Abstract #3241

Abstract: As repeatedly highlighted in the literature, technological advancements in the field of digital media have a crucial impact on education and literacy. The concept of digital literacy or digital literacies (DL), depending on the theoretical tradition one adopts, constitutes a critical element in the field of related discourse. My doctoral thesis titled "Language Educational Policies for Digital Media in the European Union and Greece" investigates the connection between DL and language teaching in selected policy texts: What position does language hold in the perception of these texts regarding digital literacies? What position do digital literacies hold in educational policy texts for language? Specifically, I investigate how the concept of DL is understood in selected official texts at both European and local levels, focusing on explicit or implicit perceptions of language and trends for its teaching in school as presented in these texts.
More specifically, I examine reference texts of the European Union for the DL (DigComp, DigCompEdu, DigCompOrg), and for language teaching (CEFR), as well as selected curricula for Greek secondary education (Curricula for Modern Greek Language, Literature, Informatics, and Foreign Languages). At the same time, I analyze the Digital Education Action Plan 2021-2027 as an umbrella text for the perception of DL in the European Union. There is no corresponding umbrella text specifically for education in Greece, but the Digital Transformation Bible (Βίβλος Ψηφιακού Μετασχηματισμού) provides a clear understanding of how DL is perceived at a central level.
My work includes a review of the literature on DL in education and educational policy. I will use analysis tools provided by the frameworks of Critical Discourse Analysis and Nexus Analysis. I will rely on text analysis with qualitative analysis software. The keywords I will use for text annotation come partly bottom-up, from finding ontologies in the texts with the Sketch Engine software (ontology research, see e.g. Gang & Zing (2022)), and partly top-down, from the literature review (see also the method of developing a keyword list according to Stierer & Bloome in Street & Lefstein (2008)).
References
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Digital literacies, language, and education