Embedding Digital Fluency in Our Courses: Moving from Theory to Practice

Autor/in	Wells, Michael
Titel	Embedding Digital Fluency in Our Courses: Moving from Theory to Practice
Quelle	In: Collected Essays on Learning and Teaching, 14 (2023) 1, (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Wells, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2368-4526
Schlagwörter	Digital Literacy; Theory Practice Relationship; Competence; Outcomes of Education; Postsecondary Education; Educational Objectives; Assignments; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Theorie-Praxis-Beziehung; Kompetenz; Lernleistung; Schulerfolg; Post-secondary education; Tertiäre Bildung; Educational objective; Bildungsziel; Erziehungsziel; Assignment; Auftrag; Zuweisung; Ausland; Kanada
Abstract	An increasing amount of literature from academic, government, and non-government organizations (Kluzer et al., 2018; Kluzer & Pujol Priego, 2018) points to the need for post-secondary institutions to do more to prepare students to be fluent in the consumption, understanding, and use of digital media and tools. Digital fluency is increasingly seen as an essential skillset for graduates' employability and citizenship. However, while there is strong consensus about the need for students to be more digitally fluent, there is less consensus about what digital fluency is or how to teach it. This paper will offer a working definition of digital fluency and describe an approach to fostering student digital fluency development that can be applied to a wide range of courses. Drawing on frameworks by various government and non-government organizations, as well as current scholarship in the field of teaching digital literacy (Caulfield, 2017; Hinrichsen & Coombs, 2013; Ng, 2012; Ungerer, 2016), this paper will first provide an explanation of the rationale behind the framework tool that the author has developed and conclude with an explanation of how to use the tool to embed specific and authentic digital fluency skill development at the course level. (As Provided).
Anmerkungen	Society for Teaching and Learning in Higher Education. 1280 Main Street West, Mills Library Room 504, Hamilton, Ontario L8S 4L6, Canada. Tel: 905-525-9140; Web site: https://ojs.uwindsor.ca/index.php/CELT/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01