Analytics to literacies: The development of a learning analytics framework for multiliteracies assessment

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 en...

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Autores principales:	Shane Dawson, George Siemens
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2014
Materias:	learning analytics multiliteracies Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/106afce6dcc34f40b5b4816a354fe9fc
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spelling	oai:doaj.org-article:106afce6dcc34f40b5b4816a354fe9fc2021-12-02T16:59:50ZAnalytics to literacies: The development of a learning analytics framework for multiliteracies assessment10.19173/irrodl.v15i4.18781492-3831https://doaj.org/article/106afce6dcc34f40b5b4816a354fe9fc2014-08-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1878https://doaj.org/toc/1492-3831 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. Shane DawsonGeorge SiemensAthabasca University Pressarticlelearning analyticsmultiliteraciesSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 15, Iss 4 (2014)
institution	DOAJ
collection	DOAJ
language	EN
topic	learning analytics multiliteracies Special aspects of education LC8-6691
spellingShingle	learning analytics multiliteracies Special aspects of education LC8-6691 Shane Dawson George Siemens Analytics to literacies: The development of a learning analytics framework for multiliteracies assessment
description	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.
format	article
author	Shane Dawson George Siemens
author_facet	Shane Dawson George Siemens
author_sort	Shane Dawson
title	Analytics to literacies: The development of a learning analytics framework for multiliteracies assessment
title_short	Analytics to literacies: The development of a learning analytics framework for multiliteracies assessment
title_full	Analytics to literacies: The development of a learning analytics framework for multiliteracies assessment
title_fullStr	Analytics to literacies: The development of a learning analytics framework for multiliteracies assessment
title_full_unstemmed	Analytics to literacies: The development of a learning analytics framework for multiliteracies assessment
title_sort	analytics to literacies: the development of a learning analytics framework for multiliteracies assessment
publisher	Athabasca University Press
publishDate	2014
url	https://doaj.org/article/106afce6dcc34f40b5b4816a354fe9fc
work_keys_str_mv	AT shanedawson analyticstoliteraciesthedevelopmentofalearninganalyticsframeworkformultiliteraciesassessment AT georgesiemens analyticstoliteraciesthedevelopmentofalearninganalyticsframeworkformultiliteraciesassessment
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Analytics to literacies: The development of a learning analytics framework for multiliteracies assessment

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