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Title:
"Digital Literacies for Learning"
Review:
Literacy, especially information literacy, is a key area of library work that already receives attention and discussion, so do we really need another book on literacy? Yes, if it's this book that takes a refreshing approach to this and related subjects and is suitable for both librarians and educators. With 25 authors from nine countries, this book gives broad insight into developments on the topic from around the world.
With authors from Europe to South America to New Zealand, this collection of essays from librarians, researchers, educators and information technology professionals considers what learners need to thrive in educational environments that exist with and through technology.
Digital Literacies for LearningWhat's clear from these diverse contributions is that the term 'literacy' defines more than just reading and writing. It also includes information literacy, which is a way of life linked with economic development and citizenship. Some authors divide literacy into distinct terms, such as 'media literacy', 'information literacy' and 'visual literacy', and debate their role within society and education.
Others take a more evolutionary approach, such as one author who describes a gradual move from the three Rs (reading, writing and 'rithmetic) to a different approach of accessing, processing and communicating information. The latter seems to me a more natural approach, rather than inventing new terms for something that did not change overnight.
The authors address theoretical philosophies, such as the 'information society' and 'knowledge' in the context of contemporary society, with an emphasis on whether information and knowledge mean the same thing.
The format makes it easy to dip into the chapters most relevant to you.
Contributors touch on concepts such as the idea of a virtual learning environment, mirroring the physical educational environment - eg, chat rooms being like cafes, and resource links being aligned to libraries. Digital developments are examined in relation to the new research opportunities they offer, such as preprints and collaborative wikis, and authors debate the impact this may have on education.
In turn, the authors address the impact that literacy in cultural, political and historical contexts has on socio-economic developments. They look at what it means to be digitally literate in a variety of contexts, including an academic environment, or what it means for intellectual empowerment of a society.
The book considers some practical applications of these digital literacies, including Cymru Ar-lein, an e-literacy skills development in Wales, within cultural, linguistic and geographical contexts. They highlight knowledge gaps between 'developed' countries and 'developing' countries, with consideration of impacts on knowledge production and information demand.
The book also presents the concept of 'digital natives', ie, young people who have grown up with many of these digital developments, and how educational institutions are approaching their expectations. A particularly interesting study is the innovation of investing in online learning for the continuing education of Antiguan teachers.
I encourage you to read this book and consider the themes discussed in the context and culture of your own institution. It will benefit those of you responsible for policy-making as well as those wanting to explore practical developments in student learning.
FreePint Reviewer:
Suzie Kitchin is a Learning Support Librarian at Durham University. She liaises with a range of arts, science and social science academic departments including delivering information skills training. Suzie is responsible for coordinating services for users with disabilities in the library and provides advice, support and training in this area for colleagues.
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