Book review: Digital Literacies for Learning
Title of Book - Digital literacies for learning
Author - Allan Martin & Dan Madigan (eds)
ISBN - 9781856045636
Publisher - Facet
Publisher Website - www.facetpublishing.co.uk
Reviewer Name - Elspeth Lee
Title - Library Services Manager, Directorate of Public Health
Contact details - King’s Cross, Clepington Road, Dundee, DD3 8EQ
Tel - 01382 424053
Email - elspeth.lee@nhs.net
Review
The ever growing range of definitions of information literacy, its increasing part in the work of librarians, and the growth of Web 2.0 technologies made me want to read this book. Also an awareness of the importance of learning styles to training, which began while I was working in school libraries, added to its appeal. The title suggested all would be brought together.
“Digital Literacies for Learning” is a collection of chapters written by authors from around the globe, coming from different backgrounds, and with different experiences to share. Split into two parts, part one discusses “literacies” in the digital age we function in now, referring to both digital and information literacy. Part two gives descriptions of programmes used to introduce “digital literacy” to both teaching staff and students in educational settings round the world. Texts reflect the use of the Internet and “social software” used so much now in teaching both on and off site learners.
The first part of the book has some heavy going chapters but also some easily read ones. A recurring theme is how literacy has to evolve from the traditional “three Rs” into something to equip learners and teachers alike with skills to enable us to function in the ever changing technological world we live in. This leads to the different authors defining a variety of different literacies, explaining their viewpoint for the need for each.
Part two of the book is full of descriptions of literacy programmes, and would make good reading for anyone looking to rework their literacy programmes in a library or teaching setting. Issues discussed by various authors include whether or not such courses should be charged for, and incentives to increase attendance at such a valuable part of a course, which students may see as unnecessary. Methods tried and tested are discussed.
The book does indeed look at literacy in a very broad context. It brings the reader up to date with what is being done to tackle the situation educators and librarians face with people at different levels of familiarity and comfort with technology we have available, including the common occurrence of learners being more au-fait with technology than their teachers.
Overall a book worth having, especially to dip into for guidance on what has and hasn’t worked in various settings to teach up to date literacy skills in a digital age.