期刊
COMPUTERS & EDUCATION
卷 148, 期 -, 页码 -出版社
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.compedu.2019.103788
关键词
Information literacy; Cross-cultural projects; 21st century abilities; Post-secondary education; Teaching learning strategies
We examine the conceptions of digital literacy of pre-service teachers in the United States (n = 188) and Sweden (n = 121). Pre-service teachers were asked to define digital literacy in an open-ended fashion and to select those skills that they considered to be essential for digital literacy from a list of 24 skills provided. Based on pre-service teachers' open-ended responses, four profiles of digital literacy conceptions, progressing in sophistication, were identified (i.e., technology focused, digital reading focused, goal directed, reflecting critical use). Moreover, pre-service teachers' selections of skills or competencies essential for digital literacy were used in cluster analysis. Profiles of digital literacy conceptions were consistent across open-ended and selected-response forms of assessment. Important similarities and differences in conceptions of digital literacy across the United States and Sweden are discussed, as are implications for improving teacher education.
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