De reviderade styrdokumenten vilka träder i kraft den 1 juli 2018 har fokus på bland annat digital kompetens. Detta examensarbete grundar sig i de digitala förändringar som skolan genomgår för att möta digitaliseringens framväxt. Semistrukturerade intervjuer genomfördes med fem olika svensklärare där begreppet digital kompetens var i fokus. Vår ambition var att få en insikt i hur gymnasielärare förhåller sig till och arbetar med begreppet digital kompetens. Vad som framgick i de fem intervjuerna var att begreppet digital kompetens upplevs, av lärarna, som tolkningsbart och otydligt. Lärarna upplever att detta ger frustration, då det inte har tillräckligt med digital kompetens för att sin tur använda och undervisa utifrån begreppet. Analysen visade att lärarna efterfrågar en utvecklad och stärkt digital kompetens för att möta de reviderade styrdokumentens mål. Vi menar utifrån detta att lärarna och i sin tur eleverna bör ges möjlighet att utveckla sin digitala kompetens genom att begreppet fastställs i styrdokumenten på ett tydligare sätt, så det inte ligger på den enskilda läraren att på egen hand förhålla sig och arbeta med digital kompetens.

This thesis offers a sociocritical (Collin, Guichon et Ntébutsé, 2015) and ergonomic (Bertin, 2015; Caws & Hamel, 2016; Rabardel, 1995) analysis of an online language learning activity using Twitter, in order to better understand the complex network of variables influencing the success or failure this digital platform in an educational context. Since the creation of Twitter in 2006, researchers in technology-mediated education have been re-purposing the platform for language learning in order to understand its impact on the learner experience (Hattem & Lomicka, 2016). Most studies investigate the benefits of using Twitter as a way to expose students to real-life social interaction (Reinhardt, 2019); they suggest that this social network motivates students (Albadi, 2016), providing the opportunity for language contextualisation (Antenos-Conforti, 2009), digital literacy development and learner autonomy (Leis, 2014). However, in doing so, many of these studies rely on a deterministic approach, assuming that Twitter has inherent educational potential that can be equally accessed by all students when it is asked of them (Collin et al.). Instead, this thesis deconstructs a network of factors and perceptions acting on a student’s ability and willingness to use Twitter to learn French. In particular, this thesis focuses on the participation and the experience of 10 first-year university French students that were invited to publish tweets and to interact with their peers on Twitter over a period of one semester (12 weeks). Drawing from direct observations, interviews and survey data, the results of my mixed-method case study indicate a possible correlation between learner beliefs, participation, and experience, thus highlighting the importance of designing digital learning activities around the diverse needs and perspectives of learners, rather than the expected outcomes that Twitter can offer. / Graduate

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This exploratory case study examined the digital practices and literacies of Generation Z language learners and explored how these practices could be better addressed in the language classroom through "Real-World" tasks. The study was conducted within the theoretical framework of the Sociocultural Approach to Language Learning and the pedagogical framework of the Real-World Task-Based Language Teaching approach, with an emphasis on the eLANG citizen project. The data was analyzed through qualitative thematic analysis of both a corpus of learner final reports and two questionnaires, resulting in a detailed portrait of the learners' digital practices. The findings indicate that implementing real-world, task-based language learning projects that utilize Generation Z's pre-existing digital competencies can lead to improved language and digital literacy skills. Students reported enhancements in their oral expression, use of slang, and interaction with native speakers, as well as improvements in their understanding of hashtags, video planning and editing, and trend tracking. The students had multiple real-world, authentic interactions through the digital citizenship project, which enabled them to become enhanced digital citizens in FLS by formulating their identities, observing established communities and language users, participating in these communities directly, and learning in informal, gameful ways. It is proposed that utilizing the digital practices of Generation Z learners for language learning not only enhances the authenticity and relevance of the activities but also helps to achieve pedagogical objectives. This prepares learners for their future in a technology-saturated world and becoming effective members of society and is the next relevant step in sociocultural language pedagogy.

