Digital literacy: a qualitative systematic review
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Digital literacy: a qualitative systematic review. / Tamborg, Andreas Lindenskov; Dreyøe, Jonas; Fougt, Simon Skov.
In: Læring og Medier, Vol. 11, No. 19, 2018.Research output: Contribution to journal › Journal article › Research › peer-review
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TY - JOUR
T1 - Digital literacy: 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 - Journal article
VL - 11
JO - Læring og Medier
JF - Læring og Medier
SN - 1903-248X
IS - 19
ER -
ID: 231957452