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      What is digital literacy? A comparative review of publications across three language contexts

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          Abstract

          Many scholars across the world have studied the knowledge, skills and dispositions needed to use digital media. Yet as digital texts have proliferated and evolved, there has been much conjecture over what it means to be ‘digitally literate’. As literacy researchers from Australia, Sweden and Argentina we are concerned with the drive to standardise definitions of ‘digital literacy’ despite notable differences in the cultural politics of education in each country. This paper analyses how the term digital literacy has been conceptualised and applied by scholars in these three language contexts. To do this, we analyse the most cited publications on digital literacy in the English-speaking; Scandinavian; and Spanish-speaking contexts. In the analysis the variety of definitions across and within each context, the key tensions and challenges that emerge and the implications for digital literacy education are explored. Our findings reveal that similar tensions and challenges exist in all three contexts, however, the path to resolution varies given contextual differences. The article concludes with suggestions for educational research that acknowledges and advocates the need for local conceptualisations of digital literacies in increasingly globalised educational systems.

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          A typology of reviews: an analysis of 14 review types and associated methodologies.

          The expansion of evidence-based practice across sectors has lead to an increasing variety of review types. However, the diversity of terminology used means that the full potential of these review types may be lost amongst a confusion of indistinct and misapplied terms. The objective of this study is to provide descriptive insight into the most common types of reviews, with illustrative examples from health and health information domains. Following scoping searches, an examination was made of the vocabulary associated with the literature of review and synthesis (literary warrant). A simple analytical framework -- Search, AppraisaL, Synthesis and Analysis (SALSA) -- was used to examine the main review types. Fourteen review types and associated methodologies were analysed against the SALSA framework, illustrating the inputs and processes of each review type. A description of the key characteristics is given, together with perceived strengths and weaknesses. A limited number of review types are currently utilized within the health information domain. Few review types possess prescribed and explicit methodologies and many fall short of being mutually exclusive. Notwithstanding such limitations, this typology provides a valuable reference point for those commissioning, conducting, supporting or interpreting reviews, both within health information and the wider health care domain.
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            Situated Learning

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              Communities of practice

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                Author and article information

                Contributors
                (View ORCID Profile)
                Journal
                E-Learning and Digital Media
                E-Learning and Digital Media
                SAGE Publications
                2042-7530
                2042-7530
                November 2020
                July 30 2020
                November 2020
                : 17
                : 6
                : 442-459
                Affiliations
                [1 ]Faculty of Arts & Education, Deakin University, Australia
                [2 ]Department of Culture, Languages and Media, Malmö University, Sweden
                [3 ]Consejo Nacional de Investigaciones Científicas y Técnicas, Buenos Aires, Argentina; Universidad Nacional de General Sarmiento, Argentina
                Article
                10.1177/2042753020946291
                b455c540-c66d-48c5-ae24-b86920b8b258
                © 2020

                http://journals.sagepub.com/page/policies/text-and-data-mining-license

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