Abstract
How to infer the digital media literacy competences of office workers related to distant teamwork from the observation of collaborative practices? This paper presents a qualitative method that combines deductive and inductive approaches to analyze interviews and observations carried out in ten organizations. From a deductive standpoint, our analysis is anchored in a review of the literature in Computer-Supported Cooperative Work. From an inductive standpoint, our analyses use principles from phenomenography and grounded theory to abstract a theoretical understanding of the studied experiences. The combination of these approaches allows us to examine the way workers experience distant teamwork activities and to consider how their competences reside in their ability to frame the work situations they encounter, and to develop responses accordingly.
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Acknowledgements
The work reported in this article is funded by the Belgian Science Policy Office, under contract BR/143/A5/LITME@WORK. Pierre Fastrez is a Research Associate from the Belgian Fund for Scientific Research - FNRS.
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Ligurgo, V., Philippette, T., Fastrez, P., Collard, AS., Jacques, J. (2018). A Method Combining Deductive and Inductive Principles to Define Work-Related Digital Media Literacy Competences. In: Kurbanoğlu, S., Boustany, J., Špiranec, S., Grassian, E., Mizrachi, D., Roy, L. (eds) Information Literacy in the Workplace. ECIL 2017. Communications in Computer and Information Science, vol 810. Springer, Cham. https://doi.org/10.1007/978-3-319-74334-9_26
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DOI: https://doi.org/10.1007/978-3-319-74334-9_26
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