Digital literacy practices in a Senegalese community

塞内加尔社区的数字素养实践

• 批准号: 2113056
• 金额: --
• 依托单位: University of East Anglia
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2018
• 资助国家: 英国
• 起止时间: 2018 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2113056
• 关键词: Digital; literacy; practices; Senegalese; community

The thesis will explore what it means to be 'digitally literate'. I will concentrate on Senegal, an emerging digital environment where initiatives and the will to promote Information and Communication Technologies (ICTs) in adult literacy, in particular among girls and women, have inspired other countries like Kenya and Nigeria. The empirical data I will collect could provide a critical perspective on the context of intervention and insights regarding implications for pedagogy in the area of digital literacy. Digital literacy is of growing importance in all areas of the world. It is not only a question of mastering the digital devices themselves but crucially, to know how to engage with meaning in the digital environment. Therefore, in this digital age, the major concern has become the gap between those who are digitally literate and those who are not. Indeed, UNESCO has highlighted that mastering higher-order literacy skills is a key element in the development of knowledge societies. In the educational arena, the adoption of ICTs has been at the core of the debates for the past twenty years. Many questions on pedagogical implications have been raised, education policies reviewed and financial investments made in schools and home; however, the outcomes do not seem to meet the promise to address the digital needs of 21st century education. Much research on ICTs and education has underpinned the continuity of traditional methods in teaching and learning practices. Educational researchers pinpoint that the curricula do not encompass the features of the information and communication media used by 21st century learners in their everyday practices nor reflect the speed with which these are evolving. Most studies on adult learning and technology seem to be conducted in the North. The few studies in the Global South, seem to mainly look at quantitative aspects. At the policy level, these studies are limited in how far they can provide in depth insights into the uses and meanings of literacy practices with ICTs. To fill this gap, my study attempts to answer the following question: What are the individual aspirations and experiences of community members in Malika with regard to digital literacy? I will approach community members of a selected town in the large suburb of Dakar, some of them may be engaged in an adult literacy programme using ICTs. The analysis of digital practices in Senegal will be multilevel and aimed at contextually defining digital literacy and analysing the ethnographic data within the promotion of ICTs at policy and adult literacy programme levels. 1) At the community level, I will use the concepts of literacy as a social practice and adopt an ethnographic approach, to observe and analyse the literacy events and practices of the women using ICTs in their everyday lives.2) At the policy level, I will attempt to identify the relationships between social development goals and individual aspirations. I will look, with a gender lens, at ICT in sectors such as health, agriculture and financial inclusion to identify the adult learning component and how digital needs are addressed. 3) At the literacy programme level, I will analyse curriculum of the national adult literacy programme and may observe some classes.

本论文将探讨“数字素养”的含义。我将重点关注塞内加尔，这是一个新兴的数字环境，该国促进成人扫盲、特别是女童和妇女扫盲的信息和通信技术（ICT）的举措和意愿激励了肯尼亚和尼日利亚等其他国家。我将收集的实证数据可以为干预背景提供批判性视角，并提供有关数字素养领域教育学影响的见解。数字素养在世界各个领域都变得越来越重要。这不仅是掌握数字设备本身的问题，更重要的是，了解如何在数字环境中理解意义。因此，在这个数字时代，人们最关心的是具有数字素养的人和不具有数字素养的人之间的差距。事实上，教科文组织强调掌握高阶识字技能是知识社会发展的关键要素。在教育领域，过去二十年来，信息通信技术的采用一直是争论的核心。人们提出了许多关于教学影响的问题，审查了教育政策，并对学校和家庭进行了财政投资；然而，结果似乎并没有达到满足 21 世纪教育数字化需求的承诺。关于信息通信技术和教育的大量研究支撑了传统教学实践方法的连续性。教育研究人员指出，课程没有涵盖 21 世纪学习者在日常实践中使用的信息和通信媒体的特征，也没有反映这些特征的发展速度。大多数关于成人学习和技术的研究似乎都是在北方进行的。南半球国家的少数研究似乎主要着眼于数量方面。在政策层面，这些研究在深入了解信息通信技术扫盲实践的用途和意义方面存在局限性。为了填补这一空白，我的研究试图回答以下问题：马利卡社区成员在数字素养方面的个人愿望和经验是什么？我将接触达喀尔大郊区选定城镇的社区成员，其中一些人可能正在利用信息通信技术参与成人扫盲计划。对塞内加尔数字实践的分析将是多层次的，旨在根据具体情况定义数字素养，并分析在政策和成人扫盲计划层面促进信息通信技术的民族志数据。 1) 在社区层面，我将把扫盲的概念作为一种社会实践，并采用民族志的方法，观察和分析妇女在日常生活中使用信息通信技术的扫盲事件和实践。2) 在政策层面，我将尝试确定社会发展目标和个人愿望之间的关系。我将从性别角度审视卫生、农业和金融普惠等领域的信息通信技术，以确定成人学习的组成部分以及如何满足数字需求。 3）在扫盲计划层面，我将分析国家成人扫盲计划的课程，并可能旁听一些课程。