PL EN


2014 | 14 | 2 | 83-93
Article title

Academic media literacy and the role of universities

Authors
Content
Title variants
Languages of publication
EN
Abstracts
EN
Since tertiary education is the highest level of the sequentially structured formal education system, one can argue that universities should help their students to achieve the highest levels of literacy. In this sense, academic literacy comprises all skills necessary to competently read and write academic texts. Comparing different information and communication technologies in a historic perspective, it becomes obvious that digital media create new media formats and academic genres. Academic media literacy therefore could be interpreted as the competence to critically use and produce new types of academic artefacts. To be able to teach and train these skills, universities have to become more aware of the requirements of scholarly media use and media production.
Year
Volume
14
Issue
2
Pages
83-93
Physical description
Dates
published
2014-05-10
Contributors
  • Department for Migration and Globalisation, Danube University Krems, Austria
References
  • Agee, A.S., Holisky, D.A., 2000. Technology Across the Curriculum at George Mason University, Educause Quarterly, 23(4), 6-12
  • Berghaus, M., 2004. Luhmann leicht gemacht. Eine Einführung in die Systemtheorie. Köln, Weimar, Wien: Böhlau
  • Brown, J.S., Adler, R.P., 2008. Minds on Fire. Open Education, the Long Tail, and Learning 2.0. EDUCAUSE Review. Retrieved from https://net.educause.edu/ir/library/pdf/ERM0811.pdf
  • European Ministers Responsible for Higher Education, 2005. The framework of qualifications for the European Higher Education Area, Retrieved from http://www.bologna-bergen2005.no/EN/BASIC/Framework_Qualifications.HTM
  • European Parliament, Council, 2008. Recommendation of the European Parliament and of the Council of 23 April 2008 on the establishment of the European Qualifications Framework for lifelong learning (Bd. C 111)
  • Illich, I., 1970. Deschooling Society. Cuernavaca: Cidoc
  • Jenkins, H., 2009. Confronting the Challenges of Participatory Culture. Media Education for the 21st Century. Massachusetts Institute of Technology
  • Kavli, S., Mikki, S., Torras i Calvo, M., Gillbekk, E., & Vedvik Tonning, A.S., 2012. The European/Norwegian Qualifications Framework as a tool for embedding information literacy (Presentation at the conference: The Road to Information Literacy: Librarians as Facilitators of Learning", 8.-10. August 2012). Tampere University
  • Lorenzo, G., Dziuban, C., 2006. Ensuring the Net Generation Is Net Savvy. ELI Paper, 2, Retrieved from http://net.educause.edu/ir/library/pdf/eli3006.pdf
  • McLoughlin, C., Lee, M.J.W., 2008. The Three P’s of Pedagogy for the Networked Society: Personalization, Participation, and Productivity. International Journal of Teaching and Learning in Higher Education, 20(1), 10-27
  • Mejías, U.A., 2005. A nomad’s guide to learning and social software. The Knowledge Tree, 7
  • Nentwich, M., 2001. (Re-)De-Commodification in Academic Knowledge Distribution? Science Studies, 14(2), 21-42
  • Noam, E., 1999. Electronic Community of Scholars and the Future of the University, Retrieved from http://www.citi.columbia.edu/elinoam/articles/UNIVER2.htm
  • NOKUT. (n.n.). The levels of qualifications in the NQF, Retrieved from http://www.nokut.no/en/Facts-and-statistics/Det-norske-utdannings systemet/ The- Norwegian-qualifications- framework/Levels/
  • Pfeffer, T., 2012. Virtualization of Universities. Digital Media and the Organization of Higher Education Institutions. New York: Springer
Document Type
Publication order reference
YADDA identifier
bwmeta1.element.desklight-a703bcd2-4de5-44fb-a175-953b5d657ad4
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.