Digitalizing Literacy for Sustainable Educational Development: A Conceptual Perspective of Digital Game-Based Literacy
Main Article Content
Abstract
This paper explores the role of digital literacy in promoting sustainable educational development, with particular attention to language learning. Key concepts such as literacy, digital technology, and sustainability are examined through a review of current literature. The integration of digital tools, especially online educational games, is highlighted as a strategy for enhancing student engagement and learning outcomes in the language classroom. The paper further discusses the pedagogical benefits of digital games and their alignment with 21st-century learning goals. Implications for practice include the need for targeted teacher training in digital pedagogy, policy reforms to support classroom access to digital tools, and collaborative task design to foster critical thinking and creativity. The paper concludes that incorporating digital literacy into the language curriculum is essential for achieving both educational innovation and sustainable development goals. (Word Count: 193)
Downloads
Article Details
Section
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
All articles published in TJESDS are under the Creative Commons Attribution 4.0 International License (CC BY 4.0). This license allows others to:
Share — copy and redistribute the material in any medium or format
Adapt — remix, transform, and build upon the material for any purpose, even commercially
Under the following terms:
Attribution — Proper credit must be given to the original author(s) and source, including a link to the license.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
For more information, visit: https://creativecommons.org/licenses/by/4.0
How to Cite
References
Cihak, D. F., & Wright, R. (2015). Incorporating functional digital literacy skills as part of the curriculum for high school students with intellectual disability. Education and Training in Autism and Developmental Disabilities, 50(2), 155-171
Coiro, J., Knobel, M., Lankshear, C., & Leu, D. J. (2008). Central issues in new literacies and new literacies research. In J. Coiro, M. Knobel, C. Lankshear, & D. J. Leu (Eds.), Handbook of research on new literacies (pp. 1–21). Lawrence Erlbaum Associates.
Cope, B., & Kalantzis, M. (2000). Literacy Learning and the design of social futures. Routledge
Dinata, K. B. (2021). Literasi digital dalam pembelajaran daring. Jurnal Eksponen, 11, 1–8.
Eshet-Alkalai, Y. (2004). Digital literacy: A conceptual framework for survival skills in the digital era. Journal of Educational Multimedia and Hypermedia, 13(1), 93–106.
Gee, J. P. (2003). What Video Games Have to Teach us about Leaning and Literacy. New York: Palgrave Macmillian.
Grahl, A. R. (2015). Illiteracy traps adults and their families in poverty. Rotary International. https://www.rotary.org
Hanemann, U. & Robinson, C. (2022). Rethinking literacy from a lifelong learning perspective in the cntext of the sustainable Development Goals and the International Conference on Adult Education. International Review of Education, 68, 233-258.
Harrt, M. Hosseini, H., & Mostafapour, M. (2020). Game On: Exploring the Effectiveness of Game-based Learning. Planning Practice & Research,. https://doi.org/10.1080/02697459.2020.1778859
Hsieh, Y. (2012). Online social networking skills: The social affordance approach to digital inequality. First Monday, 17(4). https://doi.org/10.5210/fm.v17i4.3893
Kinzie, M. B. & Joseph, D. R. D. (2008). Gender differences I game activity preferences of middle school children: Implications for educational game design. Educational Technology Research and Development, 56(5), 643-663.
Kress, G. (2003). Literacy in the new media age. Routledge.
Liu, Z. Y., Shaikh, Z. A, & Gazizova, F. (2020). Using the Concept of Game-based Learning in Education. IJET, 15(14), 53-64.
Meyers, E. M., Erickson, I., & Small, R. V. (2013). Digital literacy and informal learning environments. Learning, Media and Technology, 38(4), 355–367. https://doi.org/10.1080/17439884.2013.783597
Oghenekohwo, J. E. & Frank-Oputu, E. A. (2017). Literacy Education and Sustainable Development in Developing Societies. International Journal of Education & Literacy Studies, 5(2), 126-131
Osterman, M. D. (2012). Definition, theoretical framework and competencies. In M. S. Plakhotnik, S. M. Nielsen, & D. M. Pane (Eds), Proceedings of the 11th Annual College of Education & GSN Research Conference (pp. 135-141). Miami: Florida International University.
Prensky, M. (2001). Digital game-based learning. Computers in Entertainment (CIE), 1(1), 21. https://doi.org/10.1145/950566.950595
Prensky, M. (2010). Teaching Digital Natives: Partnering for Real Learning. Thousand Oaks, CA: Corwin Press.
Rybakova, K., Rice, M., Morgan, C., Zuker, L., McDermott, M., McGrail, E., Loomis, S., Piotrowski, A., Gacrcia, M., Gerber, H. R.,
Spires, H. A. (2015). Digital game-based learning. Journal of Adolescent & Adult Literacy, 59(2), 125–130.
Street, B. V. (2003). What’s “new” in New Literacy Studies? Critical approaches to literacy in theory and practice. Current Issues in Comparative Education, 5(2), 77-79.
THISDAY. (2019, April 12). The growth of literacy in Nigeria. THISDAY Newspaper. https://www.thisdaylive.com/index.php/2019/04/12/the-growth-literacy-in-nigeria/
UNESCO (2004). The plurality of literacy and its implications for policies and programmes. Paris
UNESCO. (1997). Literacy in the world and its major regions. Paper presented at the Fifth International Conference on Adult Education, Hamburg, Germany.
World Data Atlas. (2018). Nigeria adult literacy rate (1960–2019). https://knoema.com/atlas/Nigeria/Adult-literacy-rate