دانشگاه تربیت دبیر شهید رجائی
انتشارات دانشگاه تربیت دبیر شهید رجائی

  اخبار و اعلانات

 آمار

تعداد نشریات11
تعداد شماره‌ها210
تعداد مقالات2,098
تعداد مشاهده مقاله2,877,410
تعداد دریافت فایل اصل مقاله2,085,156
قدردان, فاطمه, سبزه, بتول, اسکویی, یاسمن. (1402). ابعاد سواد دیجیتال برای دانش‌آموزان دوره‌ ‌ابتدایی. فناوری آموزش, 17(4), 767-782. doi: 10.22061/tej.2023.9634.2875
فاطمه قدردان; بتول سبزه; یاسمن اسکویی. "ابعاد سواد دیجیتال برای دانش‌آموزان دوره‌ ‌ابتدایی". فناوری آموزش, 17, 4, 1402, 767-782. doi: 10.22061/tej.2023.9634.2875
قدردان, فاطمه, سبزه, بتول, اسکویی, یاسمن. (1402). 'ابعاد سواد دیجیتال برای دانش‌آموزان دوره‌ ‌ابتدایی', فناوری آموزش, 17(4), pp. 767-782. doi: 10.22061/tej.2023.9634.2875
قدردان, فاطمه, سبزه, بتول, اسکویی, یاسمن. ابعاد سواد دیجیتال برای دانش‌آموزان دوره‌ ‌ابتدایی. فناوری آموزش, 1402; 17(4): 767-782. doi: 10.22061/tej.2023.9634.2875

