Unic adult chatrooms
Results show two major patterns of change over time: (a) closing the gap between younger and older participants in the tasks that emphasize proficiency and technical control and (b) widening the gap between younger and older participants in tasks that emphasize creativity and critical thinking.
Knowledge, skills, and understandings of literacy emerge through sociocultural interactions with non-digital tools (e.g., paper-printed books) and digital tools (e.g., touch screen tablets).ABSTRACT: A key challenge of fostering digital literacy is developing learners' ability to construct knowledge from information sources that present diverse viewpoints.This study investigated the relation between learners' epistemic perspectives and their comprehension of authors' viewpoints.Additionally, the study examined if epistemic perspectives and viewpoint comprehension predict information source integration and explored how epistemic perspectives moderate the impact of conflicts on viewpoint comprehension.The current study is a follow-up on the 2002 empirical study by Eshet-Alkalai and Amichai-Hamburger, which investigated digital literacy skills among different age groups.This study explores changes through time in digital literacy among the same participants 5 years later, and their performance is compared to new matched control groups.
Results indicate an improvement over time among all age groups, but especially for the adults, in the tasks that require proficiency and technical control in using technology (e.g., photovisual and branching literacy skills).
On the other hand, results indicate a drop in the skills that require creative and critical thinking (e.g., information and reproduction literacy skills), especially for the younger participants.
However, debate is ongoing over the role that digital experiences play in emergent literacy development.
Researchers have voiced the need to conceptualise a common framework for literacy development that considers the emergence of digital literacy skills alongside conventional literacy skills and how these skills might interact during development.
This is particularly important in light of the increasing use of digital texts used by young children, such as E-books and digital games.
Therefore, this paper proposes a framework that might guide research and practice by examining the relationships between emergent literacy skills, emergent digital literacy skills, and proficiency in reading and writing.