@article{list_defining_nodate,
	title = {Defining digital literacy development: {An} examination of pre-service teachers' beliefs},
	url = {https://www.sciencedirect.com/science/article/pii/S0360131519300752?dgcid=rss_sd_all},
	doi = {10.1016/j.compedu.2019.03.009},
	abstract = {{\textless}h2{\textgreater}Abstract{\textless}/h2{\textgreater}{\textless}p{\textgreater}We identify three conceptions of digital literacy development populating the literature: digital natives, skill-based, and sociocultural perspectives. We adopt a qualitative approach to examine pre-service teachers' beliefs about digital literacy development as aligned with each of these three perspectives. While pre-service teachers were most commonly found to hold skill-based perspectives on digital literacy development, digital natives aligned and sociocultural perspectives were also well-represented. We further identify perspectives on digital literacy development uniquely appearing in students' responses. These include pre-service teachers' conception of digital literacy development as autonomously developed, technology driven, or project based. We further examine the contexts within which pre-service teachers situate digital literacy as emerging; these include both formal and informal settings. The article concludes with a discussion of implications for instruction.{\textless}/p{\textgreater}},
	journal = {Computers and Education},
	author = {List, Alexandra},
}

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