批判的電腦識讀與學童的網路實踐－以台北縣某偏遠國小的暑假電腦營為例

Critical Computer Literacy and Schoolchildren's Web-based Practices: A Case Study of Children's Summer Computer

10.6776/JEPR.200703.0001

林宇玲(Yu-Ling Lin)

電腦識讀 ； 批判教育學 ； 批判識讀 ； 族群認同 ； 網路實踐 ； computer literacy ； critical pedagogy ； critical literacy ； ethnic identity ； Web-based practices

教育實踐與研究

20卷1期（2007 / 03 / 01）

1 - 35

繁體中文

本研究採用批判教育學的觀點，發展一電腦識讀教學課程，並以暑期電腦營的形式，在偏遠國小實施。結果發現電腦識讀是一種社會實踐，能協助師生以網頁技術去連結、說出及轉換其生活世界和外在世界。此外，本研究亦發現學童有能力進行批判思考和文化創造，不但能辨識大眾文本的意識型態效果，也能利用網頁形式改寫大眾文本和介紹在地文化。文末研究者提出兩項建議，其一，學童的識讀能力會受到學習環境的影響，因此在實施電腦識讀時，宜考量學生的程度並選擇適合他們的軟／硬體。其二，認為「批判」導向的電腦識讀教學可以培養學童五種識讀能力，包括：（一）發展多元的電腦技巧；（二）發覺自己的聲音；（三）辨明文本的意識型態效果；（四）肯定個人和族群的認同；（五）轉換社會行動。

Based on critical pedagogy, this study designs a computer literacy course for a summer camp. Also, it examines how children in a rural area, especially indigenous children, learn to create personal webpage when they attended the summer camp. This study finds that computer literacy is a set of social practices. Most children from indigenous and low-income families use web homepages to link up with and speak to the outside world, and to transform their social status. This work acknowledges that children can become critically and culturally competent actors by exploring their social situations through critical literacy. They are able to examine ideological effects of mass texts, rewrite those texts and introduce the local culture in the form of web pages. This study suggests that the design of computer literacy is supposed to concern students' condition and to choose the user-friendly software to children due to the ability of literacy influenced by learning situation. Also, it suggests that a course of critical computer literacy can help children develop five literacy competences and practices: (1) adopting multiple digital skills and techniques; (2) finding an individual voice; (3) examining ideological effects of cultural texts; (4) affirming one's self and ethnic identity; (5) transforming social skills and social actions.

