國立高雄大學圖資館 |

Information and technology literacyconcepts, methodologies, tools, and applications /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Information and technology literacyInformation Resources Management Association, editor.
其他題名:	concepts, methodologies, tools, and applications /
出版者:	Hershey, Pennsylvania :IGI Global,[2018]
面頁冊數:	1 online resource (4 v.)
附註:	Chapter 50. Emerging information and communication technology policy framework for Africa ; Chapter 51. Fostering collaboration and digital literacy with mobile technology -- Section 4. Utilization and applications. Chapter 52. Formal, non-formal, and informal e-learning experiences with emerging technologies: a case study of a graduate educational technology program ; Chapter 53. Digital storytelling and digital literacy: advanced issues and prospects ; Chapter 54. Digital competence: a net of literacies ; Chapter 55. Emerging digital technologies and women's leadership in global business ; Chapter 56. Digital literacy education for the development of digital literacy ; Chapter 57. Bridging the age-based digital divide ; Chapter 58. Enhanced student engagement through active learning and emerging technologies ; Chapter 59. Navigating 21st century multimodal textual environments: a case study of digital literacy ; Chapter 60. The power of digital literacy to transform and shape teacher identities -- Volume III. Chapter 61. Emergent Digital Literacy and mobile technology: preparing technologically literate preservice teachers through a multisensory approach ; Chapter 62. Technology aspects of information literacy in the workplace ; Chapter 63. Reconciling culture and digital literacy in the United Arab Emirates ; Chapter 64. Facilitating learning by going online: modernising Islamic teaching and learning in Indonesia ; Chapter 65. Digital literacy and competence in students attending a faculty of humanities ; Chapter 66. Making it for the screen: creating digital media literacy ; Chapter 67. Media literacy organizations ; Chapter 68. Media and technology integration through media literacy education ; Chapter 69. The relationship between online information seeking anxiety and English reading proficiency across gender ; Chapter 70. 21st century new literacies and digital tools as empowering pedagogies for urban youth of color ; Chapter 71. Inquiry-based science education and the digital research triad ; Chapter 72. Information-seeking behaviour of users in the digital libraries' environment in Sub-Saharan Africa ; Chapter 73. Media literacy, co-innovation, and productivity: examples from European Countries ; Chapter 74. ICT literacy integration: issues and sample efforts ; Chapter 75. Digital literacy instruction in Afghanistan ; Chapter 76. Integrating technology in preschool science and inquiry ; Chapter 77. Fostering early literacy skills with technology ; Chapter 78. Transforming K-12 classrooms with digital technology: a look at what works! ; Chapter 79. Bring your own device (BYOD): the power of the tablet to pocket size mobile device on learning and assessment – possibilities and impacts on university faculty, students, and staff ; Chapter 80. Using technology to enhance science literacy, mathematics literacy, or technology literacy:focusing on integrated STEM concepts in a digital game ; Chapter 81. European dialogue project: collaborating to improve on the quality of learning environments ; Chapter 82. Mobile technologies and Web 2.0: redefining new literacy practices ; Chapter 83. Distributed agile development: applying a coverage analysis approach to the evaluation of a communication technology assessment tool ; Chapter 84. Don't trash your spam! Reasoning on spam as a way to train critical thinking -- Section 5. Organizational and social implications. Chapter 85. Digital and global literacies in networked communities: epistemic shifts and communication practices in the cloud era ; Chapter 86. The commercialisation and adoption of emerging technologies: the role of professional service firms ; Chapter 87. Terms of the digital age: realities and cultural paradigms -- Volume IV. Chapter 88. Recognizing similarities and differences between print and digital literacy in education ; Chapter 89. The geography of digital literacy: mapping communications technology training programs in Austin, Texas ; Chapter 90. Digital literacy for effective communication in the new academic environment: the educational blogs ; Chapter 91. Emerging technologies and organizational transformation ; Chapter 92. Reflecting emerging digital technologies in leadership models ; Chapter 93. Economic impact of digital media: growing nuance, critique, and direction for education research ; Chapter 94. Arts teachers' media and digital literacy in kindergarten: a case study on Finnish