Conceptualizing digital literacies and digital ethics for sustainability education. Issue 3 (7th July 2014)

• Record Type: Journal Article
• Authors: Brown, Susan A.
• Is Part Of: International journal of sustainability in higher education. Volume 15:Issue 3(2014)
• Page Start: 280
• Page End: 290
• Publication Date: 2014-07-07
• Subjects: Environmental education -- Periodicals; Environmental responsibility -- Study and teaching (Higher) -- Periodicals; Sustainable development -- Periodicals; 333.70711
• DOI: 10.1108/IJSHE-08-2012-0078
• Languages: English
• ISSNs: 1467-6370

Abstract

<abstract> <title> <x content-type="archive" xml:space="preserve">Abstract</x> </title> <sec> <title content-type="abstract-heading">Purpose</title> <p> – The purpose of this paper is to discuss the need for integrating a focus on digital literacies and digital ethics into sustainability education, proposing a conceptualization of these for sustainability education. </p> </sec> <sec> <title content-type="abstract-heading">Design/methodology/approach</title> <p> – The paper draws on relevant literature in the field of sustainability education and in the field of digital literacies and digital ethics. It synthesizes perspectives in both fields to form a conceptualization of digital literacies and digital ethics for sustainability education. </p> </sec> <sec> <title content-type="abstract-heading">Findings</title> <p> – The paper conceptualizes "digital literacies" as a capacity to reflect on the nature of digital space in relation to sustainability challenges and "digital ethics" as a capacity to reflexively engage with digital space in ways which build rich discourses around sustainability. Critically reflective and exploratory activities in digital space are a means of developing these capacities. </p> </sec> <sec> <title content-type="abstract-heading">Originality/value</title> <p> – The conceptualization allows sustainability education to account for the increased role digital space plays in shaping views of sustainability challenges. It proposes a pedagogical approach to doing this.</p> </sec> </abstract>