Analytics to literacies: The development of a learning analytics framework for multiliteracies assessment
Shane Dawson, University of South Australia ; George Siemens, University of Texas, Arlington
IRRODL Volume 15, Number 4, ISSN 1492-3831 Publisher: Athabasca University Press
The rapid advances in information and communication technologies, coupled with increased access to information and the formation of global communities, have resulted in interest among researchers and academics to revise educational practice to move beyond traditional ‘literacy’ skills towards an enhanced set of “multiliteracies” or “new media literacies”. Measuring the literacy of a population, in the light of its linkage to individual and community wealth and wellbeing, is essential to determining the impact of compulsory education. The opportunity now is to develop tools to assess individual and societal attainment of these new literacies. Drawing on the work of Jenkins and colleagues (2006) and notions of a participatory culture, this paper proposes a conceptual framework for how learning analytics can assist in measuring individual achievement of multiliteracies and how this evaluative process can be scaled to provide an institutional perspective of the educational progress in fostering these fundamental skills.
Dawson, S. & Siemens, G. (2014). Analytics to literacies: The development of a learning analytics framework for multiliteracies assessment. The International Review of Research in Open and Distributed Learning, 15(4),. Athabasca University Press.
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Su-Yen Chen, Hsin-Yu Kuo & T.C. Hsieh
Computers & Education Vol. 134, No. 1 (June 2019) pp. 119–131
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