1. Teacher
education
and
Digital
Literacy.
Mandy
Rohs
University
of
Duisburg-­‐Essen
Current
issues
and
concepts
in
Germany
Germany Talk
at
University
of
Florida,
College
of
Education,
14.11.2011

2. in
Europe
there
are
different
academic
traditions,
national
policy
priorities
and
trans-­‐national
sectorcal
and
corporate
interests
concerning
media
and
digital
literacy
http://www.flickr.com/photos/alexanderkirk/3782582678/sizes/z/in/photostream/

3. media
literacy
is
defined
as
the
ability
to
access
the
media,
to
understand
and
to
critically
evaluate
different
aspects
of
Information
literacy
is
the
media
and
media
contents
defined
as
the
skill
to
'access,
and
to
create
communications
evaluate
and
use
information
in
a
variety
of
contexts properly,
to
manage
the
information
flow
coming
from
a
variety
of
sources',
and
to
'apply
a
fundamental
understanding
of
the
ethical/
legal
issues
surrounding
the
access
and
use
of
information
European
Commission
2007,
p.
3/5
http://www.flickr.com/photos/alexanderkirk/3782582678/sizes/z/in/photostream/

4. The
‘German‘
discussion
two
main
strands:
1)
‘normative
media-­‐educational’
discussion
2)
the
‘instrumental-­‐technological’
discussion
http://www.flickr.com/photos/iwannt/2362891666/sizes/l/in/photostream/
(Gapski,
2001)
Whereas
the
former
is
pedagogically
oriented
the
latter
requires
access
and
technical
knowledge
Pietrass,
2007,
2010

5. ‘normative
media-­‐educational
approach’
the
theoretical
discourse
was
introduced
into
the
educational
discourse
by
Dieter
Baacke
(1973)
http://www.flickr.com/photos/virtualpixel/5027724994/sizes/l/in/photostream/
based
on
the
discourse
on
Habermas
and
Chomsky
media
competence
-­‐
media
critique
-­‐
media
use
-­‐
media
production
-­‐
media
knowledge
normative
requirements
(Bachmair
&
Balzalgette,
2007)

6. ‘normative
media-­‐educational
approach’
3
content
fields
understanding
and
evaluating
media
messages
becoming
aware
of
and
http://www.flickr.com/photos/virtualpixel/5027724994/sizes/l/in/photostream/
dealing
with
media
influences
identifying
and
evaluating
conditions
of
media
production
and
dissemination
2
fields
of
activity
distinguising
and
using
appropriate
types
of
media
for
a
variety
of
purposes
creating
and
disseminating
own
media
messages
Tulodziecki,
Herzig
&
Grafe
(2011)

7. ‘normative
media-­‐educational
approach’
Critisism
http://www.flickr.com/photos/virtualpixel/5027724994/sizes/l/in/photostream/
normative
approach
hard
to
measure

8. http://www.flickr.com/photos/elaws/4491818299/sizes/l/in/photostream/
,instrumental-­‐technological‘
approach
functionalistic
approach
of
media
literacy
,measurable‘
facets
of
ICT-­‐literacy,
e.g.:
accesss:
skill
to
use
basic
fuctions
of
computers
to
access,
collect
and
provide
information
evaluate:
cognitive
skills
to
make
judgements
about
the
quality
of
online-­‐information
(e.g.
Goldhammer,
Naumann,
&
Pfaff,
in
preparation)

9. http://www.flickr.com/photos/elaws/4491818299/sizes/l/in/photostream/
,instrumental-­‐technological‘
approach
Critisism
reduces
media
use
to
its
occurrence
and
derives
competences
from
the
required
handling
of
the
respective
technology
impede
a
critical
way
of
looking
at
the
opportunities
and
problems
of
media
technologies
reduce
media
competence
to
the
requirements
of
the
technical
system see
Pietraß
(2002,
2007)

10. especially
in
comparative
educational
research
psychological
orientated
educational
research
definition
of
,new
constructs‘
ICILS
Study:
CIL
-­‐
Computer
and
Information
Literacy
computer
based
assessment
NEPS
(National
Educational
Panel
Study)
with
focus
on
digital
literacy
during
lifespan
http://www.flickr.com/photos/benjaminalmen/3308652908/sizes/l/in/photostream/

