Digital Literacy
For the purpose of this portfolio, digital literacies “refers to the practices of communicating, relating, thinking and ‘being’ associated with digital media. Understanding digital literacies means in part understanding how these media themselves may affect the kinds of literacy practices that are possible” (Jones & Hafner, 2012, p. 13).
This part of the portfolio is designed to reflect on my own digital literacy practices, and how they are changing the way I do things, make meaning and relate to others. |
Digital Literacy Artifact 1 includes a weekly journal on the readings for the Digital Literacy: Theory, Practice and Research course (EDUC 5304G), which provides insights into the affordances and the constraints of media. The authors, Jones and Hafner (2012), categorize the affordances and constraints of media into five different kinds: “affordances and constraints on what we can do, what we can mean, how we can relate to others, how or what we can think, and finally, who we can be” (p. 5).
These affordances and constraints are reflected in the journal based on the readings from Jones and Hafner's (2012) book, Understanding Digital Literacies. The journal connects the theories and the concepts mentioned in the above Jones and Hafner's book, and other articles, and how they relate to me and to my teaching practices.
These affordances and constraints are reflected in the journal based on the readings from Jones and Hafner's (2012) book, Understanding Digital Literacies. The journal connects the theories and the concepts mentioned in the above Jones and Hafner's book, and other articles, and how they relate to me and to my teaching practices.
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