and Chinese children using a shared blog in early childhood education ; Chapter 95. New and strange sorts of texts: the shaping and reshaping of digital and multimodal books and young adult novels ; Chapter 96. Formalized informal learning: ICT and learning for the 21st century ; Chapter 97. Teacher candidates' perceptions of technology used to support literacy practices ; Chapter 98. Fostering digital literacy between schools and the local community: using service learning and project-based learning as a conceptual framework ; Chapter 99. Borderline fields of information architecture: information overload, the literacies, and personal information management ; Chapter 100. Informatization and digital citizenship ; Chapter 101. Competences and learning profiles of digital age's students ; Chapter 102. Digital media and cosmopolitan critical literacy: research and practice ; Chapter 103. Political and cultural issues in digital public administration ; Chapter 104. Lifestyle diglossia and mobile: ethnography of multilingual interaction ; Chapter 105. Teacher education and digital equity: research in the millennium ; Chapter 106. Sharing expertise gained from online self-directed professional development: one teacher's journey from classroom teacher to teacher leader ; Chapter 107. What does digital media allow us to "Do" to one another? Economic significance of content and connection -- Section 6. Managerial Impact. Chapter 108. An exploratory analysis of the relationship between organizational and institutional factors shaping the assimilation of vertical standards ; Chapter 109. Enterprise 2.0 implementation at Vanguard: enabling collaboration and mobility ; Chapter 110. Institutional policies for digital inclusion in Spain ; Chapter 111. A new perspective for school management in the digital age: digital culture -- Section 7. Critical issues and challenges. Chapter 112. Information policies: agenda for digital inclusion in the European Union ; Chapter 113. A triangulation approach to understand multi-cultural college students' technology literacy in a composition classroom: implications for global literacy theory and practices ; Chapter 114. From information society to community service: the birth of E-Citizenship ; Chapter 115. Brazilian FL teachers through the lens of the diffusion of innovations theory: a technological profile.
標題:	Technological literacy.
電子資源:	http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-5225-3417-4
ISBN:	9781522534181 (ebook)

Information and technology literacyconcepts, methodologies, tools, and applications /
Information and technology literacyconcepts, methodologies, tools, and applications /[electronic resource] :Information Resources Management Association, editor. - Hershey, Pennsylvania :IGI Global,[2018] - 1 online resource (4 v.)

Chapter 50. Emerging information and communication technology policy framework for Africa ; Chapter 51. Fostering collaboration and digital literacy with mobile technology -- Section 4. Utilization and applications. Chapter 52. Formal, non-formal, and informal e-learning experiences with emerging technologies: a case study of a graduate educational technology program ; Chapter 53. Digital storytelling and digital literacy: advanced issues and prospects ; Chapter 54. Digital competence: a net of literacies ; Chapter 55. Emerging digital technologies and women's leadership in global business ; Chapter 56. Digital literacy education for the development of digital literacy ; Chapter 57. Bridging the age-based digital divide ; Chapter 58. Enhanced student engagement through active learning and emerging technologies ; Chapter 59. Navigating 21st century multimodal textual environments: a case study of digital literacy ; Chapter 60. The power of digital literacy to transform and shape teacher identities -- Volume III. Chapter 61. Emergent Digital Literacy and mobile technology: preparing technologically literate preservice teachers through a multisensory approach ; Chapter 62. Technology aspects of information literacy in the workplace ; Chapter 63. Reconciling culture and digital literacy in the United Arab Emirates ; Chapter 64. Facilitating learning by going online: modernising Islamic teaching and learning in Indonesia ; Chapter 65. Digital literacy and competence in students attending a faculty of humanities ; Chapter 66. Making it for the screen: creating digital media literacy ; Chapter 67. Media literacy organizations ; Chapter 68. Media and technology integration through media literacy education ; Chapter 69. The relationship between online information seeking anxiety and English reading proficiency across gender ; Chapter 70. 