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Creating an innovative, online resource to support teachers in integrating digital literacy skills into the Junior Cycle English Curriculum

Sloyan, Laura (2023) Creating an innovative, online resource to support teachers in integrating digital literacy skills into the Junior Cycle English Curriculum. PhD thesis, Dublin City University.

The proliferation of digital tools into all facets of society in recent years has had no small impact on the field of post-primary education. The Irish government’s Digital Strategy for Schools (DSS) (2022, 2015) emphasises the importance of seamlessly integrating digital literacy skills into subject curricula. However, this is a new frontier for Irish post-primary teachers. As a practising teacher I identified a need for teachers to be supported in embedding digital literacy skills into their teaching practice through the provision of relevant, practical and quality resources that met the learning objectives of the subject and through access to continuous professional development (CPD) in this area. Through this Ph.D. research I created an innovative, online resource to assist post-primary English teachers in integrating digital literacy skills into the Junior Cycle curriculum. Taking a methodologically inventive approach (Dadds and Hart, 2001) I used an Educational Entrepreneurial Approach to Action Research (Crotty, 2014) to explore my passions, skills, values, work culture and the literature around digital literacy, digital inequality and digital natives. This exploratory process led me to a greater understanding of issues of inequality in my own work practice as a teacher in a DEIS school; namely that students weren’t as digitally literate as we might assume and that teachers, whose digital literacy also exists on a spectrum, may not have the time, money or motivation to upskill. I worked with students to create an animated, digital documentary and drew on these experiences to create an innovative, online, curriculum for Junior Cycle English teachers with an accompanying online, asynchronous CPD course. This dissertation presents a detailed explanation of this collaborative creative process and draws out the variety of media used to create online digital resources as a means of creating a pluralistic representation of the process. In line with Crotty’s (2014) EEA the creation of these digital resources proved transformative to me personally, to my school’s digital culture and continues to impact the wider education sphere.
Item Type:Thesis (PhD)
Date of Award:November 2023
Supervisor(s):Crotty, Yvonne and Farren, Margaret
Uncontrolled Keywords:Action Research; Creativity
Subjects:Computer Science > Digital video
Humanities > Philosophy
Social Sciences > Education
Social Sciences > Educational technology
Social Sciences > Teaching
DCU Faculties and Centres:DCU Faculties and Schools > Institute of Education > School of STEM Education, Innovation, & Global Studies
Use License:This item is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 License. View License
ID Code:28851
Deposited On:02 Nov 2023 14:43 by Margaret Farren . Last Modified 02 Nov 2023 14:43

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