Emotion, stimulation, habit, and criticality
Learning from teachers’ multifaceted conceptions of digital reading
Bibliographic Data
| ID | 21744250 |
|---|---|
| Authors | Brady L Nash (0000-0001-8693-5912, Miami University, corresponding author) |
| Year | 2024 |
| Volume | 56 |
| Issue | 1 |
| Pages | 7-24 |
| Publication date | 2024-01-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Research on Technology in Education (JOURNAL) |
| Journal identifiers | ISSN: 1539-1523 • E-ISSN: 1945-0818 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/15391523.2023.2264979 |
| OpenAlex | W4387399190 |
| Language | EN |
| Citations received | 6 |
| References cited | 38 |
The emergence of post-truth culture and the spread of dis/misinformation has received a great deal of attention from researchers. Existing approaches to digital information literacy highlight new skills and strategies needed in digital spaces. However, challenges remain, including disconnects between school curricula and out-of-school experiences, a lack of research on teachers’ conceptions, and the role of emotional and sociocultural factors in meaning-making. Addressing these concerns, this qualitative case study examines how five teachers conceptualized and operationalized digital literacy through curriculum. The findings emphasize the importance of critical, sociocultural, emotional, and affective factors in conceptualizing and teaching digital literacy
Critical literacy · Curriculum · Digital Literacy · Digital media · Epistemology · Literacy · Mathematics education · Operationalization · Pedagogy · Qualitative research · Social science · Sociocultural evolution · Sociology · Child Development and Digital Technology · Computer Science · Educational Strategies and Epistemologies · Literacy, Media, and Education · Psychology
Bridging the digital divide? Effects of analog and digital reading interventions in German elementary schools
Critical Inquiry in (and About) Media Environments
What is an Online Community? Conceptual and Methodological Considerations
Ecological Analysis of Technology Use Among Children in Collaborative Design Contexts
Occupational prestige and teacher empowerment for preschool teachers
Cutting Through “The Fog of Scrolling
Basics of qualitative research
Affect in Literacy Teaching and Learning
Algorithms of Oppression
The affective politics of the “post-truth” era
Teacher Technology Change
The art of case study research
A framework of pre-service teachers’ conceptions about digital literacy
Platform Studies in Education
Lateral Reading and the Nature of Expertise
Texts, Identities, and Ethics
A Study of Middle School Students’ Online Credibility Assessments
Teacher learning in collaborative curriculum design
Media education and the limits of “literacy”
Borderzones in Adolescents’ Literacy Practices
Toward a Multifaceted Heuristic of Digital Reading to Inform Assessment, Research, Practice, and Policy
Propaganda in an Age of Algorithmic Personalization
Connected Reading
The Lives and Values of Researchers
"Making Justice Peripheral by Constructing Practice as "Core
| Citations per year | 3 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |