Digital and media literacy-related policies and teachers’ attitudes

Authored by: Christine W. Trültzsch-Wijnen , Sascha Trültzsch-Wijnen , Kjartan Ólafsson

The Routledge Handbook of Digital Literacies in Early Childhood

Print publication date:  July  2019
Online publication date:  July  2019

Print ISBN: 9781138303881
eBook ISBN: 9780203730638
Adobe ISBN:

10.4324/9780203730638-13

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Abstract

Technological developments in the media sector have broadened concepts of literacy, which historically focused on printed texts (Livingstone et al. 2008). Literacy now involves emerging cultural techniques (Siegert 2017) related to audio-visual and digital media, and this has led to new terms for specific forms of literacy, with information literacy, media literacy and digital literacy extending the traditional concept of print literacy and providing broader definitions that can be applied to diverse media (Livingstone et al. 2008; Kasinskaite-Buddeberg et al. 2013). The difference between information literacy and media literacy lies in their focus and different disciplinary backgrounds. While access and skills tend to be central to information-based approaches, the emphasis in media-based literacy concepts is on understanding and critically evaluating media content (Wilson et al. 2011; Fraillon et al. 2013; Kontovourki et al. 2017). In view of the various challenges related to information and communication technologies (ICTs), it is often argued that these two approaches need to be integrated (Lankshear and Knobel 2003; Burnett 2010; Wilson et al. 2011; Kasinskaite-Buddeberg et al. 2013).

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