Digital Literacies Learning in Contexts of Development: A Critical Review of Six IDRC-Funded Interventions 2016-2018.

Autor/in	Hagerman, Michelle Schira
Titel	Digital Literacies Learning in Contexts of Development: A Critical Review of Six IDRC-Funded Interventions 2016-2018.
Quelle	In: Media and Communication, 7 (2019) 2, S. 115-127 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2183-2439
DOI	10.17645/mac.v7i2.1959
Schlagwörter	Bildung; Kompetenz; Digitale Medien; Bildung; Alphabetisierung; Digitalisierung; Kompetenz; Maßnahme; Digitalisierung; Nachhaltige Entwicklung; Alphabetisierung; Maßnahme; Vereinte Nationen
Abstract	As global development agencies and governments seek to address the United Nations' Sustainable Development Goal 4 for Universal Education, evidence of the real impacts of digital literacies interventions in local contexts are needed. This critical review of the designs, impacts and markers of quality of six literacies interventions offers new insights into the strengths and weaknesses of fixed and open approaches to literacies learning in contexts of development. Open interventions offered greater promise for learning a range of digital literacies practices than fixed interventions, even though fixed interventions, based on mobile and web-based apps were inherently digital. This raises important questions about the ways literacies have been conceptualised in development research.
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2020/1