4/2006: Sammendrag

David Buckingham
Centre for the Study of Children, Youth and Media, London Knowledge Lab, Institute of Education, University of London
Defining digital literacy
What do young people need to know about digital media?

This article offers a rationale for the notion of «digital literacy» in education. Pointing to some of the limitations of previous proposals in this field, it outlines a framework based on four key concepts drawn from media education. It applies these concepts to the World Wide Web and to computer games, and discusses the role of digital media production by students in developing digital literacy. The article emphasises the importance of developing critical approaches to digital media as a necessary prerequisite for using them as resources for learning.
keywords
Media literacy • digital literacy • media education

Gunnar Liestøl
Department of Media and Communication, University of Oslo
Sammensatte tekster – sammensatt kompetanse

In a relatively brief period of time, the recently implemented Knowledge Promotion Reform has placed «composite texts» (multimodal texts) on the agenda of Norwegian education. This article situates the phenomenon of composite texts in an historical and topical context, and discusses the fundamental elements in digital composite texts. It explores relations between different kinds of skills and competencies involved in both constructing and interpreting composite texts. Concrete suggestions are made for how teachers and students – through project-based collaboration – may support the development of digital competence in the critical analysis and creative design of composite texts.
keywords
Composite texts • digital literacy • media education • multimodality • digital competence • adaptation

Jens Uwe Korten og Brit Svoen
Faculty of Television Production and Film Studies, Lillehammer university college
Unge medieprodusenter og kreativmediekompetanse

The article contributes content and perspectives to the concept of creative media literacy. Our analysis is based on the assumption that creative media literacy develops in an interplay of technical and aesthetic literacy, combined with an ability to communicate and to be reflective with regard to one's own media expressions. The empirical material consists of four media productions, two web sites and two video films, made by teenage girls, including interviews with the producers.
keywords
Creative media literacy • creativity • media productions • informal learning