Digital literacy

a qualitative systematic review

Publikation: Bidrag til tidsskriftReview (oversigtsartikel)Forskningpeer review

Resumé

This paper is a qualitative systematic literature review that seeks to identify definitions and usages of the concept of digital literacy in recent research within elementary and primary education. Whereas it is widely acknowledged that digital literacy is an ambiguous term, this paper investigates how and why this is the case. In the paper, we identify nine categories of definitions and usages of the term and argue that this diversity can be explained as two tendencies: 1) the lack of definitions and explanations of how the term is used, and 2) the fact that digital literacy is studied within a wide range of different theoretical perspectives that each shape the conceptualization of the term. We conclude by conceptualizing a model of standpoints in the definitions of digital literacy which may function as a tool for future research of digital literacy.
OriginalsprogEngelsk
TidsskriftTidsskriftet Læring og Medier (LOM)
Vol/bind11
Udgave nummer19
Antal sider29
ISSN1903-248X
DOI
StatusUdgivet - 2018

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title = "Digital literacy: a qualitative systematic review",
abstract = "This paper is a qualitative systematic literature review that seeks to identify definitions and usages of the concept of digital literacy in recent research within elementary and primary education. Whereas it is widely acknowledged that digital literacy isan ambiguous term, this paper investigates how and why this is the case. In the paper, we identify nine categories of definitions and usages of the term and argue that this diversity can be explained as two tendencies: 1) the lack of definitions and expla nations of how the term is used, and 2) the fact that digital literacy is studied within a wide range of different theoretical perspectives that each shape the conceptualization of the term. We conclude by conceptualizing a model of standpoints in the definitions of digital literacy which may function as a tool for future research of digital literacy.",
author = "Tamborg, {Andreas Lindenskov} and Jonas Drey{\o}e and Fougt, {Simon Skov}",
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Digital literacy : a qualitative systematic review. / Tamborg, Andreas Lindenskov; Dreyøe, Jonas; Fougt, Simon Skov.

I: Tidsskriftet Læring og Medier (LOM), Bind 11, Nr. 19, 2018.

Publikation: Bidrag til tidsskriftReview (oversigtsartikel)Forskningpeer review

TY - JOUR

T1 - Digital literacy

T2 - a qualitative systematic review

AU - Tamborg, Andreas Lindenskov

AU - Dreyøe, Jonas

AU - Fougt, Simon Skov

PY - 2018

Y1 - 2018

N2 - This paper is a qualitative systematic literature review that seeks to identify definitions and usages of the concept of digital literacy in recent research within elementary and primary education. Whereas it is widely acknowledged that digital literacy isan ambiguous term, this paper investigates how and why this is the case. In the paper, we identify nine categories of definitions and usages of the term and argue that this diversity can be explained as two tendencies: 1) the lack of definitions and expla nations of how the term is used, and 2) the fact that digital literacy is studied within a wide range of different theoretical perspectives that each shape the conceptualization of the term. We conclude by conceptualizing a model of standpoints in the definitions of digital literacy which may function as a tool for future research of digital literacy.

AB - This paper is a qualitative systematic literature review that seeks to identify definitions and usages of the concept of digital literacy in recent research within elementary and primary education. Whereas it is widely acknowledged that digital literacy isan ambiguous term, this paper investigates how and why this is the case. In the paper, we identify nine categories of definitions and usages of the term and argue that this diversity can be explained as two tendencies: 1) the lack of definitions and expla nations of how the term is used, and 2) the fact that digital literacy is studied within a wide range of different theoretical perspectives that each shape the conceptualization of the term. We conclude by conceptualizing a model of standpoints in the definitions of digital literacy which may function as a tool for future research of digital literacy.

U2 - 10.7146/lom.v11i19.103472

DO - 10.7146/lom.v11i19.103472

M3 - Review article

VL - 11

JO - Læring og Medier

JF - Læring og Medier

SN - 1903-248X

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