ابعاد سواد دیجیتال برای دانش‌آموزان دوره‌ ‌ابتدایی

فناوری آموزش
مقاله 5، دوره 17، شماره 4 - شماره پیاپی 68، مهر 1402، صفحه 767-782    اصل مقاله (721.94 K)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/tej.2023.9634.2875
نویسندگان
فاطمه قدردان؛ بتول سبزه* ؛ یاسمن اسکویی
گروه علوم تربیتی، پردیس نسیبه دانشگاه فرهنگیان، تهران، ایران
تاریخ دریافت: 24 فروردین 1402،  تاریخ بازنگری: 03 مرداد 1402،  تاریخ پذیرش: 29 شهریور 1402 
چکیده
پیشینه و اهداف: در عصر دیجیتال، سواد فقط مهارت‌های فردی را در برنمی‌گیرد، بلکه شامل مجموعه‌ای از کنش‌های اجتماعی در فضای واقعی یا دیجیتال است که از فناوری‌های جدید و دیجیتالی برای برقراری ارتباط استفاده می‌کند. بنابراین، در تکمیل مبحث سواد رسانه‌ای، نوع جدیدی از سواد به نام سواد دیجیتالی مطرح شده‌است؛ چرا‌‌که دانش‌آموزان برای استفاده حداکثری از شبکه‌های اجتماعی، مشارکت در اقتصادهای پسا‌صنعتی و ایفای نقش شهروند جهانی نیازمند مجموعه‌ی کاملی از سواد‌ها هستند. از این رو، سواد دیجیتال به عنوان یکی از سوادهای جدید و چند بعدی، بهترین و مفیدترین رویکرد برای درک چشم‌انداز دنیای در حال تغییر است و نمی‌توان آن را از آموزش جدا کرد و لازم است زمینه‌های توسعه‌ی آن در بین دانش‌آموزان به‌خصوص در دوره‌ی ابتدایی فراهم شود؛ زیرا یادگیری‌های دوره‌ی کودکی، پایه و اساس تمام آموزش‌های بعدی است. در واقع، شناخت ابعاد و توسعه‌ی سواد دیجیتال در میان دانش‌آموزان، پاسخی برای رویارویی با چالش­های عصر دیجیتال است. در این راستا، هدف از انجام این پژوهش شناسایی ابعاد سواد دیجیتال برای دانش‌آموزان دوره‌ی ابتدایی است.
روش‌ها‌: روش تحقیق حاضر از لحاظ هدف، از نوع کاربردی و روش انجام آن، به شیوه‌ی ترکیبی (کیفی و کمّی) است به‌طوری که در شناسایی ابعاد سواد دیجیتال برای دانش‌آموزان دوره‌ی ابتدایی، از روش کیفی سنتز پژوهی و در اعتبارسنجی ابعاد شناسایی شده از روش توصیفی با تکنیک دلفی استفاده شده است. جامعه‌ی آماری بخش کیفی این پژوهش شامل تمام کتاب‌ها، مقالات، پایان‌نامه‌های ارشد، رساله‌های دکتری است که در فاصله‌ی‌ زمانی 2014 تا 2023 با موضوع سواد دیجیتال دانش‌آموزان دوره‌ی ابتدایی به چاپ رسیده‌اند. نمونه‌ی‌ آماری با روش هدفمند و معیار‌مدار 36 سند تعیین شد. در بخش کمی نیز، 17 نفر از متخصصان به‌صورت هدفمند از جامعه‌ی آماری متخصصان علوم تربیتی و تکنولوژی آموزشی و معلمان دوره‌ی ابتدایی به عنوان نمونه، انتخاب شدند. به‌ منظور جمع‌آوری داده‌ها و اطلاعات و تحلیل یافته‌ها در شناسایی ابعاد سواد دیجیتال دانش‌آموزان، فرآیند کدگذاری نظری در سه مرحله‌ی کدگذاری باز، کدگذاری محوری و کدگذاری انتخابی استفاده شد. در این مرحله، برای اطمینان از نحوه کدگذاری‌‌ها، علاوه بر تکنیک خودبازبینی، از دونفر از متخصصان حوزه‌ی سواد دیجیتال جهت کدگذاری مجدد یافته‌ها، استفاده شد. جهت اعتبارسنجی ابعاد شناسایی شده، با استفاده از پرسشنامه‌ی محقق‌ساخته، ارزیابی داده‌های حاصل از نظرخواهی با فرمول کندال انجام گرفت.
یافته‌ها: پس از تجزیه و تحلیل داده‌های استخراج شده، به کمک نرم افزار مکس کیودا11، نمودار کدگذاری ترسیم شده است. براساس نتایج به‌دست‌آمده در فرآیند کدگذاری، در مرحله‌ی کدگذاری باز، 66 کد استخراج شده بود که در مرحله‌ی کدگذاری محوری، 13 مقوله‌ی فرعی از آن‌ها به‌دست آمده است و در نهایت در کدگذاری انتخابی، پس از سنتز مفاهیم و مقوله‌های فرعی چهار بعد عملیاتی، انتقادی، فرهنگی، انتقالی برای دانش‌آموزان دوره‌ی ابتدایی در سواد دیجیتال شناسایی شده‌اند. نتایج به‌دست آمده از پژوهش حاکی از آن است که می‌توان برای سواد دیجیتال دانش‌آموزان دوره‌ی ابتدایی چهار بعد عملیاتی، انتقادی، فرهنگی، انتقالی درنظر گرفت که هر کدام از این ابعاد دارای مولفه‌هایی است که با ویژگی‌های سنی و نیازهای آن‌ها تناسب دارد. بعد عملیاتی شامل سواد فنی، سواد محتوای دیجیتال، سواد اطلاعاتی است. بعد انتقادی، شامل مولفه‌های سواد رسانه‌ای و سواد انتقادی است. بعد فرهنگی، مولفه‌های مشارکت دیجیتال، سواد اجتماعی، اخلاق دیجیتال و ایمنی دیجیتال را در بر می‌گیرد و در بعد چهارم، خلاقیت و نوآوری دیجیتال، حل مسأله، سرگرمی دیجیتال و هوش دیجیتال مولفه‌های بعد انتقادی هستند. در بخش اعتبارسنجی از نظر متخصصان، مقدار w در ضریب هماهنگی کندال (658/0) به‌دست آمده است که نشان می‌دهد شصت وپنج درصد هماهنگی بین دیدگاه‌ها وجود دارد، بنابراین ابعاد شناسایی شده، مورد تأیید متخصصان است.
نتیجه‌گیری: در این پژوهش، ابعاد سواد دیجیتال برای دانش‎‌آموزان دوره‌ی ابتدایی با توجه به ویژگی‌ها و نیازهای آن‌ها و بر اساس مطالعه‌ی تجارب کشورهای پیشرو در توسعه سواد دیجیتال برای کودکان، شناسایی شد که تعادل بین محافظت در برابر خطرات آنلاین و پرورش فرصت‌های دیجیتال را به خوبی نشان می‌دهد و می‌تواند راهنمایی برای توسعه‌ی سیاست­ها و برنامه­های‌درسی مرتبط با سواد دیجیتال در بین دانش‌آموزان دوره‌ی ابتدایی ایران باشد.
کلیدواژه‌ها
سواد دیجیتال؛ ابعاد سواد دیجیتال؛ سواد دیجیتال دانش‌آموزان؛ دوره ابتدایی
موضوعات
فناوری آموزش- دوره ابتدایی
عنوان مقاله [English]
Dimensions of digital literacy for primary school students
نویسندگان [English]
F. Gadrdan؛ B. Sabzeh؛ Y. Oskoui
