Learning at the digital frontier: a review of digital literacies in theory and practice.
This paper describes a literature review, institutional audit and analysis of practice in the area of digital literacy provision, based on research across the UK Higher Education sector. It concludes that institutions need to place greater value on 'literacies of the digital', and better prepare the...
| Publicado en: | Journal of Computer Assisted Learning Vol. 28; no. 6; pp. 547 - 557 |
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| Autores principales: | , , |
| Formato: | Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2012
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104431138&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104431138 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2012 vid: 28 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 104431138 2011722646 10.1111/j.1365-2729.2011.00474.x 104431138 ppf: 547 ppct: 10 formats: tig: atl: Learning at the digital frontier: a review of digital literacies in theory and practice. aug: au: Littlejohn, A. Beetham, H. McGill, L. affil: Caledonian Academy, Glasgow Caledonian University, Glasgow, UK sug: subj: Information Literacy United Kingdom Learning Colleges and Universities United Kingdom United Kingdom Knowledge Organizational Policies Students, College ab: This paper describes a literature review, institutional audit and analysis of practice in the area of digital literacy provision, based on research across the UK Higher Education sector. It concludes that institutions need to place greater value on 'literacies of the digital', and better prepare their students and their own organizational processes to thrive in an age of digital knowledge practices. It extends the debate about individual entitlement and provision to ask whether digital literacy offers an opportunity for the academy to redefine its relationship to knowledge in society. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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