The Old and the New in the New Digital Literacies

Abstract

This article argues that both traditional literacy (reading and writing print) and new digital literacies (for example, playing video games) come in two grades or forms, one of which can lead to success in the modern world and one of which is less likely to do so. In both cases, the role of “academic” or “specialist” language is crucial in distinguishing between the two grades     

Self-Regulated Learning in a TELE at the Université de Technologie de Compiègne: an analysis from multiple perspectives

Self-regulation has become a very important topic in the field of learning and instruction. At the same time, the introduction of new technologies in the field of Information and Communication Technologies (ICT) has made it possible to create rich Technology-Enhanced Learning Environments (TELEs) with multiple affordances for supporting self-regulated learning (SRL). This study was conducted within the framework of the TELEPEERS project where we wanted to identify TELEs that seemed to have a potential for supporting SRL. For the last ten years, our University has been deeply involved in research, innovation, and exploration of digital technologies for training (initial and continuous). Local, regional, national, European and international projects were conceived and developed, so that a very significant knowledge base exists today. Our study focuses on a course called 'Introduction to Algorithms and Programming' (NF01) which our University is offering and on the perception of different stakeholders (experts and students) of its affordances for supporting SRL.     

New Literacies for New Learners: The Need for Digital Technologies in Primary Classrooms

Abstract

All students must start learning new literacies skills early if they are to gain the skills they will need as adults. Integrating these skills into classroom instruction at a young age is especially important for economically disadvantaged students. Moreover, the interactive nature of the Internet and other digital tools may hold special learning opportunities for young children. New literacies instruction not only is necessary and appropriate for young children; it will define their future.     

Enhance low-achieving students' learning involvement in Taiwan's higher education: an approach via e-learning with problem-based learning and self-regulated learning

This study explored the effects of web-enabled pedagogies on students' involvement in learning. A series of quasi-experiments were conducted to investigate whether students' involvement increases over time if intervened, respectively, by problem-based learning (PBL), self-regulated learning (SRL), and their combinations. Two classes of 102 first-year students at a vocational school in a one-semester course were chosen for this empirical study. The results were generally supportive. The authors further discuss the implications for schools, scholars, and teachers engaged in e-learning.     

Extending Learning Communities: New Technologies,Multiple Literacies,and Culture Blind Pedagogies

Technologies such as videoconferencing used for distance education are creating ways for high schools to extend their learning communities to connect youth with professional communities of practice in ways that approximate the face-to-face interactions in traditional classrooms. These technologies are often touted as a way to augment course offerings and curricula, particularly those needed for college-going. The use of videoconferencing technologies alone, however, does not ensure that the desired forms of interaction will occur particularly given their reliance on traditional banking-model pedagogies and literacies. In this article, we focus on college bound Black and Latino/a youth from under resourced urban communities and their negotiations of new technologies, multiple literacies, and traditional pedagogies within a music education learning community extended through videoconferencing technologies. Employing a multicultural feminist critical theoretical framework, we unearth the ways Black and Latino/a youths identities as active learners and college-bound musicians shape, and are shaped, in the interplay of new technologies, multiple literacies, and traditional pedagogies within a music education classroom.     

引导高校新媒体交往积极作用——新媒体素质教育

新媒体在高校大学生的学习和生活中已占据重要的地位,表现为新媒体工具被高校广泛使用,新媒体交往也在高校教育者及大学生群体中得到普遍需求。新媒体交往在大学生学习和生活中具有重要积极的作用,为了引导高校中新媒体交往的积极作用,高校教育者以及大学生自身的新媒体素质教育成为重要且必要的途径。     

自我调节学习的研究述评及其发展状况

自我调节学习是一种自主性的学习,对学习过程具有主观性的控制和调节作用,是提高学生学习成绩的关键环节。自我调节学习理论主要针对学生的年龄特点进行研究和概括,不同年级学生在认知与情感等方面呈现出差异和发展性特点。自我调节学习行为不仅表现在知识和技能的学习上,也体现在行为习惯、个性品质的形成中。此外,网络媒介对自我调节学习研究的多元化方式也产生了一定的影响。     

Trying to Get Ahead of the Curve: Raising and Understanding Current Themes in New Literacies Practices

Abstract

This article addresses the following questions: What impact does using the theoretical framework of new literacies have on understanding language, literacy, and learning practices today as technologies are constantly being developed and used? What is the state of research in this area? What are some new directions the field might take in order to develop in new ways? The conclusion suggests some possibilities for new research questions and positions in relation to new technologies.     

