Paper Info
Title
Defining digital literacy development: An examination of pre-service teachers’ beliefs
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.
Year
DOI
Venue
2019
10.1016/j.compedu.2019.03.009
Computers & Education
Keywords
Field
DocType
Digital literacy,Digital literacy development,Information literacy,Beliefs
Digital native,Computer science,Pedagogy,Sociocultural evolution,Digital literacy
Journal
Volume
ISSN
Citations 
138
0360-1315
1
PageRank 
References 
Authors
0.35
0
1
Name
Order
Citations
PageRank
Alexandra List121.41