1. 林宇玲(2005)。從性別角度探討偏遠地區學童的網頁製作。女學學誌：婦女與性別研究，19，105-156。
   連結：
2. 林宇玲(2004)。從性別角度探討社會弱勢者的電腦學習：以台北市職訓中心第九期「電腦基礎班」爲例。女學學誌，17，201-241。
   連結：
3. 莊靜宜(2002)。資訊職業訓練對社會地位取得之影響。資訊社會研究，2，59-92。
   連結：
4. Tech tonic: Towards a new literacy of technology
5. American library association presidential committee on information literacy
6. Au, K. H.,Raphael, T. E.(2000).Equity and literacy in the next millennium.Reading Research Quarterly,35(1),170-188.
7. The construction of identity in the personal homepages of adolescents
8. Clark, C.,Gorski, P.(2001).Multicultural education and the digital divide: Focus on race, language, socioeconomic class, sex, and disability.Multicultural Perspectives,3(3),39-44.
9. Doherty, D.(2002).Extending horizons: Critical technological literacy for urban aboriginal students.Journal of Adolescent & Adult literacy,46(1),50-59.
10. Dorer, J.,M. Consalve (Ed.)(2002).Women and everyday uses of the internet: Agency and identity.New York:Peter Lang.
11. Duffelmeyer, B. B.(2000).Critical computer literacy: Computers in first-year composition as topic and environment.Computers and Composition,17,289-307.
12. Duffelmeyer, B. B.(2002).Critical work in first-year composition: Computers, pedagogy, and research.Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture,2(3),357-374.
13. Design for a culturally affirming indigenous computer literacy course
14. Indigenous Australians in the information age: Exploring issues of neutrality in information technology
15. Fischman, G. E.,McLaren, P.(2005).Rethinking critical pedagogy and the gramscian and freirean legacies: From organic to committed intellectuals or critical pedagogy, commitment, and praxis.Cultural Studies ↔ Critical Methodologies,5(4),425-447.
16. Fox, S.(2000).Communities of practice, foucault and actor-network theory.Journal of Management Studies,37(6),853-867.
17. Freire, P.(1970).Pedagogy of the oppressed.New York:Seabury.
18. Freire, P.(1973).Education for critical consciousness.New York:Seabury.
19. Giroux, H.,P. Freire,D. Macedo (Eds.)(1987).Literacy: Reading the word and the world.South Hadley, MA:Bergin and Garvey.
20. Gordon, T.,Holland, J.,Lahelma, E.,P. A. Atkinson,A. J. Coffey,S. Delamont,J. Lofland,L. H. Lofland (Eds.)(2001).Handbook of ethnography.London:Sage.
21. Gorski, P. C.(2002).Dismantling the digital divide: A multicultural education framework.Multicultural Education,10(1),28-30.
22. Gorski, P. C.,Clark, C.(2001).Multicultural education and the digital divide: Focus on race.Multicultural Perspectives,3(4),15-25.
23. Hamilton, M.(1999).Ethnography for classrooms: Constructing a reflective curriculum for literacy.Curriculum Studies,7(3),429-444.
24. Hoffman, M.,Blake, J.(2003).Computer literacy: Today and tomorrow.Journal of Computing Sciences in Colleges,18(5),221-233.
25. Hoffman, M.,Blake, J.,McKeon, J.,Leone, S.,Schorr, M.(2005).A critical computer literacy course.Journal of Computing Sciences in Colleges,20(5),163-175.
26. Iseke-Barnes, J. M.(2002).Aboriginal and indigenous people`s resistance, the Internet, and education.Race Ethnicity and Education,5(2),171-198.
27. Critical computer literacy
28. Jungck, S.(1990).Viewing computer literacy through a critical ethnographic lens.Theory in Practice,29(4),283-289.
29. Kapitzke, C.,Boritini, S.,Chen, M.,MacNeill, G.,Mayer, D.,Muirhead, B.,Renshaw, P.(2001).Weaving words with the Dreamweaver: Literacy, indigeneity, and technology.Journal of Adolescent & Adult Literacy,44(4),336-345.
30. Kerka, S.(2000).Extending information literacy in electronic environments.New Directions for Adult and Continuing Education,88,27-38.
31. Critical cyberliteracies: What young people can teach us about reading and writing the world
32. Kolko, B. E.,L. Nakamura,B. R. Gilbert (Eds.)(2000).Race in cyberspace.New York:Routledge.
33. Korth, B.(2002).Critical qualitative research as consciousness raising: The dialogic text of researcher/researchee interactions.Qualitative Inquiring,8(3),381-403.
34. Labaree, R. V.(1998).Computer literacy empowerment strategies in a social context: A sample approach to teaching a credit course.Paper presented at the Annual Meeting of the American Educational Research Association,San Diego, CA:
35. Lax, S. (Ed.)(2001).Access denied in the information age.London:Palgrave.
36. Different individuals, different approaches to L2 literacy practices
37. Livingstone, S.(2003).Children`s use of the internet: Reflections on the emerging research agenda.New Media Society,5(2),147-166.
38. McConaghy, C.,Snyder, H.,G. E. Hawisher,C. I. Selfe (Eds.)(2000).Global literacies and the world-wide web.London:Routledge.
39. McNutt, J. G.,B. Ebo (Ed.)(1998).Cyberghetto or cybertopia? Race, class, and gender on the internet.London:Praeger.
40. Mehan, H.(1998).The study of social interaction in educational settings: Accomplishments and unresolved issues.Human Development,41,245-269.
41. Mills, K. A.(2005).Deconstructing binary oppositions in literacy discourse & pedagogy.Australian Journal of Language and Literacy,28(1),67-82.
42. Nakamura, L.(2002).Cybertypes: Race, ethnicity, and identity on the internet.New York:Routledge.
43. Nakamura, L.,P. N. Howard,S. Jones (Eds.)(2004).Society online: The internet in context.London:Sage.
44. Romano, S.,Hawisher, G.,Selfe, C.,G. E. Hawisher,C. I. Selfe (Eds.)(2000).Global literacies and the world-wide web.London:Routledge.
45. What is critical literacy?
46. Silverstone, R.,Haddon, L.(1998).New dimensions of social exclusion in a telematic society.Paper presented at the meeting of ACTS FAIR Working Paper, No. 45,England:
47. Studing innovation in education: The case of the connected project
48. Sterne, J.,B. E. Kolko,L. Nakamura,B. R. Gilbert (Eds.)(2000).Race in cyberspace.New York:Routledge.
49. Street, B. V.(2003).What`s "new" in new literacy studies? Critical approach to literacy in theory and practice.Current Issues in Comparative Education,5(2),77-91.
50. Three critical "gaps": Successes and failures of computer literacy in Japanese education
51. Thomas, J.(1993).Doing critical ethnography.Sage:Newbury Park.
52. Williams, K.(2003).Literacy and computer literacy: Analyzing the NRC`s being fluent with information technology.Journal of Literacy and Technology,3(1),1-20.
53. Wolf, A.,B. Ebo (Ed.)(1998).Cyberghetto or cybertopia? Race, class, and gender on the internet.London:Praeger.
54. 吳正已、邱貴發(1996)。資訊社會國民的電腦素養。社會教育雙月刊，73，13-18。
55. 林宇玲(2003)。社會弱勢者與電腦學習：以台北市職訓中心第五期「電腦基礎班」爲例。教學科技與媒體，64，4-17。
56. 林宇玲(2005)。偏遠地區兒童的網路使用與性別化同儕文化的發展。新聞學研究，82，87-141。
57. 資訊社會與數位落差研討會彙編
58. 傅麗玉、張志立(2002)。初探青少年網路族群不平等：以竹苗地區泰雅族與平地國中生爲例。清大網路與社會研討會
59. 曾淑賢(2001)。兒童資訊需求、資訊素養及資訊尋求行爲。台北:文華。
60. 賴苑玲(1999)。資訊素養與國小圖書館利用教育。中師圖書館館訊，26，1-3。

1. 陳玟樺(2017)。師生共構文化回應數學教學之個案研究。教育研究集刊，63(2)，49-100。
2. 李珮瑜(2014)。英國媒體素養教育對臺灣媒體素養教育之啟示。教育傳播與科技研究，107，11-27。
3. 林慧絢(2015)。重看兒童學習：在影像課程中的接合實踐。教育實踐與研究，28(1)，207-240。
4. 林宇玲(2011)。線上遊戲與性別建構。新聞學研究，108，51-58。
5. 宋峻杰(2023)。自教育法學觀點再論我國教科書審定制度若干法理問題－以日本教科書檢定制度訴訟為參酌依據。中正大學法學集刊，78，105-148。