试论高校图书馆与大学生信息素质教育

21世纪是信息时代，信息素质正在引起越来越广泛的重视。高校图书馆是学生获取信息和知识的重要渠道。在深化教育改革，全面推进素质教育中，高校图书馆应成为对大学生信息素质教育的主要的承担，充分发挥自身的信息资源、信息技术、信息人才等方面的优势，改革大学生的用户教育。     

新媒体下大学生交往形态及媒介素养培育研究

新媒体环境下,大学生在交往形态上产生了较多问题,媒介素养的培育研究势在必行。本文尝试使用“前台、后台”理论以及“过渡转向”理论分别研究大学生新媒体交往形态和媒介素养的培育。通过参与观察法掌握调查资料,并创新运用结构化思维分析交往形态的三个阶段以及媒介素养培育的过渡转向规律,并将二者结合,探讨大学生媒介素养培育的路径取向。为新媒体下大学生思想政治教育工作提供理论和方法论上的借鉴与参考。     

新世纪的开放学习

以高等教育的开放学习为主轴,讨论了一般传统高等教育的现状与转变,结合英国开放大学的成功经验,论述了开放大学在21世纪的重要性开放大学的服务对象,应该教些什么,应该如何教学,应该在何处教。指出在21世纪里开放大学仍将占有特殊地位。     

发达国家数字战略及新媒体在文化教育上的应用

中国新媒体应用主要在电子商务和娱乐游戏方面,而发达国家更重要的应用是在数字政府、公共文化服务、医疗军事和文化教育等方面,文章通过实地考察、原始一手资料的分析,特别考察和探讨了北美在公共服务和文化教育上的新媒体应用状况和战略计划,"新媒体能力(digital literacies)已成为发达国家社会关注热词,有关数字战略和新媒体学习已成为各国未来竞争的焦点,是为中国新媒体应用的有益借鉴。     

Motivating School Teachers to Learn: can ICT add value?

The article summarises the main findings from a study on school teachers who enrolled on a technology-rich graduate training programme. It features the impact of a distance education environment, strongly supported with Information and Communication Technologies (ICT), on the motivation profiles of student teachers and the acquisition of self-regulation skills to conduct one's own learning path. The conceptual framework and the results may be useful in mapping future research on graduate students' motivation and learning strategies in the context of Technology-Enhanced Learning Environments.     

Sense of Belonging and Self-Regulated Learning: Testing Achievement Goals as Mediators

We examined two aspects of college students' (N = 385) sense of belonging and its relations with three indicators of self-regulated learning. We also tested the mediating role of achievement goals in these relations. One aspect, sense of belonging to school, functioned as a significant predictor of self-reported metacognitive and academic time management strategies. In comparison, a second aspect, sense of belonging to peer groups, was a significant predictor of self-reported peer learning strategies. Findings from the mediation analyses indicated that sense of belonging to school was related with mastery goals, whereas sense of belonging to peer groups was related with performance goals. Further, mastery goals mediated the relations between sense of belonging to school and metacognitive and academic time management strategies.     

