Okuryazarlık Araştırmacılarının Dijital Okuryazarlık Üzerine Görüşleri: Sistematik Bir Alanyazın Taraması

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*Bruce, D. L., & Chiu, M. M. (2015). Composing with new technology: Teacher reflections on learning digital video. Journal of Teacher Education, 66(3), 272-287. https://doi.org/10.1177/0022487115574291

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*Cetin, H. S. (2018). Implementation of the digital assessment tool kahoot in elementary school. international technology and education journal, 2 (1), 9-20. Retrieved https://files.eric.ed.gov/fulltext/EJ1301424.pdf

*Cherner, T. S., & Curry, K. (2019). Preparing pre-service teachers to teach media literacy: A response to "fake news". Journal of Media Literacy Education, 11(1), 1-31. https://doi.org/10.23860/JMLE-2019-11-1-1

*Cigerci, F. M. (2020). Primary school teacher candidates and 21st century skills. International Journal of Progressive Education, 16(2), 157-174. https://doi.org/10.29329/ijpe.2020.241.11

*Cocuk, H. E., & Yanpar Yelken, T. (2018). The Effect of the Web-Based Digital Story Applications on the Digital Literacy Levels of Turkish Teacher Candidates. Asian Journal of Education and Training, 4(2), 132-136. https://doi.org/10.20448/journal.522.2018.42.132.136

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*Demirbag, M., & Bahcivan, E. (2021). Comprehensive exploration of digital literacy: Embedded with self-regulation and epistemological beliefs. Journal of Science Education and Technology, 30, 448-459. https://doi.org/10.1007/s10956-020-09887-9

*Elkiran, Y. M. (2021). Examining the relationship between pre-service Turkish teachers digital writing attitudes and digital reading tendencies. International Journal of Progressive Education, 17(4), 437-450. https://doi.org/10.29329/ijpe.2021.366.26

*Eutsler, L. (2021). Making space for visual literacy in literacy teacher preparation: Preservice teachers coding to design digital books. TechTrends, 65(5), 833-846. https://doi.org/10.1007/s11528-021-00629-1

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*Gretter, S., & Yadav, A. (2018). What do preservice teachers think about teaching media literacy? An exploratory study using the theory of planned behavior. Journal of Media Literacy Education, 10(1), 104-123. https://doi.org/10.23860/JMLE-2018-10-1-6

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*Hutchison, A. C., & Woodward, L. (2018). Examining the technology integration planning cycle model of professional development to support teachers’ instructional practices. Teachers College Record, 120(10), 1-44. https://doi.org/10.1177/016146811812001002

*Kirova, A., & Jamison, N. M. (2018). Peer scaffolding techniques and approaches in preschool children’s multiliteracy practices with iPads. Journal of Early Childhood Research, 16(3), 245-257. https://doi.org/10.1177/1476718X18775762

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*Laverick, D. (2014). Supporting striving readers through technology-based instruction. Reading Improvement, 51(1), 11-19. Retrieved https://tinyurl.com/2bejbv8v

*Lohnes Watulak, S. (2016). Reflection in action: using inquiry groups to explore critical digital literacy with pre-service teachers. Educational Action Research, 24(4), 503-518. https://doi.org/10.1080/09650792.2015.1106957

*Lu, Y. H., Ottenbreit-Leftwich, A. T., Ding, A. C., & Glazewski, K. (2017). Experienced iPad-using early childhood teachers: Practices in the one-to-one iPad classroom. Computers in the Schools, 34(1-2), 9-23. https://doi.org/10.1080/07380569.2017.1287543

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*McQuirter, R., Dortmans, D., Rath, C., Meeussen, N., & Boin, J. (2015). Collaborative teacher inquiry into iPad use in grade 3 classrooms: Mobilizing knowledge through a long-term school-university partnership. Brock Education Journal, 25(1). https://doi.org/10.26522/brocked.v25i1.457

*Moodley, T., & Aronstam, S. (2016). Authentic learning for teaching reading: Foundation phase pre-service student teachers’ learning experiences of creating and using digital stories in real classrooms. Reading & Writing: Journal of the Reading Association of South Africa, 7(1), 129. https://doi.org/10.4102/rw.v7i1.129

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*Yamac, A., & Ozturk, E. (2019). How digital reading differs from traditional reading: An action research. International Journal of Progressive Education, 15(3), 207-222. https://doi.org/10.29329/ijpe.2019.193.15