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Integrating Digital Literacies Into an Undergraduate Course: Inclusiveness Through Use of ICTs

Integrating Digital Literacies Into an Undergraduate Course: Inclusiveness Through Use of ICTs
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Author(s): Meke I. Kapepo (University of Cape Town, South Africa) and Tabisa Mayisela (University of Cape Town, South Africa)
Copyright: 2017
Pages: 22
Source title: Sustainable ICT Adoption and Integration for Socio-Economic Development
Source Author(s)/Editor(s): Charles K. Ayo (Covenant University, Nigeria) and Victor Mbarika (Southern University, USA and ICT University, USA)
DOI: 10.4018/978-1-5225-2565-3.ch007

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Abstract

The purpose of this chapter is to share a successful case of how ICT was used for educational inclusiveness by students from previously disadvantaged backgrounds. This chapter further illuminates how students could be supported in acquiring digital and academic literacy skills, within a discipline context. Lecturers often find it difficult to define digital literacy beyond the use of ICT in a classroom, or understand how students' acquisition of digital literacy skills could be supported or further expanded into students' academic literacy skills. This piece of work therefore, provides insight to academics, researchers and students, on how: (1) ICT could be integrated into the curriculum; (2) digital literacy could be embedded into the curriculum; and (3) students could be supported in acquiring graduate attributes and skills that make them fit for the workplace.

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