The Conditional and Interaction Effects of Epistemological Beliefs on the Self-Regulated Learning of College Students: Motivational Strategies

This study examines the conditional and interaction effects of each of four dimensions of the epistemological beliefs of college students regarding the ability to learn, the speed of learning, the structure of knowledge, and the stability of knowledge on six measures of the motivational components of self-regulated learning strategies (intrinsic goal orientations, extrinisic goal orientation, task value, self-efficacy, control of learning and test anxiety). Students with more sophisticated beliefs about the nature of knowledge and learning were more likely than their peers to use educationally productive motivational strategies in their learning. Beliefs about one’s ability to learn and the structure of knowledge had the most significant and substantial effects on students’ use of self-regulated motivational strategies. Although a student’s belief about the stability of knowledge by itself had a statistically significant effect on only one motivational strategy, this belief did have four statistically significant interaction effects with beliefs about ability to learn and the structure of knowledge. Implications of these findings for theory, research, policy and practice are examined.     

Creating Positive Spaces of Learning: DJers and MCers Identity Work with New Literacies

Abstract

The disengagement of working-class boys from education continues to be a major issue in the United Kingdom; however, there has been little educational research in working-class boys’ identity work surrounding learning practices where boys actively engage. This article attempts to address how identities are influenced by new literacies, specifically DJ-ing and MC-ing. Through these new literacies, our participants invert the “bad boy,” anti-school, masculine identity in favor of teaching one another and enjoying a challenge     

An Exploratory Study of the Effect a Self-Regulated Learning Environment Has on Pre-Service Primary Teachers' Perceptions of Teaching Science and Technology

The effects of a Self Regulated Learning (SRL) environment on pre-service primary teachers of Science and Technology were investigated in this exploratory study. A representative sample of teachers was interviewed about their experience and how it impacted on them pedagogically, affectively, conceptually and metacognitively. The preliminary results suggest that students' understanding of how to implement activity-based learning was enhanced by the SRL environment. Additionally they claimed to be more confident about their ability to teach. However, conceptual understanding did not appear to improve. These findings will inform a larger study involving SRL that will also address the issue of subject content knowledge and attempt to develop overall teaching competence in primary Science and Technology.     

适应化学新课程改革促进学生的自主学习

针对中学化学教学中培养学生自主学习能力的措施,在理论、实践上作了初步的探讨.论文从4个方面进行了论述贯彻强动机原则,激发学生的自主学习意识;布置预习,培养学生的自主学习习惯;加强学法指导,优化学生的自主学习品质;强化学习的独立性,发展学生的自主学习能力.     

Challenging the tyranny of the five‐paragraph essay: teachers and students as semiotic boundary workers in classroom and digital space

This article addresses several challenges faced by educators and students in English classrooms in the US–Mexico borderlands region that will resonate with educators more broadly. I present how Ms Smith, the predominately Latino students in her high school writing class and I moved beyond what Ms Smith called the “tyranny of the five‐paragraph essay” used for standardised tests so that students were able to make personally and academically meaningful arguments in their writing. I examine how we collaboratively mobilised interests, motivations and diverse semiotic resources across out‐of‐school and in‐school contexts in the process of developing multimodal and hybrid genres and texts. First, I describe how Ms Smith and I crafted hybrid, digitally mediated classroom spaces and essay assignments informed by students' identity and literacy practices within digital networks. Next, I examine how three Latina students used semiotic resources and issues circulating in the different spaces of their lives to confidently argue their perspectives within the hybrid genres we created. From this collaborative work, I suggest that thinking of students and teachers as “semiotic boundary workers” provides a useful framework for practitioners who want to enable young people to draw on their practices and digital tools and engage their expansive, networked and creative affordances in academic contexts.     

后喻文化时代的家庭传播:新技术下的代际沟通与媒介素养

媒介为我们认知外部世界的图景搭建了桥梁,而技术赋权也使得家庭媒介使用呈现出不同于以往社会的面貌.家庭是贯穿我们生活的重要空间和重要传播场域,是代际沟通的关键场景,也是媒介技术驯化的重要情境.在后喻文化时代,子代开始向亲代进行数字反哺,共同增强家庭传播中的代际沟通效果.这不仅成为家庭传播中的新现象,也给代际沟通带来新的挑...