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Digital literacy: levels and development among Chinese postgraduate students
1. Digital literacy: levels and development among
Chinese postgraduate students
Mengjie, JIANG
Institute of Learning Innovation
University of Leicester
mjj16@le.ac.uk
Outline
My role
Background
Importance
Research objective and questions
Literature review
References
Image courtesy of FreeDigitalPhotos.net
2. 1. Born and brought up in China
2. An international postgraduate student
3. An extension of the Master’s dissertation research
My role (My personal rationale)
BAIDU
CNKI
QQ
RENREN
SINA BLOG
WEIBO
Google Scholar
Google Books
facebook
twitter
YouTube
In China In the UK
Source: Mengjie, J (2011, p.70)
Fig. 1. Changes in the use of participatory web tools by Chinese overseas postgraduate students
3. Research Background
• Networked student (www.youtube.com/watch?v=XwM4ieFOotA)
• Digital literacy - an essential educational
aim that fits ‘all disciplines, all learning
environments and all levels of education’
(ACRL, 2000, p.3).
• Transnational higher education-about
585,000 Chinese students will be
seeking university education in the UK
by 2020 (The Economist, 10 Mar 2012).
Image courtesy of FreeDigitalPhotos.net
4. The importance of the study
Increasing internationalisation in higher education calls paying attention to the
needs of diverse students groups, and universities need to remodel their
curricula to support international students (Ramsden, 2008).
This study will help to collect data and evidence from non-Western students
(Chinese postgraduate students) on their digital literacy skills.
5. Research objective and questions
The main objective: To investigate the levels of digital literacy among Chinese
students in universities (in the UK and in China), and the reasons for the
different levels.
Research questions:
1). What are the different levels of digital literacy among Chinese postgraduate
students in Chinese higher education institutions and those in UK higher
education institutions?
2). What are the factors leading to the different levels of digital literacy among
Chinese postgraduate students in Chinese higher education institutions and
those in UK higher education institutions?
3). How can Chinese international higher education students be better supported
to make full use of web technologies in UK higher education institutions?
6. Literature review: What is digital literacy?
‘The ability to understand and use information in multiple formats from a wide
range of sources when it is presented via computers’ (Gilster, 1997).
‘The awareness, attitude and ability of individuals to appropriately use digital
tools and facilities to identify, access, manage, integrate, evaluate, analyze and
synthesis digital resources, construct new knowledge, create media expressions,
and communicate with others, in the context of specific life situations, in order to
enable constructive social action; and to reflect upon this process’ (Martin, 2005).
‘Representation’, ‘Language’, ‘Production’ and ‘Audience’ (Buckingham, 2007)
7. Literature review: What are the elements of digital literacy?
Access; Manage; Integrate; Evaluate; Create; Communicate (CETF, 2008).
Statement; Identification; Accession; Evaluation; Interpretation; Organization;
Integration; Analysis; Synthesis; Creation; Communication; Dissemination;
Reflection (Martin, 2006)
the essential elements of digital literacies (cited in Belshaw, 2013):
Cu
(cultural)
Cg
(cognitive)
Cn
(constructive)
Co
(communicative)
Cf
(confident)
Cr
(creative)
Ct
(critical)
Ci
(civic)
8. Fig1: Levels of digital literacy in action (Cited in Martin, 2006)
Level I: Digital competence (skills, concepts, approaches, attitudes, etc. )
Level II: Digital usage (professional/discipline application)
Level III: Digital transformation (innovation/creativity)
Social action (embedded in life context)
sets
Task/problem
digital usages
(embedded in task context)
Resources
• text
• images
• multimedia
• etc.
state
identify
access
integrate
evaluate
interpret
analyse
synthesize
create
communicate
disseminate
reflect
digital
tools
digital
tools
Product
• re-presented
• information
• new knowledge
• media
expression
Outcome/solution
instigates
Social action (affect life context)
Fig1: levels of digital literacy in action (adopted in Martin, 2006, p.255)
Literature review: Levels of digital literacy in action
9. Fig 2: Digital competence framework (cited in Calvani et al, 2009, p. 162)
Literature review: digital competence framework
11. ACRL (2000) Information Literacy Competency standards for higher education. Available at
http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/standards.pdf, accessed 15th Feb, 2013.
Belshaw, D. (2013) What is digital literacy? Eight (8) essential elements. The search Principle: views are my own, [blog] March 5, 2013,
Available at http://blogs.ubc.ca/dean/2013/03/what-is-digital-literacy-eight-8-essential-slements/, accessed 18th June, 2013.
Buckingham, D. (2007) Digital media literacies: rethinking media education in the age of the Internet. Research in comparative and
international education, 2(1), 43-55.
Calvani, A., Fini, A. & Ranieri, M. (2009) Accessing digital competence in secondary education-issues, models and instruments. In
Learning, M. (Eds) Issues in Information and media literacy: Education, practice and pedagogy. Santa Rosa: Informing Science Press.
CETF (November, 2008) California ICT digital literacy Policy framework. Available at
http://www.ictliteracy.info/rf.pdf/California%20%20ICTPolicy%20Framework.pdf, accessed 9th May, 2013.
Gilster, P. (1997) Digital literacy, New York: John Wiley.
Martin, A. (2005) DigEuLit- a European framework for digital literacy. A Progress Report. Journal of eLiteracy, 2, 130-136.
Martin, A. (2006) DigEuit: Concepts and tools for digital literacy development. Available at
http://journals.heacademy.ac.uk/doi/pdf/10.11120/ital.2006.05040249, accessed 5th June, 2013.
Ramsden, P. (2008) The future of higher education teaching and the students experience. The Higher Education Academy. Available
at http://www.heacademy.ac.uk/resources/detail/consultations/paulramsden_teaching_and_student_experience, accessed 15th Feb,
2013.
The Economist (10 Mar, 2012) Pretty Poly: The new universities are 20 years old, and still spry. Available at
http://www.economist.com/node/21549955, accessed 10 October, 2012.
References