Mobile Learning through Digital Media Literacy
214
Mobile Learning through Digital Media Literacy
214Hardcover(New)
-
PICK UP IN STORECheck Availability at Nearby Stores
Available within 2 business hours
Related collections and offers
Overview
Product Details
| ISBN-13: | 9781433128950 |
|---|---|
| Publisher: | Peter Lang Inc., International Academic Publishers |
| Publication date: | 04/12/2017 |
| Series: | New Literacies and Digital Epistemologies , #73 |
| Edition description: | New |
| Pages: | 214 |
| Product dimensions: | 5.91(w) x 8.86(h) x (d) |
About the Author
Vitor Tomé, Ph.D. in education (2008) and post-Ph.D. in communication studies (2015), is a professional journalist, a teacher trainer (pre-service and in-service), and a researcher on media information literacy and on journalism. Currently he is developing a research project on digital citizenship education involving children (aged three to nine), their teachers, parents, and the community.
Table of Contents
Dedication v
Foreword Kat Stewart, Senior Director, Cable Impacts Foundation, National Cable & Telecommunications Association (NCTA) xi
Preface Matteo Stocchetti (PhD), Helsinki University, Head of Research, Media and Education in the Digital Age (MEDA) xv
Acknowledgements xxiii
Introduction xxv
Part I Linking Mobile Technologies and Digital Media Literacy 1
Chapter 1 Connecting Mobile Learning and Digital Media Literacy 3
This chapter will open the discussion on how media literacy education is the better theoretical framework for the development of mobile learning in the classroom.
Chapter 2 Technology as a Transliteracy: Creativity and Learning 19
Literacy concepts are interrelated. Mobile learning exists as another entity within this construct. This chapter will delve into the role of information literacy, the value of creativity in m-learning, and its potential as reflected through various applications and solutions in teaching and learning
Chapter 3 Participatory Culture, Civic Engagement, and Equal Access in Practice 37
Participating in the world happens naturally through mobile technologies, but how does that produce civic engagement, if at all? At the same time, where is the equal access for learning or even in conceptualization? This chapter will evaluate how these three concepts connect and work together through teaching mobile tools.
Chapter 4 Privacy, Student Data-Knowledge as Empowerment 51
A look to the future with m-learning will extend the thinking of digital media literacy into the importance of understanding data privacy while managing content with m-learning.
Part II Global Perspectives on Mobile Technologies: Online Social Networks-Practices and Perception of Youngsters (9-16), Their Teachers and Parents in Portugal 71
This section highlights how mobile learning has enabled connections to be made in a more universal way. Through the look at a study conducted in Portugal with Vitor Tomé, the following chapters investigate how mobile technologies have shifted educational methodologies and applications in the teaching practice.
Chapter 5 Uses and Practices 73
This chapter focuses on online social networks use by students (9-16), teachers, and parents; as well as on the most common practices they develop online, namely news consumption, communication with others, posting and sharing habits, and online relationship among them.
Chapter 6 Perceptions of Risks and Opportunities 119
Teachers and parents are more concerned about the risks than the opportunities of students in social media, mainly because the mainstream media are focused on risky situations. The connection between online and offline risks as well as between risks and opportunities is discussed in this chapter based on the perceptions coming from the field (students, teachers, and parents).
Chapter 7 Learning Perspectives From Students, Teachers, and Parents 143
Teachers, students, and parents agree that social media have pedagogical potential but they do not see the formal and informal contexts like two sides of a coin, which would be the learning. This chapter focuses on the potential learning possibilities available through online social networks, while also examining the reasons why online social networks are barely used in the classroom
Chapter 8 Concluding Thoughts 171
This final chapter pulls together both sections of the book while also revisiting some of the main topics found throughout.
Appendices 175
Appendix A US-DOE National Education Plan Conclusions and Recommendations 177
Appendix B Student Privacy Pledge Signers 181
Appendix C Student Data Privacy, Accessibility, and Transparency Act (MODEL LEGISLATION) 185
Index 205