Cited by 84Digital literacy in educationLiteracy, Media, and EducationTeacher Education and Leadership Studies

Pre-service teachers’ digital literacy practices: exploring contingency in identity and digital literacy in and out of educational contexts

Burnett, Cathy·2011·Language and Education

Abstract

This paper highlights the significance of teacher identity to debates about the disconnect between digital literacies within and beyond school by exploring pre-service teachers’ perspectives on digital literacy practices in their personal and professional lives. It uses aspects of Giddens’ work on self-identity to frame an analysis that suggests firstly that individuals engage in digital literacies in ways that reflect and uphold context-specific identities, and secondly that the drive to sustain a consistent ‘narrative of self’ may be significant to individuals’ engagement with new technologies. This in turn highlights the contingency of digital experience, which may be framed by a fluctuating sense of appropriateness, legitimacy and risk. This makes a new contribution to understanding why skills, orientations and attitudes associated with digital literacies do (or do not) survive the transition to educational contexts and is particularly relevant at a time when policy and research have suggested that current educational practice is outmoded. The paper argues that, if progress is to be made in investigating and developing pedagogies that capitalise on the potential of new technologies, then greater consideration needs to be given to how teachers experience digital literacy practices across different domains of their lives.

Integrity signals

Registry

Crossref · 10.1080/09500782.2011.584347

Cites

52 of 52 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Cites

Flagged first, then by citations

Cited by

Sorted by citations

Authors
Burnett, C.
Affiliations
Sheffield Hallam University (GB)
Corresponding author
Burnett, Cathy
Venue
Language and Education
Published
2011-09
Volume
25
Issue
5
Pages
433-449
ISSN
  • 0950-0782 (ISSN-L)
  • 1747-7581
OpenAlex
W1987985810
Cited by
84
References
52
Citations by year
2026: 4 · 2025: 3 · 2024: 3 · 2023: 12 · 2022: 3 · 2021: 8 · 2020: 8 · 2019: 10 · 2018: 7 · 2017: 7 · 2016: 5 · 2015: 6 · 2014: 2 · 2013: 5 · 2012: 1
FWCI
7.36
Type
journal article
Language
en
Open access
closed
Locations
  • Language and Education (publishedVersion)
  • SHURA (Sheffield Hallam University Research Archive) (Sheffield Hallam University) (submittedVersion)
Topics
  • Physical Sciences › Computer Science › Information Systems › Digital literacy in education
  • Social Sciences › Arts and Humanities › Literature and Literary Theory › Literacy, Media, and Education
  • Social Sciences › Education › Teacher Education and Leadership Studies
Keywords
digital literacy, pre-service teachers, teacher identity, self-identity, Anthony Giddens, transition to teaching, educational technology

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review