Title: Digital Skills: Unlocking the Information Society
Authors: Alexander J. A. M. van Deursen, Jan A. G. M. van Dijk
2014 | ISBN-10: 1137437022 | 187 pages
The first book to systematically discuss the skills and literacies needed to use digital media, particularly the Internet, van Dijk and van Deursen’s clear and accessible work distinguishes digital skills, analyzes their roles and prevalence, and offers solutions from individual, educational, sociological, and policy perspectives.
Title: Literacy in the Digital University: Critical perspectives on learning, scholarship and technology
Authors: Robin Goodfellow and Mary R. Lea
English | 2013 | ISBN: 0415537967 , 0415537975 | 232 pages
Literacy in the Digital University is an innovative volume bringing together perspectives from two fields of enquiry and practice: literacies and learning and learning technologies. With their own histories and trajectories, these fields have seldom overlapped either in practice, theory, or research.
In tackling this divide head on, the volume breaks new ground. It illustrates how complementary and contrasting approaches to literacy and technology can be brought together in productive ways and considers the implications of this for practitioners working across a wide range of contexts.
The book showcases work from well-respected authorities in the two fields in order to provide the foundations for new conversations about learning and practice in the digital university. It will be of particular relevance to university teachers and researchers, educational developers and learning technologists, library staff, university managers and policy makers, and, not least, learners themselves, particularly those studying at post-graduate level.
Title: Preparing for Life in a Digital Age: The IEA International Computer and Information Literacy Study International Report
English | 2014 | ISBN: 3319142216 | 291 pages
Ability to use information and communication technologies (ICT) is an imperative for effective participation in today’s digital age. Schools worldwide are responding to the need to provide young people with that ability. But how effective are they in this regard? The IEA International Computer and Information Literacy Study (ICILS) responded to this question by studying the extent to which young people have developed computer and information literacy (CIL), which is defined as the ability to use computers to investigate, create and communicate with others at home, school, the workplace and in society.
The study was conducted under the auspices of the International Association for the Evaluation of Educational Achievement (IEA) and builds on a series of earlier IEA studies focusing on ICT in education.
Data were gathered from almost 60,000 Grade 8 students in more than 3,300 schools from 21 education systems. This information was augmented by data from almost 35,000 teachers in those schools and by contextual data collected from school ICT-coordinators, school principals and the ICILS national research centers.
The IEA ICILS team systematically investigated differences among the participating countries in students’ CIL outcomes, how participating countries were providing CIL-related education and how confident teachers were in using ICT in their pedagogical practice. The team also explored differences within and across countries with respect to relationships between CIL education outcomes and student characteristics and school contexts.
In general, the study findings presented in this international report challenge the notion of young people as “digital natives” with a self-developed capacity to use digital technology. The large variations in CIL proficiency within and across the ICILS countries suggest it is naive to expect young people to develop CIL in the absence of coherent learning programs. Findings also indicate that system- and school-level planning needs to focus on increasing teacher expertise in using ICT for pedagogical purposes if such programs are to have the desired effect.
The report furthermore presents an empirically derived scale and description of CIL learning that educational stakeholders can reference when deliberating about CIL education and use to monitor change in CIL over time.
Title: Computing Fundamentals: Digital Literacy Edition
Author: Faithe Wempen
2014 | ISBN: 1118974743 | English | 400 pages
The Basic Computing Skills You Need to Enhance Your Academic Education
Computing Fundamentals provides students with the basic computing skills needed to get the most from their educational endeavors, regardless of field of study. Written by Microsoft Office Master Instructor Faithe Wempen, this detailed resource helps you develop a strong understanding of how computers work and how they affect our society. In addition to helping you master essential computing tasks such as working with operating systems, applications, and the Internet, this book also provides you with all the knowledge you need for computing basics.
Learn the types of computer hardware and how they work together
Understand operating systems and application software
Get a complete introduction to Windows® 7
Learn the basics of Microsoft® Office applications
Understand the essential technologies behind networking, the Internet, and the web
Learn how to protect your online privacy and security
Explore legal, ethical, and health issues of computing
Each chapter includes a summary, list of key terms, and sample questions to help you master basic computer skills.
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