Slide presentation on digital literacy LINGUISTICA APLICADA AO ENSINO online class

1. Digital Literacy
LINGUISTICA APLICADA AO ENSINO – TOL
Professor: Luciana de Oliveira Silva
Student: Marco Antonio de Morais

2. Concepts of digital literacy

3. David Bawden claims that we might distinguish
conceptual definitions of “digital literacy” from
“standardized operational” definitions according to
(Lankshear & Knobel, 2006).

4. In one of the earliest examples of a conceptual definition
Richard Lanham (1995, p. 198) claims that “literacy” has
extended its semantic reach from meaning “the ability to
read and write” to now meaning “the ability to understand
information however presented.” He emphasizes the
multimediated nature of digital information and argues that
to be digitally literate involves “being skilled at deciphering
complex images and sounds as well as the syntactical
subtleties of words.”

5. According to David Bawden yet: “Digitally literate
people are “quick on [their] feet in moving from one
kind of medium to another . . . know what kinds of
expression fit what kinds of knowledge and
become skilled at presenting [their] information in
the medium that [their] audience will find easiest to
understand.””

6. Digital literacy in society.

7. David Bawden says with regard do Digital Literacy in society that:
“Nonetheless, attaining as good an understanding of what the new
forms of information are, and where they fit into the world of digital
information, has to be an essential start in being digitally literate.
3. central competencies
• reading and understanding digital and non-digital formats
• creating and communicating digital information
• evaluation of information
• knowledge assembly
• information literacy
• media literacy
These are the basic skills and competences, without which any claim to
digital literacy has to be regarded skeptically. They are a remarkably
wide set, and it would be sobering to try to assess to what degree they
are possessed in the various countries of the world.”

8. Digital literacy in education: basic
competences for teachers and learners

9. According Morten Søby: “By focusing on a
greater degree of the use of ICT integrated in
all subjects both teachers and pupils will
develop the necessary ICT skills while building
competence in areas such as navigation and
critical appraisal of sources and an
understanding of the social significance
of digital technology. “

10. Basic competencies in interaction
diagrams

11. 21st century skills

12. According to Henry Jenkins the new skills include:
Play: The capacity to experiment with the surroundings as a form of problem solving.
Performance :The ability to adopt alternative identities for the purpose of
improvisation and discovery.
Simulation: The ability to interpret and construct dynamic models of real-world
processes.
Appropriation :The ability to meaningfully sample and remix media content.
Multitasking: The ability to scan the environment and shift focus onto salient details.
Distributed cognition: The ability to interact meaningfully with tools that expand
mental capacities.
Collective intelligence: The ability to pool knowledge and com-pare notes with others
toward a common goal.
Judgment :The ability to evaluate the reliability and credibility of different information
sources.
Transmedia navigation :The ability to follow the flow of stories and information across
multiple modalities.
Networking: The ability to search for, synthesize, and dissemi-nate information.
Negotiation :The ability to travel across diverse communities, discerning and
respecting multiple perspectives, and grasping and following alternative norms.

13. Global impact of digital literacy

14. Leena Rantala and Juha Suoranta says that, due the global
impacts they produce, digital literacies as social practices
should be analyzed in the global context for they are
constituted and enacted within a historical and structural
context shaped by the mode of production and class
relations, which change over time. According to them,
“different classes and groups have different interests in a
digital world, and these are often contradictory and in
conflict. The conflicts in a digital world are reflected at the
state level as well as the global level. Hence, national and
regional public policies (such as the EU policies) should be
analyzed in terms of the various inequalities they directly or
indirectly produce. Intellectual and cultural life is formed by
the capitalist mode of production, and the struggle for
ideological hegemony plays out in both the material world
and the world of ICTs, as well as at the levels of globality,
the state, and civil society.

15. Conclusion:
As the technology as a whole that evolves giant steps,
it turns out that with the digital literacy is no different,
a lot of literature has been produced over the years and
extensive research area develops as the footsteps of
technological advancement. As well as of activity in the
teaching and the language learning area with the use of
technology; We, as students or teachers, need to
constantly update in order to keep an affinity with it.

16. Bibliographic references:
Origins and Concepts of Digital Literacy by David
Bawden
Digital Competence—From Education Policy to Pedagogy: The Norwegian
Context by Morten Søby
Confronting the challenges of participatory culture: Media education for the
21st century by Henry Jenkins
Digital Literacy Policies in the EU—Inclusive Partnership as the Final Stage of
Governmentality? by Leena Rantala and Juha Suoranta