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In this context, the metaphor-based study examines how prospective classroom teachers perceive digital literacy, since teachers guide and model learners’ digital engagement. The research uses a phenomenology design within qualitative methodology and collects data via the “Digital literacy is like .... Because ...” form from 45 pre-service teachers. 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In the current age, children can access all kinds of information in the digital environment, use and share this information and produce new information. In this process, the digital literacy perceptions of classroom teachers and prospective classroom teachers, who guide and role model their students, are of great importance. The study aims to reveal the perceptions of prospective classroom teachers about digital literacy through metaphors. For this purpose, phenomenology design, one of the qualitative research designs was used. The study group of the research consisted of 45 pre-service teachers studying in the department of classroom teaching. As a data collection tool, the \"Digital literacy is like .... Because ...\" form was used. Content analysis technique was used to analyze the data obtained from preservice teachers. According to the findings, a total of 34 metaphors were produced in the study group. It was found that pre-service classroom teachers had positive thoughts about digital literacy. As a result, the preservice teachers created a total of 34 metaphors in the categories of infinity, object, movement, need and guide from their perceptions of digital literacy and that these metaphors consisted of expressions with positive meanings.\u003Cbr>Keywords: Metaphor, perception, digital literacy, pre-service classroom teachers. |\n| --- |\n| *Corresponding author. Email: [haticedegirmenci07@gmail.com](haticedegirmenci07@gmail.com) . |\n\nINTRODUCTION  \nGlister (1997), who first used the concept of digital literacy, used digital literacy as the ability to understand, comprehend and use the information presented in the digital environment. In the digital world created by rapidly changing and developing technology, it is necessary to gain digital literacy skills to raise conscious individuals from early childhood. The correct use of digital tools and ways to protect against their damages should be taught (Aydoğdu, 2022) .  \nIn studies on digital literacy, it has been stated that families and educational institutions should undertake the task of providing children with the necessary skills and monitoring children for children to use digital technologies purposefully and safely, to recognize the dangers in the environment , and protect them from dangers (Livingstone, 2007; Mustafaoğlu et al. , 2018; Muslu and Bolışık, 2009; Kardeş, 2020) .  \nDigital literacy is defined as the ability to access new information using digital tools, to use them in problemsolving, to make transactions with the information obtained, and to use digital technologies effectively and  \nsafely (Pala and Başıbüyük, 2020) . According to another definition, digital literacy is the knowledge and skills that provide different, original, critical experiences with digital technologies and the safe and useful use of technological products that access information (Hague and Payton, 2010) .  \nWhen the definitions of digital literacy and the research on the subject are examined, it is necessary to recognize digital environments and be aware of their advantagesand disadvantages in gaining digital literacy skills and including digital technological products in learning and teaching processes. It is necessary to perceive and define the concept of digital literacy and to increase the opportunities for professionals, digital environment designers, those interested in educational technologies and those who will shape educational environments (Aviram and Eshet Alkalai, 2006) . For students to acquire a","cbCaij9cM9D7DrUv","https://ap.wps.com/l/cbCaij9cM9D7DrUv","pdf",196099,"English","# Abstract\n# Introduction\n## Definitions and importance of digital literacy\n## Role of families, institutions, and teachers\n# Method\n## Research design\n## Study group","[{\"question\":\"What is the purpose of the study on digital literacy metaphors?\",\"answer\":\"The study aims to reveal prospective classroom teachers’ perceptions of digital literacy through metaphors.\"},{\"question\":\"What qualitative method and data collection tool were used?\",\"answer\":\"Phenomenology design was used, and data were collected using the “Digital literacy is like .... Because ...” form.\"},{\"question\":\"How many metaphors were produced and what did they indicate?\",\"answer\":\"A total of 34 metaphors were produced, and they reflected positive thoughts about digital literacy.\"}]","African Educational Research Journal - Vol. 12(2) - Pre-service primary school teachers' metaphor perceptions of digital literacy | PDF",1792071548,13]