Journal Title
Title of Journal: Education Tech Research Dev
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Abbravation: Educational Technology Research and Development
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Authors: Rebecca Reynolds
Publish Date: 2016/01/29
Volume: 64, Issue: 4, Pages: 735-762
Abstract
This paper offers a newly conceptualized modular framework for digital literacy that defines this concept as a taskdriven “social constructivist digital literacy” comprising 6 practice domains grounded in Constructionism and social constructivism Create Manage Publish Socialize Research Surf The framework articulates possible instructional design and research operationalizations for the concept based upon a coordinated set of activities centering on student game design The paper then reports on results of an implementation study involving game design drawing upon the framework addressing ways in which the practice domains interoperate when the specified instruction is offered as a coordinated intervention The study reports change in student engagement in activities within each of the framework’s practice domain as a result of participating in a comprehensive game design learning program and reports ways in which change in activities at school contribute to change in activities at home when no homework is required suggesting transfer Findings indicate that the 6 practice domains factor and intercorrelate and that for several practice domains change in engagement at school correlates to change in athome engagement The theoretical perspectives underscoring the definition and conceptualization presented are supported by the empirical findings Researchers may draw upon this study’s framework approach and specific definition for social constructivist digital literacy in building towards a more coordinated agenda of comparative research on this conceptThe author thanks Dr John Wolf of the New Jersey Institute of Technology for his contributions to earlier drafts of the manuscript’s data analysis and narrative The author thanks Dr Idit Harel president of Globaloria and her nonprofit organization’s staff for their participation in a collaborative partnership of designbased research This work was conducted with the generous support of an IMLS Early Careers Development grant in the Laura Bush TwentyFirst Century Librarian Program for which the author is thankful as well
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