Young peoples’ perceptions of digital, media and information literacies across Europe: gender differences, and the gaps between attitudes and abilities

IF 3.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Sarah-Louise Jones, R. Procter
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引用次数: 0

Abstract

ABSTRACT The need to develop digital, media and information literacies in young people is not a new idea. Increasing numbers of regional, national and international policies make the case and offer frameworks for such literacy development in schools. However, there is still no common agreement about what a basic level of literacy might look like across or within countries, resulting in what UNESCO described as a serious knowledge gap about the global state of digital literacy skills of youth. This article reports on the empirical findings derived from a self-assessment tool, providing a comprehensive view of these literacies in 13–18-year-old students (n = 1051) across eight countries in Europe. This article offers a significant contribution to the field, identifying gender differences and specific differences in ‘attitude minus ability’ scores relating to plagiarism and critical awareness of sources. This has implications for teaching and curriculum development across Europe.
欧洲各地年轻人对数字、媒体和信息素养的看法:性别差异以及态度和能力之间的差距
摘要培养年轻人的数字、媒体和信息素养并不是一个新想法。越来越多的区域、国家和国际政策证明了这一点,并为学校的扫盲发展提供了框架。然而,对于各国或各国内部的基本识字水平可能是什么样子,仍然没有达成共识,这导致了联合国教科文组织所说的全球青年数字识字技能状况的严重知识差距。本文报告了自评工具得出的实证结果,对欧洲八个国家13-18岁学生(n=1051)的这些识字率提供了全面的看法。这篇文章对该领域做出了重大贡献,确定了与剽窃和对来源的批评意识有关的性别差异和“态度减去能力”分数的具体差异。这对整个欧洲的教学和课程发展都有影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Technology Pedagogy and Education
Technology Pedagogy and Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
9.50
自引率
2.00%
发文量
25
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