TY - JOUR
T1 - Metaphors, mental models, and multiplicity
T2 - Understanding student perception of digital literacy
AU - Tham, Jason Chew Kit
AU - Burnham, Kenyan Degles
AU - Hocutt, Daniel L.
AU - Ranade, Nupoor
AU - Misak, John
AU - Duin, Ann Hill
AU - Pedersen, Isabel
AU - Campbell, Jessica Lynn
N1 - Funding Information:
We thank the Council for Programs in Technical and Scientific Communication (CPTSC) for funding this project with a Research Grant, which supported our undergraduate researchers Kenyan Burnham (Texas Tech University) and Christopher Trotter (University of Minnesota). We also appreciate the extensive technical help provided by Sharon Caldwell, Senior Archivist of the Fabric of Digital Life.
Publisher Copyright:
© 2021 Elsevier Inc.
PY - 2021/3
Y1 - 2021/3
N2 - This study examines student perception of digital literacy from their engagement with the Fabric of Digital Life, a digital archive of emerging technologies. Through grounded theory analysis we identified the ways students make sense of an unfamiliar technology. Our results show students assign metaphors to understand a new digital platform, apply mental models transferred from previous conceptual domains onto new technologies, and express multiply-layered approaches that facilitated their digital literacy development––an indication for instructors to orient toward an expansive description of digital literacy that caters to student learning needs as well as their professional futures.
AB - This study examines student perception of digital literacy from their engagement with the Fabric of Digital Life, a digital archive of emerging technologies. Through grounded theory analysis we identified the ways students make sense of an unfamiliar technology. Our results show students assign metaphors to understand a new digital platform, apply mental models transferred from previous conceptual domains onto new technologies, and express multiply-layered approaches that facilitated their digital literacy development––an indication for instructors to orient toward an expansive description of digital literacy that caters to student learning needs as well as their professional futures.
KW - Digital literacy
KW - digital pedagogy
KW - mental models
KW - metaphors
UR - http://www.scopus.com/inward/record.url?scp=85100164366&partnerID=8YFLogxK
U2 - 10.1016/j.compcom.2021.102628
DO - 10.1016/j.compcom.2021.102628
M3 - Article
AN - SCOPUS:85100164366
VL - 59
JO - Computers and Composition
JF - Computers and Composition
SN - 8755-4615
M1 - 102628
ER -