Letramento digital no Ensino Superior
uma revisão sistemática da literatura
DOI:
https://doi.org/10.21680/1981-1802.2020v58n57ID21359Palavras-chave:
Letramento digital. Revisão sistemática. Educação. Tecnologias Digitais de Informação e Comunicação (TDIC).Resumo
O artigo tem como objetivo analisar publicações internacionais sobre letramento digital no ensino superior por meio de uma revisão sistemática da literatura. Utilizou-se a base de dados acadêmica Education Resources Information Center (ERIC). Foram encontrados 41 artigos sobre digital literacy no período entre 2008 e 2019, publicados por pesquisadores de 16 países, com o maior número apresentado pelos Estados Unidos. Os temas tratados nos artigos estão relacionados a atividades com recursos imersivos; letramento digital associado a aspectos psicológicos; níveis de letramento digital; impactos de características pessoais na apropriação do letramento digital; metodologias e estratégias para desenvolvimento do letramento digital e propostas teóricas; políticas e reflexões, a maioria sobre relatos de pesquisa. Observou-se um crescimento do número de publicações sobre letramento digital nos últimos anos. Os resultados não permitem generalizações, entretanto, apontam lacunas para pesquisa futura, dada a variedade de temas tratados nos artigos analisados.
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