Critical Perspectives on Digital Literacy in Art Education
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Purpose The purpose of this study is to examine digital literacy and cases of teaching digital literacy in art education. Through this, it is to reconceptualize the concept of digital literacy in art education. Method In order to achieve the purpose of this study, literature review was conducted in organization reports and studies in education and art education. The studies in concept of media literacy and visual literacy in art education are analyzed. Results Digital literacy was further expanded from the concept of traditional digital literacy focused on the technical and instrumental use of digital media to critical understanding, a concept beyond the aspect of technology or software use. It includes social and cultural functions such as creative production and cooperative communication as well as communication functions. Conclusion Digital technology in art making from the perspective of pedagogical practice expands expressive possibility from physical materiality to new virtual materiality such as 'digital-handicraft', a combination of digital and craft. Students can also participate in virtual world using digital technology and can solve problems through collaborative learning.
Abstract
Purpose The purpose of this study is to examine digital literacy and cases of teaching digital literacy in art education. Through this, it is to reconceptualize the concept of digital literacy in art education. Method In order to achieve the purpose of this study, literature review was conducted in organization reports and studies in education and art education. The studies in concept of media literacy and visual literacy in art education are analyzed. Results Digital literacy was further expanded from the concept of traditional digital literacy focused on the technical and instrumental use of digital media to critical understanding, a concept beyond the aspect of technology or software use. It includes social and cultural functions such as creative production and cooperative communication as well as communication functions. Conclusion Digital technology in art making from the perspective of pedagogical practice expands expressive possibility from physical materiality to new virtual materiality such as 'digital-handicraft', a combination of digital and craft. Students can also participate in virtual world using digital technology and can solve problems through collaborative learning.
참고문헌 (27)
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