’ conception of digital literacy development as autonomously developed, technology driven, or project based. We further examine the contexts within which pre-service teachers situate digital literacy as emerging; these include both formal and informal settings. The article concludes with a discussion of implications for instruction.

Original languageEnglish (US)
Pages (from-to)146-158
Number of pages13
JournalComputers and Education
Volume138
DOIs
StatePublished - Sep 1 2019

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literacy
Students
examination
teacher
instruction
student

All Science Journal Classification (ASJC) codes

  • Computer Science(all)
  • Education

Cite this

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Defining digital literacy development : An examination of pre-service teachers’ beliefs. / List, Alexandra.

In: Computers and Education, Vol. 138, 01.09.2019, p. 146-158.

Research output: Contribution to journalArticle

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