Digital Literacy as Ideological Practice

Autor/in	Weninger, Csilla
Titel	Digital Literacy as Ideological Practice
Quelle	In: ELT Journal, 77 (2023) 2, S.197-206 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Weninger, Csilla)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccad001
Schlagwörter	Technological Literacy; Ideology; English (Second Language); Second Language Instruction + Suchen Sie Ihr Suchwort? Technisches Wissen; Ideologie; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht
Abstract	Digital literacy is high on the educational agenda in many countries as it is seen as an essential attribute of a discerning citizenry and a competitive workforce. A host of frameworks and conceptualizations have been proposed--both from scholars and from transnational organizations--for the curricular implementation of digital literacy in educational institutions. While there seems to be consensus on what digital literacy is, what has received much less attention in scholarly discussions of digital literacy is the ways in which it is also, fundamentally, an ideological practice. This paper considers what it means to say that digital literacy is an ideological practice and what such a recognition means for teaching or developing it in schools, particularly in the ELT classroom. I critique the prevalent focus on skills and outline how we may develop digital literacy as social practice. (As Provided).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://eltj.oxfordjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01