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ERIC Number: EJ1108007
Record Type: Journal
Publication Date: 2016-Aug
Pages: 28
Abstractor: As Provided
ISSN: ISSN-1042-1629
Defining, Designing for, and Measuring "Social Constructivist Digital Literacy" Development in Learners: A Proposed Framework
Reynolds, Rebecca
Educational Technology Research and Development, v64 n4 p735-762 Aug 2016
This paper offers a newly conceptualized modular framework for digital literacy that defines this concept as a task-driven "social constructivist digital literacy," comprising 6 practice domains grounded in Constructionism and social constructivism: Create, Manage, Publish, Socialize, Research, Surf. The framework articulates possible instructional design and research operationalizations for the concept, based upon a coordinated set of activities centering on student game design. The paper then reports on results of an implementation study involving game design drawing upon the framework, addressing ways in which the practice domains inter-operate when the specified instruction is offered as a coordinated intervention. The study reports change in student engagement in activities within each of the framework's practice domain, as a result of participating in a comprehensive game design learning program, and reports ways in which change in activities at school contribute to change in activities at home, when no homework is required, suggesting transfer. Findings indicate that the 6 practice domains factor and inter-correlate, and that for several practice domains, change in engagement at school correlates to change in at-home engagement. The theoretical perspectives underscoring the definition and conceptualization presented are supported by the empirical findings. Researchers may draw upon this study's framework approach, and specific definition for social constructivist digital literacy, in building towards a more coordinated agenda of comparative research on this concept.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A