Department of Educational Sciences, Nasibah Pardis of Farhangian University, Tehran, Iran
چکیده [English]
Background and Objectives: In the digital age, literacy does not only include individual skills, but also includes a set of social actions in real or digital space that uses new and digital technologies to communicate. Therefore, to complete the topic of media literacy, a new type of literacy called digital literacy has been proposed. Since students need a complete set of literacy to make the most of social networks, participate in post-industrial economies and play the role of global citizens, digital literacy as one of the new and multi-dimensional literacies is the best and most useful approach to understanding the changing landscape. It is the world that cannot be separated from education and the development of it must be provided among students, especially at the elementary level because childhood learning is the foundation of all subsequent education. In fact, understanding the dimensions and development of digital literacy among students is an answer to face the challenges of the digital age. In this regard, the aim of this research was to identify the dimensions of digital literacy of primary school students.
Methods: The current research method was applied in terms of its purpose and its method was combined (qualitative and quantitative) so that in identifying the dimensions of digital literacy of primary school students, a combined research method was used for validation. A descriptive method with Delphi technique was used for the identified dimensions. The statistical population of the qualitative part of this research included all books, articles, master's theses, doctoral theses that were published in the period from 2013 to 2014 on this topic. The digital literacy of primary school students was determined by a statistical sample of 36 documents in a targeted and criteria-oriented way. In the quantitative part, 17 experts were selected as a sample from the statistical community of educational science and educational technology experts and elementary school teachers. In order to collect data and information and analyze the findings to identify the dimensions of students' digital literacy, theoretical coding process was used in three stages of open coding, central coding and selective coding. In this step, to ensure the coding method, in addition to the self-review technique, two experts in the field of digital literacy were used to recode the findings. In order to validate the dimensions identified using the questionnaire made by the researcher, the data obtained from the survey was evaluated with Kendall's formula.
Findings: After analyzing the extracted data with MAXQDA11 software, the coding chart was drawn. Based on the results obtained in the coding process, in the open coding stage, 66 codes were extracted, 13 subcategories were obtained in the axial coding stage, and finally, in the selective coding, after combining the concepts, four dimensions were obtained.  The results obtained from the research indicated that four operational, critical, cultural and transitional dimensions could be considered for the digital literacy of primary school students and each of these dimensions had components that were appropriate to their age characteristics and needs. Operational dimension included technical literacy, digital content literacy, and information literacy. The critical dimension included the components of media literacy and critical literacy. The cultural dimension included the components of digital participation, social literacy, digital ethics and digital security, and digital creativity and innovation, problem solving, digital entertainment and digital intelligence were components of the critical dimension. In the expert validation section, the value of Kendall's correlation coefficient (0.658) was obtained.
Conclusion In this research, the dimensions of digital literacy for primary school students were identified according to their characteristics and needs and based on the study of the experiences of leading countries in the development of digital literacy for children, which showed a balance between protection against online risks and nurturing digital opportunities and it can be a guide for the development of policies and curricula related to digital literacy among Iranian primary school students.
کلیدواژه‌ها [English]
Digital Literacy, Dimensions of Digital Literacy, Elementary School
مراجع
[1] Rheingold, H. (2012). [Net smart: How to thrive online [. Mit Press; 2012.‏