11. explicate the six aspects of CIL and provide some suggestions of how they may be
operationalised in the proposed ICILS instruments.
F igure 1. Conceptual structure of the proposed I C I LS Computer and Information
L iteracy construct
Computer and information
computers to investigate, create and communicate in order to participate
effectively at home, at school, in the workplace and in the community.
Strand 1 Strand 2
Collecting and managing Producing and exchanging
information information
Aspect 1.1 Aspect 2.1
Knowing about and Transforming information
understanding computer use
Aspect 2.2
Aspect 1.2 Creating information
Accessing and evaluating
information Aspect 2.3
Sharing information
Aspect 1.3
Managing information
!"#0.1'23'+(44&%"5.6'0.1'70.065.6'5.)(#70"5(.'
Collecting and managing informationhttp://icils2013.acer.edu.au/wp-­‐content/uploads/examples/ICILS-­‐Detailed-­‐Project-­‐Description.pdf
focuses on the receptive elements of

12. But
what‘s
about
digital
literacy
in
teacher
education
in
Germany?
http://2.bp.blogspot.com/_TEciO39Vxlw/TDWA3bmd2MI/AAAAAAAAACw/fTc955rhS8w/s1600/plu+picture.jpg
2
dimensions:
being
literate
and
teaching
literacy

13. Education
is
a
matter
for
the
German
federal
Länder,
or
regions

14. to
little
research
in
K12-­‐
teacher
education,
especially
for
digital
literacy
but
(some/first)
empirical
results
http://www.flickr.com/photos/adesigna/5544094922/sizes/l/in/photostream/

15. First
research
in
teacher
education
,media
pedagogical
comeptence‘
include
media-­‐education
media-­‐didactics
media-­‐socialization
own
media-­‐literacy
school
development
according
digital
media
Blömeke
(2005)

16. http://www.flickr.com/photos/americaswildlife/6277356510/sizes/l/in/photostrea
What
is
written
in
(general)
documents
of
teacher
education?

17. initial teacher education.
Inclusion
of
ICT
in
initial
education
for
teachers
in
Figure D4: Regulations on the inclusion of ICT in initial education for teachers
in primary and general secondary education (ISCED 1, sand 3), 2009/10
primary
and
2 econdary
education
Inclusion of ICT in the initial
education of all teachers
Institutional autonomy
Source: Eurydice.

18. education target only generalist teachers. At secondary level, few countries target only specialist ICT
teachers but where this is the case, the regulations usually cover more technical ICT skills such as
ICT-­‐related
skills
in
core
curriculum
for
initial
maintaining computer systems or creating websites. In the other countries where regulations exist,
they are directed at all specialist teachers at secondary level, including specialist ICT teachers and
education
for
teachers
specialist teachers of other subjects.
Figure D5: ICT-related skills defined in the core curriculum for initial education for teachers
in primary and general secondary education (ISCED 1, 2 and 3), 2009/10
Internet use
Maintaining computer
systems
Creating websites
Pedagogical issues
Subject-specific training
Multimedia operations
Left Right Institutional Generalist Only specialist All specialist
ISCED 1 ISCED 2 + 3 autonomy teachers ICT teachers teachers
Source: Eurydice.

19. situation
in
Germany
digital
literacy
is
named
in
e.g.
in
the
standards
for
teacher
education
by
The
Standing
http://www.flickr.com/photos/smemon/4902523202/sizes/l/in/photostream/
Conference
of
the
Ministers
of
Education
and
Cultural
Affairs
of
the
Länder
in
the
Federal
Republic
of
Germany
but
mostly
general
aspects
or
in
preamles

20. content
analysis
of
teacher
ducation
documents
of
5
German
Universities
http://www.flickr.com/photos/shutterhacks/4474421855/sizes/l/in/photostream/
90
Documents
(e.g.
study
regulations,
university
calendars,
study
examination
documents,
...)
from
2007-­‐2010
digital
literacy
is
named
as
a
main
goal
of
teacher
education
but
strong
focus
of
media
didactics
and
teaching
with
media
Schiefner-­‐Rohs
(2011b)

21. What
do
teacher
students
say?
http://www.flickr.com/photos/shahdi/5568051608/sizes/l/in/photostream/
digital
literacy
in
their
study
program
Schiefner-­‐Rohs,
2011

22. !
topic
of
courses
in
teacher
education
presentaAon
soBware
in
teaching
and
learning
audiovisual
media
in
teaching
and
learning
Internet
in
teaching
and
learning
learning
soBware
in
teaching
and
learning
medial
impacts
for
kids
and
youth
creaAon
of
media
ø
2.3
courses
during
use
of
media their
studies
criAcal
literacy
/
diAgal
literacy
medial
environments
of
kids
and
youth
digital
games
for
kids
and
youth
knowledge
of
media
structure

23. existence
of
digital
teaching
and
learning
sessions
in
teacher
education
(Kleimann
et
al.,
2008,
Schiefner-­‐Rohs,
2011)
!
virtual
labs
online
live
lectures
virtual
seminars
and
tutorates
with
virtual
cooperaAon
interacAve
teaching
online
learning
materials
N
=
527

