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dc.contributor.authorKimber, Kayen_US
dc.contributor.authorWyatt-Smith, Claireen_US
dc.date.accessioned2017-05-03T12:53:13Z
dc.date.available2017-05-03T12:53:13Z
dc.date.issued2010en_US
dc.date.modified2011-01-20T05:57:58Z
dc.identifier.issn14493098en_US
dc.identifier.urihttp://hdl.handle.net/10072/34912
dc.description.abstractIn this increasingly convergent and digital world, young people are reportedly using new media with high engagement outside school, yet disengaged in those schools where technology access is low or restricted. Such an apparent disconnection is magnified when predictions of their futures are tied to requisites including technological expertise, adaptability to change, innovative capacities and complex problem-solving abilities. Such future-oriented capacities challenge traditional views that basic literate and numerate proficiency is sufficient for academic success. They also raise questions about the sufficiency of digital engagement for developing higher-order critical and creative skills. Collectively, these future-oriented capacities heighten educational imperatives for improving the quality of young people's learning outcomes in this rapidly changing online world. This article addresses these issues. It draws on diverse literature sources and an Australian research study (2003-2008) into secondary students' curricular digital literacies (Appendix A) to present conceptual advances in understandings about how to recognise, talk about and value signs of quality learning in student-created multimodal products. Finally, the article offers an assessment framework with potential for assisting students and teachers to access core concepts and mobilise those essential capacities for enhancing performance when using and creating knowledge online.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent289943 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherASCILITEen_US
dc.publisher.placeAustraliaen_US
dc.publisher.urihttp://ascilite.org.au/ajet/ajet26/kimber.htmlen_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom607en_US
dc.relation.ispartofpageto625en_US
dc.relation.ispartofissue5en_US
dc.relation.ispartofjournalAustralasian Journal of Educational Technologyen_US
dc.relation.ispartofvolume26en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchCurriculum and Pedagogy Theory and Developmenten_US
dc.subject.fieldofresearchcode130202en_US
dc.titleSecondary students’ online use and creation of knowledge: Refocusing priorities for quality assessment and learningen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.rights.copyrightCopyright 2010 Australasian Society for Computers in Learning in Tertiary Education (ASCILITE). The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.en_AU
gro.date.issued2010
gro.hasfulltextFull Text


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