Evaluating the Integration of Digital Literacy Components in ELT Coursebook Design.
Saved in:
| Title: | Evaluating the Integration of Digital Literacy Components in ELT Coursebook Design. |
|---|---|
| Authors: | Emadi, Azadeh1 Azadeh.emadi@ut.ac.ir, Hosseini, Shaghayegh2 Sh.hosseini01@gmail.com |
| Source: | TESL-EJ. May2024, Vol. 28 Issue 1, p1-20. 20p. |
| Subject Terms: | *Digital literacy, *Textbook evaluation |
| Abstract: | Given the changing nature of the meaning of literacy, this study seeks to adopt a pluralistic view of literacies and provide a holistic picture of how coursebooks help learners improve their technological-related literacies to participate fully in the present and future world of multiple and multimodal literacies. Accordingly, the elements of digital literacies in sixteen widely used ELT coursebooks were explored through content analysis. The findings revealed the implementation of the four foci of literacies (communication, collaboration, information, and re-design) in the digital literacies framework throughout the coursebooks. All coursebook series primarily emphasized the aspects of communication and collaboration, allocating comparatively less attention to the elements of information and re-design. The findings have call for practitioners in the field to rethink the curriculum, take the digital literacy components into account, and augment the digital aspects that are less discussed in coursebooks [ABSTRACT FROM AUTHOR] |
| Copyright of TESL-EJ is the property of TESL-EJ and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 177773941 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Evaluating the Integration of Digital Literacy Components in ELT Coursebook Design. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Emadi%2C+Azadeh%22">Emadi, Azadeh</searchLink><relatesTo>1</relatesTo><i> Azadeh.emadi@ut.ac.ir</i><br /><searchLink fieldCode="AR" term="%22Hosseini%2C+Shaghayegh%22">Hosseini, Shaghayegh</searchLink><relatesTo>2</relatesTo><i> Sh.hosseini01@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22TESL-EJ%22">TESL-EJ</searchLink>. May2024, Vol. 28 Issue 1, p1-20. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Digital+literacy%22">Digital literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Textbook+evaluation%22">Textbook evaluation</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Given the changing nature of the meaning of literacy, this study seeks to adopt a pluralistic view of literacies and provide a holistic picture of how coursebooks help learners improve their technological-related literacies to participate fully in the present and future world of multiple and multimodal literacies. Accordingly, the elements of digital literacies in sixteen widely used ELT coursebooks were explored through content analysis. The findings revealed the implementation of the four foci of literacies (communication, collaboration, information, and re-design) in the digital literacies framework throughout the coursebooks. All coursebook series primarily emphasized the aspects of communication and collaboration, allocating comparatively less attention to the elements of information and re-design. The findings have call for practitioners in the field to rethink the curriculum, take the digital literacy components into account, and augment the digital aspects that are less discussed in coursebooks [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of TESL-EJ is the property of TESL-EJ and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=177773941 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.55593/ej.28109a7 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 1 Subjects: – SubjectFull: Digital literacy Type: general – SubjectFull: Textbook evaluation Type: general Titles: – TitleFull: Evaluating the Integration of Digital Literacy Components in ELT Coursebook Design. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Emadi, Azadeh – PersonEntity: Name: NameFull: Hosseini, Shaghayegh IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 10724303 Numbering: – Type: volume Value: 28 – Type: issue Value: 1 Titles: – TitleFull: TESL-EJ Type: main |
| ResultId | 1 |
