情報教育の可能性をリテラシー研究から読み解く

概要

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This paper investigates problems and possibilities on the ICT education from literacy studies with particular reference to educational theory and practice. The argument is constructed in three parts. The first sketches some key words, elements and stages in the emergence of an explicit and well-subscribed focus on studies of literacy per se from the 1950s. It describes developments of literacy studies in and across established disciplinary areas like history, anthropology, linguistics, sociology and psychology developments which, by the 1980s, saw a 'socio-cultural' conception of literacy and literacy studies emerge in opposition to the 'traditional' conception. The second part of the argument traces the aspects of opening the possibilities on ICT education based on related findings of literacy studies as a focus of study within education specifically. The final part looks briefly at ICT literacy for teachers in relation to pedagogical studies of literacy as a whole. This includes accounts of key goal statements, constructs, programmatic values, and practical implications.
奈良教育大学の論文
2003-10-31