The Categorization Process in a Digital Literacy Development Model for Design Teaching Definition
DOI:
https://doi.org/10.29147/datjournal.v10i3.1080Keywords:
Digital Literacy, Skills, Design, Higher EducationAbstract
The contribution of this work is one categorization process for the development of a digital literacy competency model for teaching Design. Through mixed methods, the research outlined the stages of literature review on digital literacy models to select references for the model as well as analysis and generation of categories. The analysis was performed using the Bardin method to code and categorize the elements of the model through AtlasTI. The pre-model generated from the registration units and categories was validated by the Delphi method in two rounds with teachers in the area. As a result of the categorization process, the categories of competencies and skills of the pre-model were established, which were refined by Design teachers, resulting in skills organized as essential and complementary. The delivery of a conceptual model for the development of digital literacy competencies is evidenced, which contributes to the design of specific competencies according to the needs of local contexts in Design teaching.
Downloads
References
ADAMS BECKER, Samantha; BROWN, Malcolm; DAHLSTROM, Eden; DAVIS, Annie; DePAUL, Kristi; DIAZ, Veronica; POMERANTZ, Jeffrey. NMC Horizon Report: 2018 Higher Education Edition. Louisville, CO: EDUCAUSE, 2018. Disponível em: https://library.educause.edu/resources/2018/8/2018-nmc-horizon-report. Acesso em: 19 set. 2019.
ADAMS BECKER, S., PASQUINI, L. A.; ZENTNER, A. (2017). 2017 Digital Literacy Impact Study: An NMC Horizon Project Strategic Brief. Volume 3.5, September 2017. Austin, Texas: The New Media Consortium. Disponível em: https://www.nmc.org/publication/2017-digital-literacy-impact-study-an-nmc-horizon-project-strategic-brief/. Acesso em: 08 mar. 2019.
ALEXANDER, Bryan; ASHFORD-ROWE, Kevin; BARAJAS-MURPHY, Noreen; DOBBIN, Gregory; KNOTT, Jessica; McCORMACK, Mark; POMERANTZ, Jeffrey; SEILHAMER, Ryan; WEBER, Nicole. EDUCAUSE Horizon Report: 2019 Higher Education Edition (Louisville, CO: EDUCAUSE, 2019). Disponível em: https://library.educause.edu/resources/2019/4/2019-horizon-report. Acesso em: 19 set. 2019.
BARDIN, Laurence. Análise de conteúdo. Ed. rev e ampl. São Paulo: Edições 70, 2011.
BRASIL. Ministério do Desenvolvimento, Indústria e Comércio Exterior. Diagnóstico do design brasileiro. Ministério do Desenvolvimento Indústria e Comercio Exterior, Secretaria do Desenvolvimento da Produção. Brasília : MDIC, 2014. Disponível em: https://www.gov.br/produtividade-e-comercio-exterior/pt-br/arquivos/dwnla_1435234546.pdf. Acesso em: 02 jan. 2022.
CARDOSO, Rafael. Uma introdução à história do Design. São Paulo : Blucher, 2008.
CARDOSO, Rafael. Design para um mundo complexo. São Paulo : Cosac Naify, 2012.
COOPER, Donaldo R.; SCHINDLER, Pamela S. Métodos de pesquisa em Administração. 12ª ed. Porto Alegre, RS : McGraw-Hill Education, 2016.
ESHET-ALKALAI, Y. (2004), Digital literacy: a conceptual framework for survival skills in the digital era, Journal of Educational Multimedia and Hypermedia, 139(1), 93–106. Available at: http://www.openu.ac.il/Personal_sites/download/Digital-literacy2004-JEMH.pdf.
EUROPEAN Parliament and the Council (2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning. Official Journal of the European Union, L394/310. Disponível em: https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=celex%3A32006H0962. Acesso em: 02 mar 2019.
FERRARI, Anusca. DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe. Luxembourg: Publications Office of the European Union, 2013. Disponível em: http://all-digital.org/wp-content/uploads/2015/12/TE-Guidelines-on-the-adoption-of-DIGCOMP_Dec2015.pdf. Acesso em: 05 fev. 2019.
FRIEDMAN, Ken. Models of design: Envisioning a future design education. Visible language, v. 46, n. 1/2, p. 133-153, 2012.
GRISHAM, T. (2009). The Delphi technique: a method for testing complex and multifaceted topics. International Journal of Managing Projects in Business, 2(1), 112-130. DOI: https://doi.org/10.1108/17538370910930545
JISC (2019). Building digital capabilities: the six elements defined. Disponível em: http://repository. jisc.ac.uk/6611/1/JFL0066F_DIGIGAP_MOD_IND_FRAME.pdf. Acesso em : 25 set. 2019.
KLUZER, Stefano. Guidelines on the adoption of DigComp. Disponível em: https://all-digital.org/wp-content/uploads/2015/12/TE-Guidelines-on-the-adoption-of-DIGCOMP_Dec2015.pdf. Acesso em: 08 mar. 2019.