21st century new literacies and digital tools as empowering pedagogies for urban youth of color ; Chapter 71. Inquiry-based science education and the digital research triad ; Chapter 72. Information-seeking behaviour of users in the digital libraries' environment in Sub-Saharan Africa ; Chapter 73. Media literacy, co-innovation, and productivity: examples from European Countries ; Chapter 74. ICT literacy integration: issues and sample efforts ; Chapter 75. Digital literacy instruction in Afghanistan ; Chapter 76. Integrating technology in preschool science and inquiry ; Chapter 77. Fostering early literacy skills with technology ; Chapter 78. Transforming K-12 classrooms with digital technology: a look at what works! ; Chapter 79. Bring your own device (BYOD): the power of the tablet to pocket size mobile device on learning and assessment – possibilities and impacts on university faculty, students, and staff ; Chapter 80. Using technology to enhance science literacy, mathematics literacy, or technology literacy:focusing on integrated STEM concepts in a digital game ; Chapter 81. European dialogue project: collaborating to improve on the quality of learning environments ; Chapter 82. Mobile technologies and Web 2.0: redefining new literacy practices ; Chapter 83. Distributed agile development: applying a coverage analysis approach to the evaluation of a communication technology assessment tool ; Chapter 84. Don't trash your spam! Reasoning on spam as a way to train critical thinking -- Section 5. Organizational and social implications. Chapter 85. Digital and global literacies in networked communities: epistemic shifts and communication practices in the cloud era ; Chapter 86. The commercialisation and adoption of emerging technologies: the role of professional service firms ; Chapter 87. Terms of the digital age: realities and cultural paradigms -- Volume IV. Chapter 88. Recognizing similarities and differences between print and digital literacy in education ; Chapter 89. The geography of digital literacy: mapping communications technology training programs in Austin, Texas ; Chapter 90. Digital literacy for effective communication in the new academic environment: the educational blogs ; Chapter 91. Emerging technologies and organizational transformation ; Chapter 92. Reflecting emerging digital technologies in leadership models ; Chapter 93. Economic impact of digital media: growing nuance, critique, and direction for education research ; Chapter 94. Arts teachers' media and digital literacy in kindergarten: a case study on Finnish and Chinese children using a shared blog in early childhood education ; Chapter 95. New and strange sorts of texts: the shaping and reshaping of digital and multimodal books and young adult novels ; Chapter 96. Formalized informal learning: ICT and learning for the 21st century ; Chapter 97. Teacher candidates' perceptions of technology used to support literacy practices ; Chapter 98. Fostering digital literacy between schools and the local community: using service learning and project-based learning as a conceptual framework ; Chapter 99. Borderline fields of information architecture: information overload, the literacies, and personal information management ; Chapter 100. Informatization and digital citizenship ; Chapter 101. Competences and learning profiles of digital age's students ; Chapter 102. Digital media and cosmopolitan critical literacy: research and practice ; Chapter 103. Political and cultural issues in digital public administration ; Chapter 104. Lifestyle diglossia and mobile: ethnography of multilingual interaction ; Chapter 105. Teacher education and digital equity: research in the millennium ; Chapter 106. Sharing expertise gained from online self-directed professional development: one teacher's journey from classroom teacher to teacher leader ; Chapter 107. What does digital media allow us to "Do" to one another? Economic significance of content and connection -- Section 6. Managerial Impact. Chapter 108. An exploratory analysis of the relationship between organizational and institutional factors shaping the assimilation of vertical standards ; Chapter 109. Enterprise 2.0 implementation at Vanguard: enabling collaboration and mobility ; Chapter 110. Institutional policies for digital inclusion in Spain ; Chapter 111. A new perspective for school management in the digital age: digital culture -- Section 7. Critical issues and challenges. Chapter 112. Information policies: agenda for digital inclusion in the European Union ; Chapter 113. A triangulation approach to understand multi-cultural college students' technology literacy in a composition classroom: implications for global literacy theory and practices ; Chapter 114. From information society to community service: the birth of E-Citizenship ; Chapter 115. Brazilian FL teachers through the lens of the diffusion of innovations theory: a technological profile.

