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Digital Literacy Education in Welsh Primary and Secondary Schools from the 1960s to the Present / SARAH WILLIAMS

Swansea University Author: SARAH WILLIAMS

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DOI (Published version): 10.23889/SUthesis.62709

Abstract

Digital technologies are imbued with ideologies that impact culture and society. These technologies are ubiquitous, pervasive, and central to how people communicate, consume information, and orchestrate their lives. Therefore, for people to fully understand the impact and influence of these technolo...

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Published: Swansea 2023
Institution: Swansea University
Degree level: Doctoral
Degree name: Ph.D
URI: https://cronfa.swan.ac.uk/Record/cronfa62709
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first_indexed 2023-02-21T14:37:22Z
last_indexed 2023-02-22T04:16:21Z
id cronfa62709
recordtype RisThesis
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spelling 2023-02-21T15:08:25.9566851 v2 62709 2023-02-21 Digital Literacy Education in Welsh Primary and Secondary Schools from the 1960s to the Present 8140193cd9299a82bfa3be63345d495d SARAH WILLIAMS SARAH WILLIAMS true false 2023-02-21 Digital technologies are imbued with ideologies that impact culture and society. These technologies are ubiquitous, pervasive, and central to how people communicate, consume information, and orchestrate their lives. Therefore, for people to fully understand the impact and influence of these technologies on their lives and engage with them and the digital environment in a critically informed way - digital literacy is an absolute and necessary requirement. However, we are not seeing digital literacy as standard. This study assesses: (1) Whether students are being sufficiently educated about how digital technologies use and affect them in a social, cultural, and ethical capacity; (2) Whether the programme content of digital literacy education (DLE) is primarily driven by neo-liberal economically driven government policies; and (3) How much influence private neo-liberal capitalistic enterprises have in determining the educational agenda of DLE? Qualitative data was collected via three focus group interviews and twenty-six semi-structured interviews which explored students, educational professionals, and government officials’ views of DLE in Wales. The data was thematically coded using critical discourse analysis, and analysed using theories developed in Herbert Marcuse’s 1964 publication One-Dimensional Man. The results indicated that DLE educational policy has broadened to include knowledge that extends beyond the teaching of purely mechanistic skills. However, a variety of factors were identified that impede their implementation. Additionally, it is argued that students’ mechanistic digital skills have been declining since the introduction of touch screen technologies into primary and secondary schools. Findings also indicated that educators main DLE focus was on preparing students for employment purposes, and the influence private neo-liberal capitalistic enterprises have in determining not only the educational agenda of DLE, but education in general is profound, and has accelerated exponentially since the COVID-19 imposed lockdowns. E-Thesis Swansea Digital literacy; media literacy; digital and media literacy education 15 2 2023 2023-02-15 10.23889/SUthesis.62709 COLLEGE NANME COLLEGE CODE Swansea University Doctoral Ph.D 2023-02-21T15:08:25.9566851 2023-02-21T14:34:56.0857327 Faculty of Humanities and Social Sciences School of Culture and Communication - Media, Communications, Journalism and PR SARAH WILLIAMS 1 62709__26651__d57289fc12a1408ab96d8ee805a44986.pdf Williams_Sarah_ PhD_Thesis_Final_Redacted_Signature.pdf 2023-02-21T14:46:48.8914452 Output 2466333 application/pdf E-Thesis – open access true Copyright: The author, Sarah E. Williams, 2023. true eng
title Digital Literacy Education in Welsh Primary and Secondary Schools from the 1960s to the Present
spellingShingle Digital Literacy Education in Welsh Primary and Secondary Schools from the 1960s to the Present
SARAH WILLIAMS
title_short Digital Literacy Education in Welsh Primary and Secondary Schools from the 1960s to the Present
title_full Digital Literacy Education in Welsh Primary and Secondary Schools from the 1960s to the Present
title_fullStr Digital Literacy Education in Welsh Primary and Secondary Schools from the 1960s to the Present
title_full_unstemmed Digital Literacy Education in Welsh Primary and Secondary Schools from the 1960s to the Present
title_sort Digital Literacy Education in Welsh Primary and Secondary Schools from the 1960s to the Present
author_id_str_mv 8140193cd9299a82bfa3be63345d495d
author_id_fullname_str_mv 8140193cd9299a82bfa3be63345d495d_***_SARAH WILLIAMS
author SARAH WILLIAMS
author2 SARAH WILLIAMS
format E-Thesis
publishDate 2023
institution Swansea University
doi_str_mv 10.23889/SUthesis.62709
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Culture and Communication - Media, Communications, Journalism and PR{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Culture and Communication - Media, Communications, Journalism and PR
document_store_str 1
active_str 0
description Digital technologies are imbued with ideologies that impact culture and society. These technologies are ubiquitous, pervasive, and central to how people communicate, consume information, and orchestrate their lives. Therefore, for people to fully understand the impact and influence of these technologies on their lives and engage with them and the digital environment in a critically informed way - digital literacy is an absolute and necessary requirement. However, we are not seeing digital literacy as standard. This study assesses: (1) Whether students are being sufficiently educated about how digital technologies use and affect them in a social, cultural, and ethical capacity; (2) Whether the programme content of digital literacy education (DLE) is primarily driven by neo-liberal economically driven government policies; and (3) How much influence private neo-liberal capitalistic enterprises have in determining the educational agenda of DLE? Qualitative data was collected via three focus group interviews and twenty-six semi-structured interviews which explored students, educational professionals, and government officials’ views of DLE in Wales. The data was thematically coded using critical discourse analysis, and analysed using theories developed in Herbert Marcuse’s 1964 publication One-Dimensional Man. The results indicated that DLE educational policy has broadened to include knowledge that extends beyond the teaching of purely mechanistic skills. However, a variety of factors were identified that impede their implementation. Additionally, it is argued that students’ mechanistic digital skills have been declining since the introduction of touch screen technologies into primary and secondary schools. Findings also indicated that educators main DLE focus was on preparing students for employment purposes, and the influence private neo-liberal capitalistic enterprises have in determining not only the educational agenda of DLE, but education in general is profound, and has accelerated exponentially since the COVID-19 imposed lockdowns.
published_date 2023-02-15T04:23:02Z
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score 11.036706

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