[2] Hockly, N., Dudeney, G., & Pegrum, M. (2013). [Digital Literacies [ (1st Ed.). Routledge.

[3] Mohammadyari, S., & Singh, H. [Understanding the effect of e-learning on individual performance: The role of digital literacy[. Computers & Education. 2015; 82: 11-25.‏

[4] Ghaemizadeh, J.; yadegarzadeh Gh.; Sadeghi, A. [Analysis and review of the second secondary media literacy book [.A new approach in educational sciences, 1401; 4(2): 80-93.

[5] Zahedi Nougabi, M. [students in the 21st century; Lifelong learning and the role of information literacy [. Book Mehr. 2012; -(8): 138-165. Persian.

[6] Khadivi, A. and Farid, A. [Examining the concept of digital literacy [. Management, Economics and Entrepreneurship Studies Quarterly. 2021; 2(3): 77-86. Persian.

[7] Ng, W. [Can we teach digital natives digital literacy? Computers & Education. 2012; 59(3): 1065-1078.

[8] UNICEF. [The State of the World's Children [; 2017.

[9] Turner, K. H., Jolls, T., Hagerman, M. S., O’Byrne, W., Hicks, T., Eisenstock, B., & Pytash, K. E. [Developing digital and media literacies in children and adolescents [. Pediatrics.2017; 140(Supplement_2): S122-S126.

[10] Razzaghi, M., Balouch, S. and Mohajeran, B. [The role of knowledge management and digital literacy in job performance: the variable contribution of organizational learning [. Information Management Sciences and Techniques. 2022; 8(1). Persian.

[11] Bekker, T.; Bakker, S.; Douma, I., Van Der Poel, J.; Scheltenaar, K. [Teaching children digital literacy through design-based learning with digital toolkits in schools [. International Journal of Child-Computer Interaction.2015; 5: 29-38.‏

[12] Taji, H. & Dibai, M. [Identifying the components of media literacy education and analyzing its place in the upstream documents of Iranian education [.2023. Educational Innovations, 22(1), 7-30. Persian.

[13] JISC. [Developing digital literacies [, JISC. Available at: (Accessd: 3 August 2016).

[14] Voslow, Steven and Nasim Benny, Fabio. [The book of students' digital literacy (examination of its definitions and frameworks) [, translated by Shabnam Amirjavid, Tehran: Support Publications; 2020. Persian.

[15] KazemPourian, S. and Abdoli, S. [Digital Literacy: A solution to cover the digital gap and develop a digital citizen [. Science and Technology Policy. 2015; 6(4): 53-64. Persian.

[16] Hoge, E.A., Bickham, D.S. & Cantor, J. [Digital Media, Anxiety, and Depression in Children [. Pediatrics.2017; 140: 76 - 80.

[17] Kim, H.-S., Kil, H.-J., & Shin, A. [An analysis of variables affecting the ICT literacy level of Korean elementary school students [. Computers & Education. 2014; 77, 29–38.

[18] UNESCO (2022). [International Day of Education2022: Chaning course transformaing learning [. Accessed on 24th January 2022 .

[19] Mohebzadeh, Z., Emamjomeh, S. M., Assareh, A. and Hamidi, F. [A comparative study of media literacy curriculum in Canada, Iran and America]. Iranian Quarterly of Comparative Education. 2020; 3(3): 737-756. Persian.

[20] Zamani Farahani, P., Zamani Moghadam, A. and Ghourchian, N. [Model of life skills of the digital generation in Iran (secondary secondary system)]. Management Futures.2017; 29(115): 137-148. Persian.

[21] Hassani, H., Enayati Novinfar, A. and Seraji, F. [Evaluation of computer literacy education in sixth grade workbook and technology from teachers' point of view [. Teaching and Learning Research. 2020; 31 (1): 37-52. Persian.

[22] Sefton-Green, J. & Marsh, J. & Erstad, O. & Flewitt, R. [Establishing a Research Agenda for the Digital Literacy Practices of Young Children. [ 2017.

[23] Rajabi, Mehdi. [The position of digital literacy in Iran's education system [, the 8th scientific research conference on the development and promotion of educational sciences and psychology in Iran, Tehran; 2022. Persian.

[24] Rahmah, A. [The Third Information System International Conference Digital Literacy Learning System for Indonesian Citizen[. Procardia Computer Science. 2015; 7: 94-101.

[25] Green, C. L. [Digital literacies and the skills of the digital age [. Oklahoma State University Libraries. 2020; chapter7: 111-131.

[26] Byrne, J., Kardefelt-Winther, D., Livingstone, S., Stoilova, [M. Global Kids Online Research Synthesis, 2015−2016 [. UNICEF Office of Research Innocenti and London School of Economics and Political Science; 2016.

[27] Erstad, O., Flewitt, R., Kümmerling-Meibauer, B., & Pereira, Í. S. P. [Introduction: The emerging field of digital literacies in early childhood [. The Routledge handbook of digital literacies in early childhood. 2019; 1-16.‏

[28] Martínez-Bravo, M. C., Sádaba Chalezquer, C., & Serrano-Puche, J. [Dimensions of Digital Literacy in the 21st Century Competency Frameworks [. Sustainability. 2022; 14(3): 1867.‏

[29] Betton, Victoria and Woolard, James. [Digital literacy [. translated by Behnaz Hemmati; Shahrouz Akbarian, Tehran: Hormazd Publishing. 2019; Persian.

