Digital Literacy Practices: Expressing Multiple Identity Constructions in Writing Classroom
Abstract
This study investigated multiple identity constructions are expressed by English as Foreign Language university students’ in writing argumentative process. The qualitative research explains students’ identities communicated in argumentative writing process, including academic, organization, citizenship, religion and gender. The data were obtained from qualitative interviews with ten students, they had different communities outside university in East Java, Indonesia. The results found that students use their community background’s identity to access, evaluate, create and communicate their own experiences and contents from digital sources in argumentative writing process. The particular communication enables students to develop their academic writing of argumentative text and social skill with social media supports.
Keywords
Full Text:
PDFReferences
N. Law, D. Woo, J. de la Torre, and G. Wong, A Global Framework of Reference on Digital Literacy, no. 51. 2018.
E. M. Meyers, I. Erickson, and R. V. Small, “Digital literacy and informal learning environments: An introduction,” Learn. Media Technol., vol. 38, no. 4, pp. 355–367, Dec. 2013, doi: 10.1080/17439884.2013.783597.
S. J. Moon and S. Y. Bai, “Components of digital literacy as predictors of youth civic engagement and the role of social media news attention: the case of Korea,” J. Child. Media, vol. 14, no. 4, pp. 458–474, 2020, doi: 10.1080/17482798.2020.1728700.
T. Blakemore and K. Agllias, “Social media, empathy and interpersonal skills: social work students’ reflections in the digital era,” Soc. Work Educ., vol. 39, no. 2, pp. 200–213, 2020, doi: 10.1080/02615479.2019.1619683.
R. Heiss, A. Nanz, and J. Matthes, “Social media information literacy: Conceptualization and associations with information overload, news avoidance and conspiracy mentality,” Comput. Human Behav., vol. 148, pp. 1–12, Nov. 2023, doi: 10.1016/j.chb.2023.107908.
A. Agustrianita, “Teachers Perceptions towards Social Media Use to Improve Professional Development and Integration in English Language Teaching,” English Language and Literature International Conference (ELLiC) Proceedings. pp. 17–22, 2017.
E. Jakaza, “Identity construction or obfuscation on social media: a case of Facebook and WhatsApp,” African Identities, vol. 20, no. 1, pp. 3–25, 2022, doi: 10.1080/14725843.2020.1804829.
S. Duek and M. Nilsberth, “Languages and identity constructions in multilingual students’ digital literacy practices,” Educ. Inq., vol. 00, no. 00, pp. 1–17, 2022, doi: 10.1080/20004508.2022.2109561.
M. W. Habibi, I. G. Putu, A. Buditjahjanto, and T. Rijanto, “Digital literacy ability of private vocational students in Surabaya City,” vol. 18, no. 3, pp. 745–752, 2024, doi: 10.11591/edulearn.v18i3.21104.
C. McKinney and B. Norton, “Identity in Language and Literacy Education,” Handb. Educ. Linguist., pp. 192–205, 2008, doi: 10.1002/9780470694138.ch14.
K. Y. Jin, F. Reichert, L. P. Cagasan, J. de la Torre, and N. Law, “Measuring digital literacy across three age cohorts: Exploring test dimensionality and performance differences,” Comput. Educ., vol. 157, Nov. 2020, doi: 10.1016/j.compedu.2020.103968.
Z. Wu, “Tracing EFL writers’ digital literacy practices in asynchronous communication: A multiple-case study,” J. Second Lang. Writ., vol. 50, Dec. 2020, doi: 10.1016/j.jslw.2020.100754.
W. Jiang and Z. R. Eslami, “Effects of computer-mediated collaborative writing on individual EFL writing performance,” Comput. Assist. Lang. Learn., vol. 35, no. 9, pp. 2701–2730, 2022, doi: 10.1080/09588221.2021.1893753.
E. Tour, “Understanding Digital Literacy Practices: What Can Be Learnt with Visual Methods?,” Chang. English Stud. Cult. Educ., vol. 24, no. 4, pp. 413–425, Oct. 2017, doi: 10.1080/1358684X.2017.1304815.