Includes bibliographical references and index.

Volume 1. Section 1. Fundamental concepts and theories. Chapter 1. Media literacy in the digital age: literacy projects and organizations ; Chapter 2. Technology intelligence systems in industry and academic networks ; Chapter 3. A study regarding the perception of digital citizenship among adults and the assessment of this perception: a digital literacy model -- Section 2. Development and design methodologies. Chapter 4. Digital literacy and the emergence of technology-based curriculum theories ; Chapter 5. How to use parody and humour to teach digital literacy ; Chapter 6. Integrating digital literacies into an undergraduate course: inclusiveness through use of ICTs ; Chapter 7. Facilitating multimodal literacy instruction through digital curation ; Chapter 8. Let it go: a journey toward elementary student-driven media production aligned with the CCSS ; Chapter 9. Conceptualising mLearning literacy ; Chapter 10. Transforming digital literacy with culturally diverse, personalized learning ; Chapter 11. Beyond babel: multiliteracies in digital culture ; Chapter 12. Emerging technologies: perspectives from metacognitive teachers ; Chapter 13. Tablet English: student perceptions of an iPad-based digital literacy curriculum ; Chapter 14. Exploring how women entrepreneurs use technology for idea generation ; Chapter 15. Policies and strategies for digital inclusion: regional governments in Spain ; Chapter 16. Methods and strategies in using digital literacy in media and the arts ; Chapter 17. Impediments to digital fabrication in education: a study of teachers' role in digital fabrication ; Chapter 18. Developing digital empathy: a holistic approach to media literacy research methods ; Chapter 19. Users' digital competences study to design MOOCs for digital literacy in Mexico ; Chapter 20. Creating a balanced literacy curriculum in the 21st century: authentic integration of Literacy 1.0 with Literacy 2.0 ; Chapter 21. Strategies for implementing digital assignments ; Chapter 22. Toward digital inclusion: digital divides and new media literacies ; Chapter 23. Beyond angry birds using web-based tools to engage learners and promote inquiry in STEM learning ; Chapter 24. E-inclusion strategies in public administrations: experiences from regional governments in Spain ; Chapter 25. Preparing pre-service Secondary English Language Arts teachers to support literacy learning with interactive online technologies ; Chapter 26. Mind the gap: digital practices and school ; Chapter 27. Creating a digital support center: foregrounding multiliteracy ; Chapter 28. Showing a human and professional face to the world: an ePortfolio design strategy for a sense of self ; Chapter 29. Emerging and traditional ICT as critical success factors for local governments: a longitudinal analysis ; Chapter 30. The QUAIL framework: quality assurance for information literacy projects ; Chapter 31. Three instructional models to integrate technology and build 21st century literacy skills -- Volume II. Section 3. Tools and technologies. Chapter 32. An interactive ecosystem of digital literacy services: oriented to reduce the digital divide ; Chapter 33. Employing emerging technologies in educational settings: issues and challenges ; Chapter 34. Skills of digital literacy to address the risks of interactive communication ; Chapter 35. Emerging technologies as a tool for development of human values and global peace ; Chapter 36. Developing digital literacy: preparing next-generation elementary education literacy teacher ; Chapter 37. University teachers' use of digital technologies: the realities from Mongolia and Chile ; Chapter 38. Creating global classrooms using universal design for learning ; Chapter 39. Assessment 'for' learning: embedding digital literacy and peer-support of learning into an assessment ; Chapter 40. Digital inclusion and computational thinking: new challenges and opportunities for media professionals ; Chapter 41. Learning with mobiles in Developing Countries: technology, language, and literacy ; Chapter 42. The technoethical ethos of technic self-determination ; Chapter 43. Strategic crowdsourcing as an emerging form of global entrepreneurship ; Chapter 44. Pedagogy and the new literacies in higher education ; Chapter 45. Social space or pedagogic powerhouse: do digital natives appreciate the potential of Web 2.0 technologies for learning? ; Chapter 46. E-citizenship skills online: a case study of faculty use of Web 2.0 tools to increase active participation and learning ; Chapter 47. Teacher training and digital competence: a pedagogical recommendation ; Chapter 48. Integrating disciplinary literacy practices in one-to-one classrooms ; Chapter 49. Increasing student engagement and extending the walls of the classroom with emerging technologies.

