Vol. 35 No. 1 (2020): Special Issue on Technology and Teacher Education
Special Issue

Multiple Perspectives on Digital Literacies Research Methods in Canada

Michelle Hagerman
University of Ottawa
Pamela Beach
Queen's University
Megan Cotnam-Kappel
University of Ottawa
Cristyne Hébert
University of Regina

Published 2020-10-30

How to Cite

Hagerman, M., Beach, P., Cotnam-Kappel, M., & Hébert, C. (2020). Multiple Perspectives on Digital Literacies Research Methods in Canada. International Journal of E-Learning & Distance Education Revue Internationale Du E-Learning Et La Formation à Distance, 35(1). Retrieved from https://www.ijede.ca/index.php/jde/article/view/1159



In this article, we call for Canadian digital literacies researchers to invest in designs and research methods that centralise in-the-moment insights, embrace complexity, and that are informed by a deep commitment to authentic, ethical reciprocity that serves the communities in which our work is placed. We present three cases that offer multiple perspectives for how we might operationalise these principles, and we consider implications for the use of data collected with new approaches to digital literacies assessment, with virtual retrospective think alouds, eye-tracking, and spy glasses video. As the first co-authored article by The Digital Literacies Collective, this article contributes our shared position on the methodological priorities that will enable Canadian digital literacies researchers to construct new, contextually-situated frameworks that inform digital literacies policies and practices in Canadian systems of schooling.

Keywords: digital literacies; research methods; Canada; think aloud; eye tracking; spy glasses; assessment


Dans cet article, nous appelons les chercheurs canadiens en littératie numérique à investir dans des conceptions et des méthodes de recherche qui centralisent les connaissances instantanées, embrassent la complexité et sont éclairées par un engagement profond envers une réciprocité authentique et éthique au service des communautés dans lesquelles se situe notre travail. Nous présentons trois cas qui offrent de multiples perspectives sur la façon dont nous pourrions opérationnaliser ces principes, et considérons les implications pour l'utilisation des données collectées avec de nouvelles approches d'évaluation des littératies numériques, avec des rétrospectives virtuelles de réflexion à haute voix, des suivis du mouvement des yeux, des vidéos enregistrées par lunettes d'espionnage. En tant que premier article co-écrit par le Collectif des littératies numériques, cet article défend notre position commune concernant les priorités méthodologiques qui permettront aux chercheurs canadiens en littératies numériques de construire de nouveaux cadres contextuels qui éclairent les politiques et les pratiques des littératies numériques dans les systèmes scolaires canadiens.

Mots-clés : littératies numériques; méthodes de recherche; Canada; réfléchir à haute voix; suivi de l'oeil; lunettes d'espion; évaluation


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