Double Entry Journal # 14

Chapter 7: Citizens Navigating in Literate Worlds: The case of digital literacy.

 

Read the introduction through to the sub heading “Studying Digital Youth” on page 102.

 

1.      What is the purpose of the chapter?

The aim of the chapter is to look closer at the term “digital literacy” as a way of understanding how young people relate to the digital culture they live in, and the role of education in developing their knowledge and skills further (Thomas, 2011).

 

2.      Why did the author choose to focus on people in the Nordic countries?

He chose the Nordic region, primarily a Norwegian, perspective, since his research had mostly dealt with media use in this cultural setting, both inside and outside of schools (Thomas, 2011).

 

3.      How does education differ in Nordic countries from education in other parts of the world including the United States?

There is a public and political awareness about the importance of digital literacy related to education and not such a strong emphasis on testing as in many other countries including the United States. There has generally been a much stronger tradition of project-based learning, a strong emphasis on equal possibilities, and a high access to media within schools.  Also, the broader social structure and the welfare society model, which are similar in all Nordic countries, have created a different framework for how people engage themselves in their own societies (Thomas, 2011).

 

4.      Why is more research needed about how young people use digital media in their lives outside of school?

Because it shows what is relevant to people and what capabilities they can expand on. It is a better display of what works and what reaches people.

 

Then begin reading again on p. 110 Digital Literacies and Educational Practices.

 

1.      Why is it important for there to be more opportunities for young people to use Digital Media in school?

In this way one gets a more focused and detailed understanding of the use of digital media for educational purposes (Thomas, 2011).

 

2.      What skills do people need in order to be considered digitally literate?

Five dimensions can be elaborated, which highlight different aspects of how we understand digital literacies as part of school-based learning: Basic Skills, Media as Object of Analysis, Knowledge Building in Subject Domain, Learning Strategies, and Digital Bildung/Cultural Competence (Thomas, 2011).

 

Works Cited

Thomas, M. (2011). 'Deconstructing Digital Natives". New York and London: Routledge.