DIGITAL LITERACY Dissertation Abstract:
Digital literacy is an important aspect of K-12 education. Being able to successfully search digitally for information, and then comprehend the material is an essential skill students need in a technology-rich world. Students must also be able to create and compose digital material as they collaborate and share experiences with others, both inside and outside school walls. With the Common Core State Curriculum requiring all educators to teach reading and writing, literacy must become digital to keep pace with a technology-centered society. As scholars continue to struggle to define digital literacy, determining what to teach in the classroom fluctuates greatly from one classroom to the next. While research is abundant pertaining to digital literacy, past studies focus on specific tools or resources that often become outdated or inaccessible. Focusing on digital literacy strategies, technologies, and perceptions this mixed-method study surveyed 174 educators across the state of Michigan about digital reading and writing practices. Overall educators feel teaching digital literacy is important, but lack professional development to support and sustain successful implementation. Teachers face many issues with integrating digital literacy, including technology, time, and defining its aspects. Many educators are still unsure what digital literacy entails, and therefore struggle to teach the concepts. The survey found the frequency of digital reading and digital writing resources to be quite low compared to beliefs on digital reading and writing. This invites an opportunity for future research to further understand the frequency of digital literacy that is taught in the classroom.
Digital literacy is an important aspect of K-12 education. Being able to successfully search digitally for information, and then comprehend the material is an essential skill students need in a technology-rich world. Students must also be able to create and compose digital material as they collaborate and share experiences with others, both inside and outside school walls. With the Common Core State Curriculum requiring all educators to teach reading and writing, literacy must become digital to keep pace with a technology-centered society. As scholars continue to struggle to define digital literacy, determining what to teach in the classroom fluctuates greatly from one classroom to the next. While research is abundant pertaining to digital literacy, past studies focus on specific tools or resources that often become outdated or inaccessible. Focusing on digital literacy strategies, technologies, and perceptions this mixed-method study surveyed 174 educators across the state of Michigan about digital reading and writing practices. Overall educators feel teaching digital literacy is important, but lack professional development to support and sustain successful implementation. Teachers face many issues with integrating digital literacy, including technology, time, and defining its aspects. Many educators are still unsure what digital literacy entails, and therefore struggle to teach the concepts. The survey found the frequency of digital reading and digital writing resources to be quite low compared to beliefs on digital reading and writing. This invites an opportunity for future research to further understand the frequency of digital literacy that is taught in the classroom.