Mobile Digital Literacy of Australian Adolescent Students

Nicholas, H; Ng, W

Mobile Digital Literacy of Australian Adolescent Students

Nicholas, H Ng, W

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Publisher:: IGI Global
Publication Type:: Journal Article
Citation:: International Journal of Digital Literacy and Digital Competence, 2019, 10, (3), pp. 32-48
Issue Date:: 2019-07

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Field	Value	Language
dc.contributor.author	Nicholas, H
dc.contributor.author	Ng, W https://orcid.org/0000-0003-2183-5245
dc.date.accessioned	2021-03-12T04:07:08Z
dc.date.available	2021-03-12T04:07:08Z
dc.date.issued	2019-07
dc.identifier.citation	International Journal of Digital Literacy and Digital Competence, 2019, 10, (3), pp. 32-48
dc.identifier.issn	1947-3494
dc.identifier.issn	1947-3508
dc.identifier.uri	http://hdl.handle.net/10453/147062
dc.description.abstract	<jats:p>The vast majority of adolescents own and use mobile devices on a daily basis for learning and other everyday activities. Mobile digital literacy is a term that captures the various capabilities that these young people have to interact effectively and safely with information and people in virtual environments, as well as to sustain their formal and informal learning across time and space as they develop into independent, self-directed lifelong learners. As part of understanding adolescents' mobile digital practices, this research developed a framework for investigating the students' mobile digital literacy. This research used a quantitative methodology and adapted a generic digital literacy framework to investigate Years 7-10 Australian students' perceptions of their ability to use mobile technology for learning and everyday activities. The results show that the framework can effectively capture students' perceptions of themselves as having high levels of mobile digital literacy in all the three components (technical, cognitive, and social-emotional) of the digital literacy framework. The implications are discussed.</jats:p>
dc.language	en
dc.publisher	IGI Global
dc.relation.ispartof	International Journal of Digital Literacy and Digital Competence
dc.relation.isbasedon	10.4018/ijdldc.2019070103
dc.rights	info:eu-repo/semantics/closedAccess
dc.title	Mobile Digital Literacy of Australian Adolescent Students
dc.type	Journal Article
utslib.citation.volume	10
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	closed_access	*
dc.date.updated	2021-03-12T04:07:06Z
pubs.issue	3
pubs.publication-status	Published
pubs.volume	10
utslib.citation.issue	3

Abstract:

The vast majority of adolescents own and use mobile devices on a daily basis for learning and other everyday activities. Mobile digital literacy is a term that captures the various capabilities that these young people have to interact effectively and safely with information and people in virtual environments, as well as to sustain their formal and informal learning across time and space as they develop into independent, self-directed lifelong learners. As part of understanding adolescents' mobile digital practices, this research developed a framework for investigating the students' mobile digital literacy. This research used a quantitative methodology and adapted a generic digital literacy framework to investigate Years 7-10 Australian students' perceptions of their ability to use mobile technology for learning and everyday activities. The results show that the framework can effectively capture students' perceptions of themselves as having high levels of mobile digital literacy in all the three components (technical, cognitive, and social-emotional) of the digital literacy framework. The implications are discussed.

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http://hdl.handle.net/10453/147062