24. how
often
teacher
students
use
digial
media
(Kleimann
et
al.,
2008,
Schiefner-­‐Rohs,
2011)
computer-­‐based
assessment
E-­‐PorLolios
Webbased
-­‐Trainings
online
E-­‐Assessment
online-­‐Courses
without
presence
Wikis
Weblogs
E-­‐Lectures
with
slides
Podcasts
(very)
oBen someAmes (very)
seldom never isn‘t
integrated
N
=
527

25. First
results
of
asking
students
http://www.flickr.com/photos/shahdi/5568051608/sizes/l/in/photostream/
focus
of
teaching
and
learning
with
digital
media
less
digital
media
during
their
study
depends
on
university
teacher

26. Deep
insight:
Case
Study
2
institutions
of
teacher
education
explorative
study
(see
Lamnek,
1993)
Triangulation
of
methods
(Flick,
2004a,
2008;
Treumann,
2005)
http://www.flickr.com/photos/en321/19360914/sizes/o/in/photostream/
Content
analysis
(N=40)
Interviews
with
professors
2
Schiefner-­‐Rohs
(2011a)

27. Critical
media
literacy
mainly
is
found
in
descriptions
of
courses,
seldom
in
study
regulations
university
culture
http://www.flickr.com/photos/pixeltree/5621338552/sizes/l/in/photostream/
differences
between
the
university
and
the
university
of
teacher
education
strong
influence
of
learning
culture
in
higher
education

28. Asking
faculty
staff
for
the
integration
of
teaching
and
learning
critical
media
literacy
...
http://www.flickr.com/photos/jmsmytaste/90648278/sizes/l/in/photostream/
great
influence
of
informal
learning
and
the
engagment
of
university
teachers
Schiefner
Rohs
(2011)
N=
101

29. Challanges
in
teacher
education
http://www.flickr.com/photos/lennox_mcdough/5081664474/sizes/l/in/photostream/
deal
with
the
structure
of
teacher
education
digital
literacy
of
university
teachers
,nature‘
of
teaching
digital
literacy:
near
subject,
not
stand
alone
assessment
of
digital
literacy

30. http://www.flickr.com/photos/shawnecono/232647148/sizes/l/in/photostream/
future
prospects
more
research
more
concepts
of
integration
personal
and
academic
development

31. Thanks
for
your
attention
Questions?
Mandy
Rohs
University
of
Duisburg-­‐Essen
Educational
Media
and
Knowledge
Management
mandy.rohs@uni-­‐due.de
http://www.2headz.ch
http://www.twitter.com/mschiefner

32. some
Literature
Grafe,S.
(i.Dr.).
‚media
literacy‘
und
‚media
(literacy)
education‘
in
den
USA:
ein
Brückenschlag
über
den
Atlantik.
Erscheint
in:
H.
Moser,
P.
Grell
&
H.
Niesyto
(Hrsg.).
Medienbildung
und
Medienkompetenz.
Beiträge
zu
Schlüsselbegriffen.
München:
kopäd.
Pietraß,
M.
(2007).
Digital
Literacy
Research
from
an
International
and
Comparative
Point
of
View.
Research
in
Comparative
and
International
Education,
2(1),
1-­‐2.
Pietraß,
M.
(2010).
Digital
Literacies.
Empirische
Vielfalt
als
Herausforderung
für
eine
einheitliche
Bestimmung
von
Medienkompetenz.
In
B.
Bachmair
(Hrsg.),
Medienbildung
in
neuen
Kulturräumen
-­‐
die
deutschsprachige
und
britische
Diskussion
(S.
74-­‐84).
Wiesbaden:
VS,
Verl.
für
Sozialwissenschaften.
Schiefner-­‐Rohs,
M.
(2011).
Kritische
Informations-­‐
und
Medienkompetenz
im
Hochschulstudium.
Theoretisch-­‐
konzeptionelle
Überlegungen
und
erste
empirische
Betrachtungen
am
Beispiel
der
Lehrerausbildung.
Universität
der
Bundeswehr
München,
München.
Schiefner-­‐Rohs,
M.
(2001).
Verankerung
von
medienpädagogischer
Kompetenz
in
der
universitären
Lehrerbildung.
In
R.
Schulz-­‐Zander,
B.
Eickelmann,
H.
Moser,
H.
Niesyto
&
P.
Grell
(Hrsg.).
Jahrbuch
Medienpädagogik
2009.
Wiesbaden:
VS-­‐
Verlag.