G. Polizzi, “Digital literacy and the national curriculum for England: Learning from how the experts engage with and evaluate online content,” Comput. Educ., vol. 152, p. 103859, Jul. 2020, doi: 10.1016/j.compedu.2020.103859.
H. A. Spires, C. Medlock Paul, and S. N. Kerkhoff, “Digital Literacy for the 21st Century,” 2018, pp. 12–21. doi: 10.4018/978-1-5225-7659-4.ch002.
A. List, “Defining digital literacy development: An examination of pre-service teachers’ beliefs,” Comput. Educ., vol. 138, pp. 146–158, Sep. 2019, doi: 10.1016/j.compedu.2019.03.009.
F. B. Sørensen, P. Bichel, and A. Jakobsen, “Stereological estimates of nuclear volume in squamous cell carcinoma of the uterine cervix and its precursors,” Virchows Arch. A Pathol. Anat. Histopathol., vol. 418, no. 3, pp. 225–233, 1991, doi: 10.1007/BF01606060.
C. Joynes, S. Rossignoli, and E. F. Amonoo-Kuofi, 21st century skills: Evidence of issues in definition, demand and delivery for development contexts, no. August. 2019. [Online]. Available: https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14674
M. Zhang, M. Akoto, and M. Li, “Digital multimodal composing in post-secondary L2 settings: a review of the empirical landscape,” Computer Assisted Language Learning, vol. 36, no. 4. Routledge, pp. 694–721, 2023. doi: 10.1080/09588221.2021.1942068.
L. Jiang and J. Gao, “Fostering EFL Learners’ Digital Empathy through Multimodal Composing,” RELC J., vol. 51, no. 1, pp. 70–85, Apr. 2020, doi: 10.1177/0033688219898565.
B. R. Harris, “Communities as Necessity in Information Literacy Development: Challenging the Standards,” J. Acad. Librariansh., vol. 34, no. 3, pp. 248–255, 2008, doi: 10.1016/j.acalib.2008.03.008.
J. Huang and J. Yip, “Understanding ESL Teachers’ Agency in Their Early Years of Professional Development: A Three-Layered Triadic Reciprocity Framework,” Front. Psychol., vol. 12, Sep. 2021, doi: 10.3389/fpsyg.2021.739271.
O. Ferenz, “EFL writers’ social networks: Impact on advanced academic literacy development,” J. English Acad. Purp., vol. 4, no. 4, pp. 339–351, 2005, doi: 10.1016/j.jeap.2005.07.002.
M. Dunne and B. Crossouard, “Introduction: pluralising Muslim youth identities: intersections of nation, religion and gender,” Soc. Identities, vol. 26, no. 3, pp. 287–297, 2020, doi: 10.1080/13504630.2020.1765759.
M. M. Gu, C. F. Huang, and C. K. J. Lee, “Investigating university students’ digital citizenship development through the lens of digital literacy practice: A Translingual and transemiotizing perspective,” Linguist. Educ., vol. 77, no. November 2022, p. 101226, 2023, doi: 10.1016/j.linged.2023.101226.
K. Fincham and M. Dunne, “Fracturing the nation: Muslim youth identities in multi-religious states,” Soc. Identities, vol. 26, no. 3, pp. 330–344, 2020, doi: 10.1080/13504630.2020.1765762.
K. M. B. & R. M. Damerow, “"This volume offers a significant collection of international perspectives on how and where educational language policy happens,” 2018.
I. Blau, T. Shamir-Inbal, and O. Avdiel, “How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students?,” Internet High. Educ., vol. 45, Apr. 2020, doi: 10.1016/j.iheduc.2019.100722.
S. Elo, M. Kääriäinen, O. Kanste, T. Pölkki, K. Utriainen, and H. Kyngäs, “Qualitative Content Analysis,” SAGE Open, vol. 4, no. 1, p. 215824401452263, 2014, doi: 10.1177/2158244014522633.
DOI: http://dx.doi.org/10.18415/ijmmu.v11i6.5898
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 International Journal of Multicultural and Multireligious Understanding
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
https://ijmmu.com
editor@ijmmu.com
facebook.com/ijmmu
Copyright © 2014-2018 IJMMU. All rights reserved.