There are some tensions between high-level policy definitions of “digital literacy” and actual teaching practice. We need to find workable definitions of digital literacy; obtain a better understanding of what digital literacy might look like in practice; and identify pedagogical approaches, which support teachers in designing digital literacy learning. We suggest that frameworks such as Problem Based Learning (PBL) are approaches that enable digital literacy learning because they provide good settings for engaging with digital literacy. We illustrate this through analysis of a case. Furthermore, these operate on a meso-level mediating between high-level concepts of digital literacy and classroom practice.
This article presents a study of five websites that are written and designed for use in the Norwegian subject in Upper Secondary schools. The main research question in the study is how and to what extent the websites reflect the Curriculum guidelines in Norwegian for digital texts. Analysis is also connected to cultural changes surrounding texts that have occurred in Norwegian society in recent years (with reference to Web 2.0). An important result of this study is that Wikipedia now seems accepted as a knowledge base in these settings. Text production and reflection about digital texts, on the other hand, have less priority and this is not in accordance with the requirements of the Norwegian Curriculum.
Drawing on questionnaire data, this article analyses to what extent, and in relation to which digital tasks, pupils engage in four digital practices in leisure time and school. The results indicated differences between, and similarities in, their engagement within and across the two contexts, as well as differences related to gender and school level. In future research digital competencies should be understood as situated in social practices in order to understand how pupils’ digital competencies can be developed within school.
Research on digital literacy has concerned the growing gap between on-school and off-school digital competencies. This has spurred an interest in the free-time use of ICT among children and young people. In much of the research literature focus (and faith) has been on the use of computer games and, lately, social networking sites. This article analyses another set of widely used digital applications among young people – those related to file-sharing and networked distribution of music. In particular, this is investigated in relation to the family context and the negotiations over file-sharing among young people and their parents. The study uncovers the huge interest and engagement in music among young people – and how central digital competencies are developed when domesticating digital music technologies. Furthermore, this engagement seems to be shared across genders. Another observation is that – in the family context – file-sharing of music is not a source of conflict, but more often an arena for collaboration and mutual interaction – making file-sharing a meeting-place between generations in a domain where other points of connection are scarce. The article ends with a discussion about how the educational system could tap into the interest in digital music technologies in order to foster the development of both constructive and critical digital competencies.