Abstract

MARTINEZ ORTEGA, Francisco; SUBIAS, Jaume  and  CASSANY, Daniel. An ethnographic approach to digital literacy in a Compulsory Secondary Education Institute in Barcelona. CPU-e. Rev. Investig. Educ [online]. 2016, n.23, pp.190-215. ISSN 1870-5308.

Framed by the transition to secondary education under the One Laptop Per Child model (OLPC) we analyze (using concepts of Didactics of Languages) a school’s digital literacy teaching efforts gathered in its Computer Literacy Sessions. We seek to understand: how the task is conceived by teachers, how is implemented, and the digital literacy practices implied. Performing an ethnographic approach we interviewed the teachers who designed said sessions. We also conducted classroom observations where we obtained fieldnotes, photographs, audio recordings and related documents. We identified that the digital literacy is conceived (in a metaphorical sense) as a basic knowledge of digital tools. This brings limited experiences in digital literacy practices to the students. We found two important processes for digital literacy teaching: the selection of digital literacy practices and their transformation into learning objects.

Keywords : Compulsory secondary education; digital literacy teaching; information and communications technology.