Restricted to subscribers or individual electronic text purchasers.

"This book is an authoritative reference source for the latest scholarly research on techniques, trends, applications, and opportunities within the areas of digital literacy. Highlighting a wide range of topics and concepts such as social media, professional development, and educational applications"--

ISBN: 9781522534181 (ebook)Subjects--Topical Terms:

534989
Technological literacy.

LC Class. No.: T65.3 / .I478 2018e

Dewey Class. No.: 607.1

Information and technology literacyconcepts, methodologies, tools, and applications /
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245 0 0 $a Information and technology literacy $h [electronic resource] : $b concepts, methodologies, tools, and applications / $c Information Resources Management Association, editor.
260 $a Hershey, Pennsylvania : $b IGI Global, $c [2018]
300 $a 1 online resource (4 v.)
500 $a Chapter 50. Emerging information and communication technology policy framework for Africa ; Chapter 51. Fostering collaboration and digital literacy with mobile technology -- Section 4. Utilization and applications. Chapter 52. Formal, non-formal, and informal e-learning experiences with emerging technologies: a case study of a graduate educational technology program ; Chapter 53. Digital storytelling and digital literacy: advanced issues and prospects ; Chapter 54. Digital competence: a net of literacies ; Chapter 55. Emerging digital technologies and women's leadership in global business ; Chapter 56. Digital literacy education for the development of digital literacy ; Chapter 57. Bridging the age-based digital divide ; Chapter 58. Enhanced student engagement through active learning and emerging technologies ; Chapter 59. Navigating 21st century multimodal textual environments: a case study of digital literacy ; Chapter 60. The power of digital literacy to transform and shape teacher identities -- Volume III. Chapter 61. Emergent Digital Literacy and mobile technology: preparing technologically literate preservice teachers through a multisensory approach ; Chapter 62. Technology aspects of information literacy in the workplace ; Chapter 63. Reconciling culture and digital literacy in the United Arab Emirates ; Chapter 64. Facilitating learning by going online: modernising Islamic teaching and learning in Indonesia ; Chapter 65. Digital literacy and competence in students attending a faculty of humanities ; Chapter 66. Making it for the screen: creating digital media literacy ; Chapter 67. Media literacy organizations ; Chapter 68. Media and technology integration through media literacy education ; Chapter 69. The relationship between online information seeking anxiety and English reading proficiency across gender ; Chapter 70. 21st century new literacies and digital tools as empowering pedagogies for urban youth of color ; Chapter 71. Inquiry-based science education and the digital research triad ; Chapter 72. Information-seeking behaviour of users in the digital libraries' environment in Sub-Saharan Africa ; Chapter 73. Media literacy, co-innovation, and productivity: examples from European Countries ; Chapter 74. ICT literacy integration: issues and sample efforts ; Chapter 75. Digital literacy instruction in Afghanistan ; Chapter 76. Integrating technology in preschool science and inquiry ; Chapter 77. Fostering early literacy skills with technology ; Chapter 78. Transforming K-12 classrooms with digital technology: a look at what works! ; Chapter 79. Bring your own device (BYOD): the power of the tablet to pocket size mobile device on learning and assessment – possibilities and impacts on university faculty, students, and staff ; Chapter 80. Using technology to enhance science literacy, mathematics literacy, or technology literacy:focusing on integrated STEM concepts in a digital game ; Chapter 81. European