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This chapter overviews three broad paradigms that make up the field of digital literacy research. It begins with the cognitive perspective, which typically focuses on digital literacy as a set of discrete skills that can be taught, learned, measured, and evaluated. It then discussed sociocultural perspectives, which focus on how people engage in ever-changing social practices of meaning-making within broader social and cultural contexts. It addresses how a situated perspective incorporates elements of cognitive and sociocultural perspectives, and argues that learning is inseparable from doing; and that knowing is situated in activity bound to social, cultural, and physical networks of human and non-human actors. Finally, it outlines the idea of critical digital literacy, and how each of the research paradigms presented approaches the concept of criticality in a way that is consistent with its broader theoretical and methodological foundations.
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