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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/70527


    Title: 當代傳播思潮中的數位素養： 評介Digital Literacy for Technical Communication: 21st Century Theory and Practice
    Other Titles: Digital Literacy in Contemporary Communication: A Review of Digital Literacy for Technical Communication: 21st Century Theory and Practice
    Authors: 鄧宗聖
    Deng,Tzong-Sheng
    Contributors: 新聞研究所
    Date: 2010-07
    Issue Date: 2014-10-09 17:25:16 (UTC+8)
    Abstract: The ever-advancing technology has reformed our work environment and also redefined our life styles. The advancement of computer and cyber technology has allowed “digital” jobs and products to infiltrate different aspects of our society, influencing the ways of modern communication as well as the future course of education practices. Comparing with conventional literacy concepts about “reading, writing, listening, and speaking”, “digital literacy” lays more emphasis on the effects and changes caused by a digital context. Based on the standpoints of social constructivism and with experts in communication studies and educators as subjects, this paper reviews the book Digital Literacy for Technical communication: 21st Century Theory and Practice to analyze and discuss key knowledge and abilities required for the future and possible development of related research. Based on the compilation of the book, this review is divided into four parts. The first raises questions about the ontology of “digital literacy”, identifies the scope and meaning of “digital literacy” as defined by Spilkaet al., and confirms the discourse of this review. The second introduces the evolvement of a digital context and describes its three characteristics –authoring, publishing, and management technology – as the preconditions for developing digital literacy. The third discusses the “ fundamental knowledge” for the practice of “digital literacy” and introduces “shaping tools, information design, and content management” as references for communication and education works. The last part concludes the cultural, crosscultural, audience, and ethical perspectives introduced in this book and discusses how to connect “human and technology” for the future development of communication studies and education.
    Relation: 教育資料與圖書館學,47(4),531-538
    Data Type: article
    Appears in Collections:[Department of Journalism] Periodical Articles

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