KÜHN, C. (2017). Are students ready to (re)-design their personal learning environment? The case of the e-dynamic.space. Journal of New Approaches in Educational Research, 6(1), 11–19. DOI: https://doi.org/10.7821/naer.2017.1.185
MARQUES, Joana Brás Varanda; FREITAS, Denise de. Método DELPHI: caracterização e potencialidades na pesquisa em Educação. Apoio: Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP). Pro-Posições [online]. 2018, v. 29, n. 2 [Acessado 25 Fevereiro 2022], pp. 389-415. Disponível em: <https://doi.org/10.1590/1980-6248-2015-0140>. ISSN 1980-6248. https://doi.org/10.1590/1980-6248-2015-0140. DOI: https://doi.org/10.1590/1980-6248-2015-0140
MARZAL, Miguel-Ángel (2020). A taxonomic proposal for multiliteracies and their competences. Profesional de la información, v. 29, n. 4, e290435. https://doi.org/10.3145/epi.2020.jul.35 DOI: https://doi.org/10.3145/epi.2020.jul.35
MASSAROLI, Aline et al. Método Delphi como referencial metodológico para a pesquisa em enfermagem. Texto & Contexto - Enfermagem [online]. 2017, v. 26, n. 4 [Acessado 25 Fevereiro 2022]. Disponível em: <https://doi.org/10.1590/0104-07072017001110017>. Epub 08 Jan 2018. ISSN 1980-265X. https://doi.org/10.1590/0104-07072017001110017. DOI: https://doi.org/10.1590/0104-07072017001110017
MIRANDA, P., ISAIAS, P.; PIFANO, S. (2018). Digital Literacy in Higher Education: A Survey on Students’ Self-assessment. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (Vol. 10925 LNCS). https://doi.org/10.1007/978-3-319-91152-6_6> DOI: https://doi.org/10.1007/978-3-319-91152-6_6
NUNES, J. V. Recomendações para o design de conteúdos educacionais digitais baseados em texto no cenário da mobilidade. 2017. 215 p. Tese (Doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Design, Florianópolis, 2017.
PASSOS, Rosemary; SANTOS, Gildenir Carolino. Armadilhas do letramento digital: as necessidades de competências para recuperação da informação., 2015. In 16° Congresso de Leitura do Brasil; 10° Seminário sobre “Biblioteca”, Campinas, 2007. [Conference paper] http://eprints.rclis.org/24938/1/LETRAMENTO.pdf. Acesso em: 29 jan. 2019.
PELLETIER, Kathe; MCCORMACK, Mark; REEVES, Jamie; ROBERT, Jenay; ARBINO, Nichole. 2022 EDUCAUSE Horizon Report, Teaching and Learning Edition. Boulder, CO : EDUCAUSE, 2022.
RIBEIRO, Ana Elisa; COSCARELLI, Carla Viana. O que dizem as matrizes de habilidades sobre a leitura em ambientes digitais. Educação em Revista | Belo Horizonte | v.26 | n.03 | p.317-334 | dez. 2010. DOI: https://doi.org/10.1590/S0102-46982010000300016
ROMANÍ, Cristóbal Cobo. Explorando tendências para a Educação no Século XXI. In Cadernos de Pesquisa. V.42, n.147. p. 848-867. Set/Dez. 2012. DOI: https://doi.org/10.1590/S0100-15742012000300011
SABOIA, Juliana; GRANVILLE, Magda Lorenz; GIANOTTI, Renata; MARIA, Sandra Andrea Assumpção; BEHAR, Patrícia Alejandra. Habilidades para Letramento Digital: Um Estudo Comparativo Entre Alunos de Curso Oferecido nas Modalidades à Distância e Presencial. In: Anais [...]. P.208-217. Disponível em: http://www.br-ie.org/pub/index.php/wie/article/view/3102/2610. Acesso em: 04 nov. 2018. DOI: https://doi.org/10.5753/cbie.wie.2014.208
SINGH, Sapna; LOTZ, Nicole; SANDERS, Elizabeth. Envisioning Futures of Design Education: An Exploratory Workshop with Design Educators. Dialectic, vol. 2, issue 1 (2018). Published by Michigan Publishing, University of Michigan Library. DOI: https://doi.org/10.3998/dialectic.14932326.0002.103
SORGO, A.; BARTOL, T.; DOLNICAR, D., BOH PODGORNIK, B. (2017). Attributes of digital natives as predictors of information literacy in higher education. In: British Journal of Educational Technology, 48(3), 749–767. Disponível em: <https://www.researchgate.net/publication/301761169_Attributes_of_digital_natives_as_predictors_of_information_literacy_in_higher_education_Digital_natives_and_information_literacy> Acesso em: 03 mar. 2019. DOI: https://doi.org/10.1111/bjet.12451
SUGUIMOTO, Hélio Hiroshi et al. Avaliação do letramento digital de alunos ingressantes do ensino superior: uma abordagem exploratória do conhecimento computacional, comunicacional e informacional. Revista Brasileira de Estudos Pedagógicos, v. 98, n. 250, 2017. DOI: https://doi.org/10.24109/2176-6681.rbep.98i250.3011
TRUMMER, Juliane; LLERAS, Silvia. Reflections on design education in a changing world. Design Management Review, v. 23, n. 4, p. 14-22, 2012. Disponível em: https://onlinelibrary.wiley.com/doi/epdf/10.1111/j.1948-7169.2012.00208.x. Acesso em: 24 abr. 2019. DOI: https://doi.org/10.1111/j.1948-7169.2012.00208.x
VUORIKARI, Riina et al. DigComp 2.0: The digital competence framework for citizens. Update phase 1: The conceptual reference model. Joint Research Centre (Seville site), 2016.
VUORIKARI, R., KLUZER, S. and PUNIE, Y. DigComp 2.2: The Digital Competence Framework for Citizens, EUR 31006 EN, Publications Office of the European Union, Luxembourg, 2022, ISBN 978-92-76-48882-8, doi:10.2760/115376, JRC128415. Disponível em: <https://publications.jrc.ec.europa.eu/repository/handle/JRC128415>. Acesso em 21 mai. 2022.
WARSCHAUER, Mark. Tecnologia e inclusão social: a exclusão digital em debate. Senac, 2006.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 DAT Journal
This work is licensed under a Creative Commons Attribution 4.0 International License.
