A framework for digital media literacies for teaching and learning in higher education

Reyna, J; Hanham, J; Meier, PC

A framework for digital media literacies for teaching and learning in higher education

Reyna, J

Hanham, J Meier, PC

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Publication Type:: Journal Article
Citation:: E-Learning and Digital Media, 2018, 15 (4), pp. 176 - 190
Issue Date:: 2018-07-01

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Field	Value	Language
dc.contributor.author	Reyna, J https://orcid.org/0000-0002-9909-0581	en_US
dc.contributor.author	Hanham, J	en_US
dc.contributor.author	Meier, PC https://orcid.org/0000-0001-6911-3511	en_US
dc.date.available	2018-06-05	en_US
dc.date.issued	2018-07-01	en_US
dc.identifier.citation	E-Learning and Digital Media, 2018, 15 (4), pp. 176 - 190	en_US
dc.identifier.issn	1741-8887	en_US
dc.identifier.uri	http://hdl.handle.net/10453/128089
dc.description.abstract	© 2018, The Author(s) 2018. Across a broad range of subjects in higher education institutions, students are required to complete assessment tasks that involve the production of digital artefacts. Examples include podcasts, digital stories, animations, video and blended media. To produce effective digital artefacts, one must be digitally literate. This requires a certain set of technical, audio-visual, behavioural, critical and social skills. In this article, the authors propose a framework that can be used to develop digital media literacies and train students in digital media creation. The framework considers three interdependent domains: conceptual, functional and audio-visual. A series of examples will be provided to illustrate the importance and interdependent nature of these domains. Implications of the framework on student training are discussed.	en_US
dc.relation.ispartof	E-Learning and Digital Media	en_US
dc.relation.isbasedon	10.1177/2042753018784952	en_US
dc.title	A framework for digital media literacies for teaching and learning in higher education	en_US
dc.type	Journal Article
utslib.citation.volume	4	en_US
utslib.citation.volume	15	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Science
pubs.organisational-group	/University of Technology Sydney/Students
utslib.copyright.status	closed_access
pubs.issue	4	en_US
pubs.publication-status	Published	en_US
pubs.volume	15	en_US

Abstract:

© 2018, The Author(s) 2018. Across a broad range of subjects in higher education institutions, students are required to complete assessment tasks that involve the production of digital artefacts. Examples include podcasts, digital stories, animations, video and blended media. To produce effective digital artefacts, one must be digitally literate. This requires a certain set of technical, audio-visual, behavioural, critical and social skills. In this article, the authors propose a framework that can be used to develop digital media literacies and train students in digital media creation. The framework considers three interdependent domains: conceptual, functional and audio-visual. A series of examples will be provided to illustrate the importance and interdependent nature of these domains. Implications of the framework on student training are discussed.

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http://hdl.handle.net/10453/128089