Towards a STEAM model for digital fluency skills: Perceptions of students and teachers

Abstract

Transliteration involves skills, critical thinking and practices based on digital fluency in a changing context. This concept is based on the inquiry process of scientific research, but is currently not integrated into the STEAM (science, technology, engineering, art, mathematics) approach. In the first phase of the ‘TLIT4U – Improving Transliteracy Skills through Serious Games’ project, an attempt was made to clarify the STEAM framework towards an inquiry-based training model. The authors, belonging to different universities in Bulgaria, Finland and Italy, investigated the perception of the concept of digital fluency and the research-process awareness of students with different disciplinary backgrounds at their respective universities. Subsequently, the authors organized interviews and focus groups with teachers, librarians and scholars at partner universities to investigate their perceptions of transliteracy. The main findings and open questions highlighted by the TLIT4U comparative study are presented in this article.

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