[30] Siemens, George. [Knowledge and learning: foundations of communication theory [. Translated by Hossein Eskandari. Tehran: Avai Noor; 2013. Persian.

[31] Terrell S. [Digital Learning Theories and Models You Should Know [. Accessed 11 January 2019

[32] Zolqadr, H. and Qasemzadeh Araqi, M. [social networks, exhibitive of global village [.culture of  Communication (Internet). 2013; 2(8): 171-193. Persian.

[33] McLuhan, Marshall. [To understand the media [, translated by Saeed Azari, Tehran: Soroush; 1998. Persian.

[34] Kalantari, H., Aliabadi, Kh., Nili, M. and Doran, B. [The role of critical thinking in using digital literacy[. Communication Research. 2013; 22(82): 47-63. Persian.

[35] Gilster, P. [Digital literacy [ (p. 1). New York: Wiley Computer Pub; 1997.

[36] Belshaw, D. [ The Essential Elements of Digital Literacies[. 2014.

[37] European Commission. [Digital literacy: Europeanand Commission working paper and recommendations from digital literacy high-level expert group [. 2008.

[38] Abdi Hosseinabadi, Atefa and Izadi, Samad. [Theoretical foundations of digital literacy, a step towards deepening continuous education [. In the Proceedings of the 8th Conference of the Philosophy of Education Association of Iran. Shahid Chamran University, Ahvaz; 2015. Persian.

[39] Sharifee, S. M. and Karami Namivandi, S. [Examining the dimensions of media and information literacy education in the formal and public education system of the country [. Religion and Communication.2017; 25(2 (serial 54)): 111-140. Persian.

[40] [Theoretical foundations of the fundamental transformation in the formal and public education system of the Islamic Republic of Iran [. Approved by the Supreme Council of the Cultural Revolution. Tehran: Ministry of Education; 2010. Persian.

[41] Hashemi, Sh. [Review of Media Role in Educational System of Document on Fundamental Reforms in Education: Emphasis on Necessity of Media Literacy Education. [ the study and research quarterly of mass communication tools. 2013; 25 (4): 5-18. Persian.

[42] Dehghanshad, H.; Mahmoudi Kokandeh, H. [Investigating the necessity of media literacy training for students and teenagers from the point of view of education experts in Tehran [. Media Studies. 2011; 7(No. 1 (Serial 16)): 77-90. Persian.

[43] Seraji, F.; Ansari, S.; Yousefzadeh, M. [Features of media literacy education curriculum in the second primary [. Education technology. 2023; 17(1):103-120. Persian.

[44] Suleiman, S., Khosravi, F., Haddad, Z. [Evaluation of media literacy of Tehran students [. International Journal of Media - Farsi Edition. 2012; 8(2). Persian.

[45] Ebrahimpour, M., Sobhaninejad, M., and Shayesteh, A. [The importance of developing the ability of information literacy with emphasis on the implementation of information and communication technology in the education system of the country [. Information systems and services. 2013; 3(1-2): 1-14 Persian.

[46] Maqsodi, M., Esmaeili shad, B. [The effect of educational technology on the relationship between students literacy and self-education students]. Information Management Sciences and Techniques. 2016; 3(2): 91-111. Persian.

[47] Taghipour, K.; Mahmoudi, F.; Abbasi, M.; Mohammadi, M. [Evaluation of the amount of digital divide in the the second secondary education of Tabriz city in the condition of COVID-19 pandemic and identification of factors affecting it [.Technology of Education Journal (TEJ). 2022; 16.3: 553-570. Persian.

[48] Hashemi, F.; Qureshi, A. [The effect of educational factors based on e-learning environments on comprehension skills of sixth grade elementary students [. Education technology. 2021; 16.1: 13-26. Persian.

[49] Ansari, Y. and Kholdi, M. [Digital literacy and its impact on the teaching-learning process [. 2022; 12th National Scientific Research Conference on Psychology and Educational Sciences, Shirvan. Persian.

[50] Zhang, H., & Zhu, C. [A study of digital media literacy of the 5th and 6th grade primary students in Beijing [. The Asia-Pacific Education Researcher.2016; 25(4): 579-592.

[51] Babajani, A., Sharif, A. and Hassanzadeh, M. [Identifying the management features of student scientific social network from the professionals' perspective [. Educational Technology. 2021; 16(1): 27-48. Persian.

