Integrating Digital Literacies Into an Undergraduate Course: Inclusiveness Through Use of ICTs

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Author(s): Meke I. Kapepo (University of Cape Town, South Africa)and Tabisa Mayisela (University of Cape Town, South Africa)
Copyright: 2018
Pages: 18
Source title: Information and Technology Literacy: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-3417-4.ch006

Keywords: Digital Literacy / Information Science Reference / IT Research and Theory / Library & Information Science

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Abstract

The purpose of this chapter is to share a successful case of how ICT was used for educational inclusiveness by students from previously disadvantaged backgrounds. This chapter further illuminates how students could be supported in acquiring digital and academic literacy skills, within a discipline context. Lecturers often find it difficult to define digital literacy beyond the use of ICT in a classroom, or understand how students' acquisition of digital literacy skills could be supported or further expanded into students' academic literacy skills. This piece of work therefore, provides insight to academics, researchers and students, on how: (1) ICT could be integrated into the curriculum; (2) digital literacy could be embedded into the curriculum; and (3) students could be supported in acquiring graduate attributes and skills that make them fit for the workplace.

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Integrating Digital Literacies Into an Undergraduate Course: Inclusiveness Through Use of ICTs

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