2/2006: Sammendrag

Leder

Av Morten Søby

Gaming Culture and Digital Literacy: Inspiration and Audience

Chen Cheng and Angela McFarlane

Abstract
This paper documents an exploratory study of the range of digital literacies involved in the playing of a fantasy role play game and in the fan production it inspires. For this study, the game was theorised as a multimodal text, and game play as a social activity. A brief review of the literature relevant to this theorisation is followed by a consideration of the range and variety of associated fan production published on a fan website related to a chosen game. Interviews conducted online with six active producers and consumers of this fan production explore the motivation behind this creative activity. Outcomes are then related to the little available research into fan production in Anglophone game communities, and the implications of such activity for creative production in formal learning contexts are considered.
key words games • digital literacy • multimodal texts • fanfiction

Lærerrollen i prosjektarbeid: Kunnskapsutvikling gjennom bruk av en multimedial læringsressurs

Trond Eiliv Hauge, Bjørn Skaar, Yngve Refseth, Jon Magne Vestøl, Alf Sjuls Hansen

Abstract
This article describes design and test experiences with Dilemma, a multimedial learning resource for teacher education. Dilemma aims at creating an authentic learning environment for student teachers that stimulates discussions and knowledge building about project work in school. Teacher role identification, leadership and management of project work are main focus points when working with the application. The grand organisational content theme is Holocaust, and the story and learning activities about this event are performed by pupils in a lower secondary school. Student teachers have to reflect on historical facts and ethical and pedagogical dilemmas when interacting.
Ideas related to narrative and drama methodology, case methods and project work have also been guiding the design development. Activity theory has been used as a platform for analysing design and user experiences. The study reveals that Dilemma may function as a resource for student teachers’ knowledge development when studying teacher roles in project work, and it supports crucial skills and knowledge necessary for the mastery of such activities. Dilemma is still under development and needs to be analysed when included as an integrated part of a teacher education programme.
Key words Teacher role • project work • multi-medial learning resource • teacher education

Multicultural pupils and digital technology
– reflections on the implementation of ICT in multiethnic schools

Patrik Hernwall

Abstract
Reflecting on the notion of multiculturalism, the author discusses the recent evaluation of the Norwegian school development project ICT in multicultural schools. Oslo inner east (IKT i flerkulturelle skoler. Oslo indre øst) before subjecting the notion of digital competence to scrutiny. It is in this light the author argues for a wider understanding of the conditions under which the learning subject acquires knowledge, an understanding that takes account of the ability of modern technology to extend the competences of the pupil.
Key words multiculturalism • 4th cultural competence • digital competence

Strategies and Tactics in Education: Influence on the Design of eLogg

Jon Hoem

Abstract
In search for a more diverse understanding of miscellaneous “learning strategies” this paper discusses what Michel de Certeau call strategies and tactics. To make the educators’ strategies and the learner’s tactics come closer I argue that the principles of personal publishing, known from weblogs, provide useful approaches to the design of virtual learning environments.
Key words learning strategies • virtual learning environmet • personal publishing

PROSJEKTPRESENTASJON

A european framework for digital literacy

Allan Martin

Abstract
In the e-permeated society, “digital literacy” becomes a key factor in enabling participation in education, as well as employment and other aspects of social life. This paper gives an account of the DigEuLit project in defining digital literacy, and developing a digital literacy framework for use in European educational settings. Digital literacy is seen as based on a convergence of literacies – IT literacy, information literacy, technological literacy, media literacy, and visual literacy – as their relationship to the digital has become clearer. A model of digital literacy acquisition based on the use of digital competence within authentic life-situations and in the context of a set of generic processes has enabled the conceptualisation and subsequent implementation of a set of tools which will allow educators to map digital literacy elements of courses and allow students to monitor and reflect upon their own development as digitally literate persons.