Lankshear, Colin, and Knobel, Michele (2006) Digital literacy and digital literacies: policy, pedagogy and research considerations for education. Nordic Journal of Digital Literacy, 1 (1). pp. 12-24.

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Abstract

Digital literacy is increasingly being identified as a formal educational goal. While mainstream definitions vary in detail, the scope and meaning of digital literacy are rarely seen as problematic. This paper argues that typical mainstream accounts of digital literacy are seriously flawed. Rather than conceiving digital literacy as some unitary phenomenon it is better to think in terms of diverse digital literacies. The paper concludes by identifying some implications of this argument for educational policy, pedagogy and research.

Item ID:	4222
Item Type:	Article (Research - C1)
ISSN:	0809-6724
Keywords:	digital literacy; literacies; sociocultural; social practice; blogs; fanfiction
Related URLs:	http://researchonline.jcu.edu.au/44428/
Additional Information:	This article has been reprinted as the following article, which can be accessed from the link in the Related URLs field, and has been selected by the editors of Nordic Journal of Digital Literacy as part of the journal's 10th anniversary edition: Lankshear, Colin, and Knobel, Michele (2015) Digital literacy and digital literacies: policy, pedagogy and research considerations for education. Nordic Journal of Digital Literacy, 9 (4). pp. 8-20.
Date Deposited:	08 Oct 2009 00:39
FoR Codes:	13 EDUCATION > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing @ 100%
SEO Codes:	93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 100%
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