[52] Ansari, S., Seraji, F. and Yousefzadeh, M. [What, why and how to teach media literacy in elementary school [. Information and Communication Technology Quarterly in Educational Sciences. 2021; 11(4(44)): 127-174. Persian.

[53] Amin Fard, A. and Ghorbani, Y. [Strategies for improving digital media literacy of primary school students for the Ministry of Education of J.A., the second international conference on media and information literacy with the theme of family[. Tehran; 2018. Persian.

[54] Ojagh, S. Z. [Teaching media literacy to students: introducing content indicators of media literacy education in elementary school [. Cultural Studies and Communication. 2017; 14(53): 247-221. Persian.

[55] Salariyan, E., Salehi Amiri, S. R., Soltanifar, M., Qayyomi, A. A.and Abtahi, A. A. [Investigating how media literacy is taught to elementary studentsi [. Scientific-Research Journal of Socio-Cultural Development Studies.2018; 8(3): 209-236. Persian.

[56] Seraji, F., Khavari, S. [Technological literacy of students and teachers: an analysis of the difference between two generations [. Contemporary Sociological Research (Scientific-Research). 2015; 5(9): 31-52. Persian.

[57] Taghizadeh, A. [The effectiveness of media literacy training on students in Kerman city [.Communication Research. 2016; 92(24): 153-174. Persian.

[58] Rezghi, S.; Moghaddam, A. and Modarresi, M. [The effect of digital games on entrepreneurial self-efficacy and Occupational preference of adolescents. Education technology [. 2022; 16.2: 339-350. Persian.

[59] Mirzaei, F., Sarrafzadeh, M. and Khandan, M.  [Suggested content template for teaching digital literacy to Iranian users [. Human and Information Interaction. 2021; 7(3): 31-49. Persian.

[60] Panahipour, Yasman. [Digital literacy and electronic learning software in the era of Corona: predicting the academic success of elementary school students [. Master's Thesis of Educational Sciences, Allameh Tabatabai University; 1400. Persian.

[61] Javadipour, Mohammad, Zare Sheikhkalai, Seyyed Fatemeh and Zarei, Ali. [Investigating digital literacy as a basis for the expansion of new learning models during the outbreak of the Corona virus: a documentary study [. the 18th annual conference entitled Iranian identity, curriculum and education in the post-coronavirus era. 2021. Persian.

[62] Shakib S.M., Bahunar N., Bani Hashemi S.M., Alishiri B. [The position of new media in the declarative and executive policies of the Ministry of Education of the Islamic Republic of Iran: the study of virtual space [. Religion and communication [Internet]. 2022; 28(1 (serial 59)):145-178. Persian.

[63] Laakso, N. L.; Korhonen, T. S; Hakkarainen, K. P. [Developing students’ digital competences through collaborative game desig [. Computers & Education. 2021; 174, 104308.‏

[64] Jin, K. Y., Reichert, F., Cagasan Jr, L. P., de La Torre, J., & Law, N. [Measuring digital literacy across three age cohorts: Exploring test dimensionality and performance differences. Computers & Education. 2020; 157, 103968.‏

[65] Erstad, O., & Gillen, J. [Theorizing digital literacy practices in early childhood [. In The Routledge Handbook of Digital Literacies in Early ChildhoodRoutledge.‏ 2019; 31-44.

[66] Scott, F., & Marsh, J. [Digital literacies in early childhood [. In Oxford Research Encyclopedia of Education; ‏ 2018.

[67] Tham, J. C. K., Burnham, K. D., Hocutt, D. L., Ranade, N., Misak, J., Duin, A. H., ... & Campbell, J. L. [Metaphors, mental models, and multiplicity: Understanding student perception of digital literacy[. Computers and Composition. 2021; 59: 102628.

[68] Kumar, K. [A Scientometric Study of Digital Literacy in Online Library Information Science and Technology Abstracts (LISTA) [. Library Philosophy and Practice (e-journal). 2014; 1044.

[69] Marsh, Colin J. [Integrated research: research synthesis, methodology of curriculum studies], translated by Mahmoud Mehromhammadi and colleagues. Tehran: Organization for Studying and Compiling Humanities Books of Universities (Samt); 2006. Persian.

[70] Hafner, C. A., Chik, A., & Jones, R. [Digital literacies and language learning [. 2015. 

آمار
تعداد مشاهده مقاله: 955
تعداد دریافت فایل اصل مقاله: 544


سامانه مدیریت نشریات علمی. طراحی و پیاده سازی از سیناوب