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.
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.
| Original language | English |
|---|---|
| Journal | Tidsskriftet Læring og Medier (LOM) |
| Volume | 11 |
| Issue number | 19 |
| Number of pages | 29 |
| ISSN | 1903-248X |
| DOIs | |
| Publication status | Published - 2018 |