16 SES 02 B, Digital Literacy and Learning Styles
Norway is an interesting case when it comes to access to both computers and Internet in a school setting, because we have the highest number of Internet access both at home and at school among the OECD-countries. Digital skills are also incorporated systematically in our national curriculum. The extensive access of computers and Internet implies students have access to more information than what is physically located in the classroom, as they can access all kinds of digital texts, including texts that do not have a clear educational purpose, such as blogs, games and social media.
This paper about school literacy in a technology-rich environment focuses on how students employ different texts within classroom contexts. Based on a methodological, analytical, and theoretical foundation in New Literacy Studies (NLS)*, the paper explores how different texts are integrated into a variety of literacy practices across various subjects. The overarching aim of the paper is to explore prominent literacy practices within a school context, among students in their final year of upper secondary school in Norway.
The units of analysis in this work are recurring literacy events in a school context. Literacy events and practices always revolve around a wide variety of texts; thus, the research design of this study is developed to investigate texts in use. Small head-mounted video cameras were utilized to identify the most prominent literacy events among a sample of students in upper secondary school. To obtain a deeper understanding of students’ literacy practices, extracted still pictures of these re-occurring literacy events were then used in contextualized interviews with the students, in addition to textual artifacts utilized in the same literacy events. Additionally, a secondary data corpus (a quantitative survey) was used to explore whether central tendencies in the primary data corpus were relevant in other schools as well.
Two contexts, which in many ways capture the essence of school, were chosen as particularly important to the search for prominent literacy practices: plenary teacher instruction and student work with tasks.
* Central theoretical references: Barton, D. (2007). Literacy: An introduction to the ecology of written language. Malden, MA: Blackwell Publishers. Barton, D., & Hamilton, M. (1998). Local literacies: Reading and writing in one community. London: Routledge. Barton, D., & Lee, C. (2013). Language online: Investigating digital texts and practices. London: Routledge. Gee, J.P. (2004). Situated language and learning: A critique of traditional schooling. London: Routledge. Jewitt, C. (2008). Multimodality and literacy in school classrooms. Review of research in education, 32(1), 241-267. Larson, J., and J. Marsh (2005). Making literacy real: theories and practices for learning and teaching: London, Sage, xiii, 190 s. p. Street, B.V., & Lefstein, A. (2007). Literacy: An advanced resource book. London: Routledge. Selected methodological references: Haw, K., & Hadfield, M. (2011). Video in social science research: Functions and forms.London: Routledge. Heath, C., J. Hindmarsh, and P. Luff, 2010, Video in qualitative research: analysing social interaction in everyday life: Los Angeles, Sage, vii, 173 s. p. Hiebert, J., & Stigler, J. W. (2000). A proposal for improving classroom teaching: Lessons from the TIMSS video study. The Elementary School Journal, 3-20. Jewitt, C. (2012). An Introduction to Using Video for Research. National Centre for Research Methods Working paper 03/12. Economical & Social Research Council. Klette, K.(2009). Challenges in Strategies for Complexity Reduction in Video Studies. Experiences from the PISA + Study: A Video Study of Teaching and Learning in Norway., In Tomas Janik & Tina Seidel (ed.), The Power of Video Studies in Investigating Teaching and Learning in the Classroom. Waxmann Verlag. (chapter 4)
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