dialogue project: collaborating to improve on the quality of learning environments ; Chapter 82. Mobile technologies and Web 2.0: redefining new literacy practices ; Chapter 83. Distributed agile development: applying a coverage analysis approach to the evaluation of a communication technology assessment tool ; Chapter 84. Don't trash your spam! Reasoning on spam as a way to train critical thinking -- Section 5. Organizational and social implications. Chapter 85. Digital and global literacies in networked communities: epistemic shifts and communication practices in the cloud era ; Chapter 86. The commercialisation and adoption of emerging technologies: the role of professional service firms ; Chapter 87. Terms of the digital age: realities and cultural paradigms -- Volume IV. Chapter 88. Recognizing similarities and differences between print and digital literacy in education ; Chapter 89. The geography of digital literacy: mapping communications technology training programs in Austin, Texas ; Chapter 90. Digital literacy for effective communication in the new academic environment: the educational blogs ; Chapter 91. Emerging technologies and organizational transformation ; Chapter 92. Reflecting emerging digital technologies in leadership models ; Chapter 93. Economic impact of digital media: growing nuance, critique, and direction for education research ; Chapter 94. Arts teachers' media and digital literacy in kindergarten: a case study on Finnish and Chinese children using a shared blog in early childhood education ; Chapter 95. New and strange sorts of texts: the shaping and reshaping of digital and multimodal books and young adult novels ; Chapter 96. Formalized informal learning: ICT and learning for the 21st century ; Chapter 97. Teacher candidates' perceptions of technology used to support literacy practices ; Chapter 98. Fostering digital literacy between schools and the local community: using service learning and project-based learning as a conceptual framework ; Chapter 99. Borderline fields of information architecture: information overload, the literacies, and personal information management ; Chapter 100. Informatization and digital citizenship ; Chapter 101. Competences and learning profiles of digital age's students ; Chapter 102. Digital media and cosmopolitan critical literacy: research and practice ; Chapter 103. Political and cultural issues in digital public administration ; Chapter 104. Lifestyle diglossia and mobile: ethnography of multilingual interaction ; Chapter 105. Teacher education and digital equity: research in the millennium ; Chapter 106. Sharing expertise gained from online self-directed professional development: one teacher's journey from classroom teacher to teacher leader ; Chapter 107. What does digital media allow us to "Do" to one another? Economic significance of content and connection -- Section 6. Managerial Impact. Chapter 108. An exploratory analysis of the relationship between organizational and institutional factors shaping the assimilation of vertical standards ; Chapter 109. Enterprise 2.0 implementation at Vanguard: enabling collaboration and mobility ; Chapter 110. Institutional policies for digital inclusion in Spain ; Chapter 111. A new perspective for school management in the digital age: digital culture -- Section 7. Critical issues and challenges. Chapter 112. Information policies: agenda for digital inclusion in the European Union ; Chapter 113. A triangulation approach to understand multi-cultural college students' technology literacy in a composition classroom: implications for global literacy theory and practices ; Chapter 114. From information society to community service: the birth of E-Citizenship ; Chapter 115. Brazilian FL teachers through the lens of the diffusion of innovations theory: a technological profile.
504 $a Includes bibliographical references and index.