Problem formulation, goal and objectives: Algorithms are ubiquitous in digital society, yet complex to understand and often hidden. Algorithmic literacy can be a useful concept when educating and empowering users. However, it is not uniformly defined or used, and the state of knowledge is unclear. The aim of this thesis is to examine algorithmic literacy as a concept, what other concepts are associated, and what empirical and theoretical knowledge exists on this topic. Theory and method: Information literacy research serves as theoretical perspective, focusing on the role of evaluative and explorative approaches of research. The scoping review is chosen as method. Included are peer-reviewed journal articles, published in English from 2018 to 2022, from LISA, LISTA, ERIC ProQuest, and Scopus. Empirical results: Algorithmic literacy is often placed in information, media, and/or digital literacies. Closely related terms are attitude, agency, trust, and transparency. Four themes were identified: the necessity of algorithmic literacy, algorithm awareness as the basis, teaching and learning, and studying algorithmic literacy. Demographic and socioeconomic factors play a role: lower age and higher eduaction correlated with higher levels of algorithmic literacy. Algorithmic literacy is learned via personal experiences and formal education at all levels. Conclusions: Algorithmic literacy research would benefit from a limited number of terms used, and clearly defined terminology. The relationship between closely related concepts needs to be examined further. Librarians and educators should develop and share interventions at regional or national levels. Various knowledge gaps have been identified that may serve as future research agenda.

Föreliggande studie berör digitala verktyg och digitala texter i svenskämnet. Med studien ämnar jag att beskriva hur digitala verktyg och digitala texter används inom den tidiga läsundervinsingenen. Studiens syfte uppnås genom frågeställningarna; hur och i vilket syfte digitala verktyg och texter används samt beskriver de möjligheter och utmaningar som lärare ser med en digital läsundervisning i skolans yngre årskurser.  Studien består av semistrukturerade intervjuer med fyra lärare som undervisar i svenskämnet på lågstadiet. Resultatet har samlats in, bearbetats och analyserats genom att använda tematisk analys samt jämförts med tidigare forskning inom området. I studien har ett sociokulturellt perspektiv antagits som teoretisk utgångspunkt.  Resultatet visar att det förekommer skillnader i vilka digitala verktyg som finns i klassrummen och att det påverkar hur de används i läsundervisningen. Vidare framkommer att lärare ser den tryckta texten som primär i den tidiga läsundervisningen och att digitala verktyg och texter i första hand används för att stötta elever och på olika sätt främja läslusten exempelvis genom ett obegränsat digitalt utbud.   Slutsatsen i studien är att det inte framkommit belägg för att läsundervisningen har digitaliserats. I stället framkommer att lärare försöker finna sätt att inkludera digitala texter och verktyg på ett sätt som passar undervisningen. I studien framkommer att det behövs mer aktuell forskning som beskriver hur digitala verktyg och texter används i undervisningen i lågstadiet och att lärares röster har relevans. / This study concerns digital tools and digital texts in the subject of Swedish. The study aims to describe how teachers express the use of digital tools and digital texts within the Swedish subject at primary school. The purpose of the study is achieved through questions that answer how and for what purpose digital tools and texts are used and furthermore describe the opportunities and challenges that teachers see with digital literacy in primary school. The study consists of semi-structured interviews with four teachers. The results have been collected, processed and analyzed by using thematic analysis and compared with previous research. In this study, a socio-cultural perspective has been adopted as the theoretical starting point. The results show that there are differences in which digital tools are available in the classrooms and that this affects how they are used in literacy teaching. It appears that teachers see the printed text as primary in early literacy teaching and that digital tools and texts are primarily used to support students, and to promote the love of reading, for example through an unlimited digital supply. The conclusion of the study is that there was no evidence in the study that shoes that literacy education has been digitized. Instead, the study shows that teachers are trying to find ways to include digital texts and tools in a way that suits yearly literacy education.  The study shows that more up-to-date research is needed that describes how digital tools and texts are used in teaching in primary school and that teacher´s voices are relevant.

This study investigates TikTok audios and hashtags through the lens of digital literacy studies, using Ron Scollon's nexus of practice as a theoretical framework. The researcher sought to investigate literacy practices on TikTok, such as how lurkers and posters interact with the app in ways that both define and are defined by their individual identities. Relative to other social media platforms, there is a dearth of research on TikTok. This study contributes to the gap while also building off the findings of Kaye et al., who investigated authorship and (mis)attribution on the app, and Sachs et al.'s claim that Goffman's metaphorical front stage is weakening as users are able to select audiences for identity performance on TikTok. Through ethnographic semi-structured interviews and textual analysis, the researcher found that hashtags and audios work in tandem on TikTok; both hashtags and audios work to traditionally sort videos for users, hashtags offer creators an additional boost to their views, and audios act as an additional sorting mechanism. Furthermore, the study found evidence that audios signal a video's content prior to viewing. The findings additionally opposed Sachs et al.'s claim about the front stage weakening; rather, the participants were acutely aware of the “mortifying ordeal of being known,” with TikTok allowing users to have multiple “front stages'' to perform different aspects of themselves on, while still keeping certain parts to the “backstage.”

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