Attentional Literacy as a New Literacy: Helping Students Deal with Digital Disarray

When students learn online, they do so within a wider context of digital disarray, marked by distraction, disorder and disconnection, which research shows to be far from conducive to effective learning. Specific educational issues include a lack of focus, linked to information overload in an enviro...

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Autores principales:	Mark Pegrum, Agnieszka Palalas
Formato:	article
Lenguaje:	EN FR
Publicado:	The Canadian Network for Innovation in Education (CNIE) 2021
Materias:	Attentional literacy mindfulness digital literacies digital disarray Education L
Acceso en línea:	https://doaj.org/article/a96039a1b5c94bbe8f48a95c73b9eead
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spelling	oai:doaj.org-article:a96039a1b5c94bbe8f48a95c73b9eead2021-11-27T04:05:46ZAttentional Literacy as a New Literacy: Helping Students Deal with Digital Disarray10.21432/cjlt280371499-66771499-6685https://doaj.org/article/a96039a1b5c94bbe8f48a95c73b9eead2021-11-01T00:00:00Zhttps://cjlt.ca/index.php/cjlt/article/view/28037https://doaj.org/toc/1499-6677https://doaj.org/toc/1499-6685 When students learn online, they do so within a wider context of digital disarray, marked by distraction, disorder and disconnection, which research shows to be far from conducive to effective learning. Specific educational issues include a lack of focus, linked to information overload in an environment characterized by misinformation and disinformation, as well as a lack of connection to the self and others. Arguing that today’s growing focus on digital literacies in education already serves as a partial response to digital disarray, this evidence-based position paper proposes the concept of attentional literacy as a macroliteracy which interweaves elements of now established literacies with the emerging educational discourse of mindfulness. Through attentional literacy, students may gain awareness of how to focus their attention intentionally on the self, the relationship with others, and the informational environment, resulting in a more considered approach to learning coupled with an appreciation of multiple shifting perspectives. Armed with this developing skillset, students stand to benefit more fully from digital educational experiences. Considerations for continuing research in this area include the need to adopt a critical stance on mindfulness, and the need to operationalize attentional literacy for the classroom. Mark PegrumAgnieszka PalalasThe Canadian Network for Innovation in Education (CNIE)articleAttentional literacymindfulnessdigital literaciesdigital disarrayEducationLENFRCanadian Journal of Learning and Technology, Vol 47, Iss 2 (2021)
institution	DOAJ
collection	DOAJ
language	EN FR
topic	Attentional literacy mindfulness digital literacies digital disarray Education L
spellingShingle	Attentional literacy mindfulness digital literacies digital disarray Education L Mark Pegrum Agnieszka Palalas Attentional Literacy as a New Literacy: Helping Students Deal with Digital Disarray
description	When students learn online, they do so within a wider context of digital disarray, marked by distraction, disorder and disconnection, which research shows to be far from conducive to effective learning. Specific educational issues include a lack of focus, linked to information overload in an environment characterized by misinformation and disinformation, as well as a lack of connection to the self and others. Arguing that today’s growing focus on digital literacies in education already serves as a partial response to digital disarray, this evidence-based position paper proposes the concept of attentional literacy as a macroliteracy which interweaves elements of now established literacies with the emerging educational discourse of mindfulness. Through attentional literacy, students may gain awareness of how to focus their attention intentionally on the self, the relationship with others, and the informational environment, resulting in a more considered approach to learning coupled with an appreciation of multiple shifting perspectives. Armed with this developing skillset, students stand to benefit more fully from digital educational experiences. Considerations for continuing research in this area include the need to adopt a critical stance on mindfulness, and the need to operationalize attentional literacy for the classroom.
format	article
author	Mark Pegrum Agnieszka Palalas
author_facet	Mark Pegrum Agnieszka Palalas
author_sort	Mark Pegrum
title	Attentional Literacy as a New Literacy: Helping Students Deal with Digital Disarray
title_short	Attentional Literacy as a New Literacy: Helping Students Deal with Digital Disarray
title_full	Attentional Literacy as a New Literacy: Helping Students Deal with Digital Disarray
title_fullStr	Attentional Literacy as a New Literacy: Helping Students Deal with Digital Disarray
title_full_unstemmed	Attentional Literacy as a New Literacy: Helping Students Deal with Digital Disarray
title_sort	attentional literacy as a new literacy: helping students deal with digital disarray
publisher	The Canadian Network for Innovation in Education (CNIE)
publishDate	2021
url	https://doaj.org/article/a96039a1b5c94bbe8f48a95c73b9eead
work_keys_str_mv	AT markpegrum attentionalliteracyasanewliteracyhelpingstudentsdealwithdigitaldisarray AT agnieszkapalalas attentionalliteracyasanewliteracyhelpingstudentsdealwithdigitaldisarray
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Attentional Literacy as a New Literacy: Helping Students Deal with Digital Disarray

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