505 0 $a Volume 1. Section 1. Fundamental concepts and theories. Chapter 1. Media literacy in the digital age: literacy projects and organizations ; Chapter 2. Technology intelligence systems in industry and academic networks ; Chapter 3. A study regarding the perception of digital citizenship among adults and the assessment of this perception: a digital literacy model -- Section 2. Development and design methodologies. Chapter 4. Digital literacy and the emergence of technology-based curriculum theories ; Chapter 5. How to use parody and humour to teach digital literacy ; Chapter 6. Integrating digital literacies into an undergraduate course: inclusiveness through use of ICTs ; Chapter 7. Facilitating multimodal literacy instruction through digital curation ; Chapter 8. Let it go: a journey toward elementary student-driven media production aligned with the CCSS ; Chapter 9. Conceptualising mLearning literacy ; Chapter 10. Transforming digital literacy with culturally diverse, personalized learning ; Chapter 11. Beyond babel: multiliteracies in digital culture ; Chapter 12. Emerging technologies: perspectives from metacognitive teachers ; Chapter 13. Tablet English: student perceptions of an iPad-based digital literacy curriculum ; Chapter 14. Exploring how women entrepreneurs use technology for idea generation ; Chapter 15. Policies and strategies for digital inclusion: regional governments in Spain ; Chapter 16. Methods and strategies in using digital literacy in media and the arts ; Chapter 17. Impediments to digital fabrication in education: a study of teachers' role in digital fabrication ; Chapter 18. Developing digital empathy: a holistic approach to media literacy research methods ; Chapter 19. Users' digital competences study to design MOOCs for digital literacy in Mexico ; Chapter 20. Creating a balanced literacy curriculum in the 21st century: authentic integration of Literacy 1.0 with Literacy 2.0 ; Chapter 21. Strategies for implementing digital assignments ; Chapter 22. Toward digital inclusion: digital divides and new media literacies ; Chapter 23. Beyond angry birds using web-based tools to engage learners and promote inquiry in STEM learning ; Chapter 24. E-inclusion strategies in public administrations: experiences from regional governments in Spain ; Chapter 25. Preparing pre-service Secondary English Language Arts teachers to support literacy learning with interactive online technologies ; Chapter 26. Mind the gap: digital practices and school ; Chapter 27. Creating a digital support center: foregrounding multiliteracy ; Chapter 28. Showing a human and professional face to the world: an ePortfolio design strategy for a sense of self ; Chapter 29. Emerging and traditional ICT as critical success factors for local governments: a longitudinal analysis ; Chapter 30. The QUAIL framework: quality assurance for information literacy projects ; Chapter 31. Three instructional models to integrate technology and build 21st century literacy skills -- Volume II. Section 3. Tools and technologies. Chapter 32. An interactive ecosystem of digital literacy services: oriented to reduce the digital divide ; Chapter 33. Employing emerging technologies in educational settings: issues and challenges ; Chapter 34. Skills of digital literacy to address the risks of interactive communication ; Chapter 35. Emerging technologies as a tool for development of human values and global peace ; Chapter 36. Developing digital literacy: preparing next-generation elementary education literacy teacher ; Chapter 37. University teachers' use of digital technologies: the realities from Mongolia and Chile ; Chapter 38. Creating global classrooms using universal design for learning ; Chapter 39. Assessment 'for' learning: embedding digital literacy and peer-support of learning into an assessment ; Chapter 40. Digital inclusion and computational thinking: new challenges and opportunities for media professionals ; Chapter 41. Learning with mobiles in Developing Countries: technology, language, and literacy ; Chapter 42. The technoethical ethos of technic self-determination ; Chapter 43. Strategic crowdsourcing as an emerging form of global entrepreneurship ; Chapter 44. Pedagogy and the new literacies in higher education ; Chapter 45. Social space or pedagogic powerhouse: do digital natives appreciate the potential of Web 2.0 technologies for learning? ; Chapter 46. E-citizenship skills online: a case study of faculty use of Web 2.0 tools to increase active participation and learning ; Chapter 47. Teacher training and digital competence: a pedagogical recommendation ; Chapter 48. Integrating disciplinary literacy practices in one-to-one classrooms ; Chapter 49. Increasing student engagement and extending the walls of the classroom with emerging technologies.
506 $a Restricted to subscribers or individual electronic text purchasers.
520 3 $a "This book is an authoritative reference source for the latest scholarly research on techniques, trends, applications, and opportunities within the areas of digital literacy. Highlighting a wide range of topics and concepts such as social media, professional development, and educational applications"-- $c Provided by publisher.
650 0 $a Technological literacy. $3 534989
650 0 $a Information literacy. $3 233448
710 2 $a Information Resources Management Association, $e editor. $3 717754
856 4 0 $u http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-5225-3417-4