A Theoretical Framework to Foster Digital Literacy: The Case of Digital Learning Resources

Abstract : The New National Curriculum in Norway from 2006 recommends that teachers and students acquire a high degree of digital literacy in school education. One way to foster digital literacy is to train teachers to design and critically evaluate digital learning resources (DLRs). However, little research has been done as to which design principles and evaluation criteria are suitable for DLRs. This work proposes a theoretical framework, along with a case study, for designing and evaluating DLRs. The article draws on research in learning theory, pedagogical usability criteria, and context of use. The paper reports on the implications of the framework for the design and evaluation of DLRs.
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Nicholas Reynolds; Márta Turcsányi-Szabó. IFIP TC 3 International Conference on Key Competencies in the Knowledge Society (KCKS) / Held as Part of World Computer Congress (WCC), Sep 2010, Brisbane, Australia. Springer, IFIP Advances in Information and Communication Technology, AICT-324, pp.144-154, 2010, Key Competencies in the Knowledge Society. 〈10.1007/978-3-642-15378-5_14〉
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Said Hadjerrouit. A Theoretical Framework to Foster Digital Literacy: The Case of Digital Learning Resources. Nicholas Reynolds; Márta Turcsányi-Szabó. IFIP TC 3 International Conference on Key Competencies in the Knowledge Society (KCKS) / Held as Part of World Computer Congress (WCC), Sep 2010, Brisbane, Australia. Springer, IFIP Advances in Information and Communication Technology, AICT-324, pp.144-154, 2010, Key Competencies in the Knowledge Society. 〈10.1007/978-3-642-15378-5_14〉. 〈hal-01054704〉

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