Examining Digital Technology Literacy of Professional Japanese Language Translator and Interpreter

Authors

  • Fatmawati Djafri Universitas Gadjah Mada
  • Lufi Wahidati Universitas Gadjah Mada

DOI:

https://doi.org/10.21512/lc.v16i1.7768

Keywords:

digital technology literacy, information literacy, Japanese language, translation, interpreting

Abstract

This research measured the digital technology literacy skills of professional Japanese language translators and interpreters. A modified version of the digital literacy skills checklist constructed by Open University was employed in this research. The questionnaire consisted of four sections, i.e., understanding general digital practices, finding, using, and creating information related to Japanese translation and interpreting, and the use of translation and interpreting technology. The result shows that respondents have confidence in their digital literacy skills to find, use, or create information online. However, most of them are still unfamiliar with the application of Computer Assisted Translation (CAT) and Computer Assisted Interpreting (CAI) tools to assist the translation or interpreting jobs. The result indicates that many Japanese businesses and industries do not require translators and interpreters to use specific CAT or CAI tools. However, the rapid development of digital technology and the market trend toward the use of technology are inevitable. Basic knowledge of these tools is necessary because they offer many advantages for translators and interpreters to work effectively. Therefore, it is highly important to incorporate the basic knowledge of CAT and CAI tools and other digital technology resources into the curriculum for students translators and interpreters.

Dimensions

Plum Analytics

References

Alonso, E., & Vieira, L. N. (2021). The impact of technology on the role of the translator in globalized production workflows. In Bielsa, E. & Kapsaskis, D. (Eds.), The Routledge Handbook of Translation and Globalization (pp. 391-405). London: Routledge.

Aydin, M. (2021). Does the digital divide matter? Factors and conditions that promote ICT literacy. Telematics and Informatics, 58, 1-9. https://doi.org/10.1016/j.tele.2020.101536.

Brashi, A. (2021). An adaptive methodology to overcome localization translation challenges. International Journal of English Linguistics, 11(4), 105-121. https://doi.org/10.5539/ijel.v11n4p105.

Bundgaard, K. (2017). Translator attitudes towards translator-computer interaction - Findings from a workplace study. HERMES - Journal of Language and Communication in Business, 56, 125-144. https://doi.org/10.7146/hjlcb.v0i56.97228.

Bundgaard, K., & Christensen, T. P. (2019). Is the concordance feature the new black? A workplace study of translators’ interaction with translation resources while post-editing TM and MT matches. The Journal of Spesialised Translation, 31, 14-37.

Costa, H., Pastor, G. C., & Duran-Munoz, I. (2018). Assessing terminology management systems for interpreters. In G.C. Pastor & I. Duran-Munoz (eds.), Trends in E-Tools and Resources for Translators and Interpreters, (pp. 57-84). Leiden: Brill Rodopi.

De Céspedes, B.R. (2019). Translator education at a crossroads: The impact of automation. Lebende Sprachen, 64(1), 103-121. https://doi.org/10.1515/les-2019-0005.

Falloon, G. (2020). From digital literacy to digital competence: The teacher digital competency (TDC) framework. Educational Technology Research and Development, 68, 2449-2472. https://doi.org/10.1007/s11423-020-09767-4.

Fantinuoli, C. (2018). Computer-assisted interpreting: Challenges and future perspectives. In G.C. Pastor & I. Duran-Munoz (eds.), Trends in E-Tools and Resources for Translators and Interpreters, (pp. 153-175). Leiden: Brill Rodopi.

Gentile, P. (2021). Interpreting in a globalized world: Current perspectives and future challenges. In Bielsa, E. & Kapsaskis, D. (Eds.), The Routledge Handbook of Translation and Globalization, (pp. 161-175). London: Routledge.

Gough, J. (2016). The patterns of interaction between professional translators and online Resources (Doctoral Dissertation). Retrived from https://epubs.surrey.ac.uk/813254/.

Gough, J. (2018). Investigating the use of resources in the translation process. In G.C. Pastor & I. Duran-Munoz (eds.), Trends in E-Tools and Resources for Translators and Interpreters, (pp. 9-36). Leiden: Brill Rodopi.

Gündüzalp, S. (2021). 21st century skills for sustainable education: Prediction level of teachers' information literacy skills on their digital literacy skills. Discourse and Communication for Sustainable Education, 12(1), 85-101. http://dx.doi.org/10.2478/dcse-2021-0007.

Harrison, C. (2017). Critical internet literacy: What is it, and how should we teach it? Journal of Adolescent & Adult Literacy, 61(4), 461-464. http://dx.doi.org/10.1002/jaal.713.

Havnen, R. (2021). Fight for focus: Attention and agency in sight-translated interaction. Perspectives: Studies in Translation Theory and Practice, 30(1), 1-18. https://doi.org/10.1080/0907676X.2021.1892785.

Ivanova, O. (2016). Translation and ICT competence in the globalized world. Procedia - Social and Behavioral Sciences, 231, 129-134. https://doi.org/10.1016/j.sbspro.2016.09.081

Jiang, H. (2019). A study of the information behavior of Chinese youth, focusing on the relevance between media access and status quo evaluation. Asian Journal of Journalism and Media Studies, 2, 57-73. http://dx.doi.org/10.33664/ajjms.2.0_57.

Kahne, J., & Bowyer, B. (2019). Can media literacy education increase digital engagement in politics? Learning, Media, and Technology, 44(2), 211-224. https://doi.org/10.1080/17439884.2019.1601108.

Keshavarz, H. (2020). Web self-efficacy: A psychological prerequisite for web literacy. Webology, 17(1), 81-98. http://doi.org/10.14704/WEB/V17I1/a209.

Knaus, T. (2020). Technology criticism and data literacy: The case for an augmented understanding of media literacy. Journal of Media Literacy Education, 12(3), 6-16. https://doi.org/10.23860/JMLE-2020-12-3-2.

Krajcso, Z. (2018). Translators’ competence profiles versus market demand. Babel, 64(5-6), 692-709. https://doi.org/10.1075/babel.00059.kra.

Lazonder, A.W., Walraven, A., Gijlers, H., & Janssen, N. (2020). Longitudinal assessment of digital literacy in children: Findings from a large Dutch single-school study. Computers and Education, 143, 1-8. https://doi.org/10.1016/j.compedu.2019.103681.

Leu, D. J., Kinzer, C. K., Coiro, J., Castek, J., & Henry, L. A. (2017). New literacies: A dual-level theory of the changing nature of literacy, instruction, and assessment. Journal of Education, 197(2), 1-18. http://dx.doi.org/10.1598/0710.42.

Li, Y., Chen, Y., & Wang, Q. (2021). Evolution and diffusion of information literacy topics. Scientometrics, 126, 4195-4224. https://doi.org/10.1007/s11192-021-03925-y.

Man, D., Mo, A., Chau, M. H., O'Toole, J. M., & Lee, C. (2019). Translation technology adoption: Evidence from a postgraduate programme for student translators in China. Perspectives: Studies in Translation Theory and Practice, 28(2), 253-270. https://doi.org/10.1080/0907676X.2019.1677730.

Marczak, M. (2018). Translation pedagogy in the digital age. Angles, 7, 1-19. https://doi.org/10.4000/angles.895.

McDougall, J., Readman, M., & Wilkinson, P. (2018). The uses of (digital) literacy. Learning, Media and Technology, 43(3), 263-279. https://doi.org/10.1080/17439884.2018.1462206.

Mellinger, C.D. (2017). Translators and machine translation: Knowledge and skills gaps in translator pedagogy. The Interpreter and Translator Trainer, 11(4), 280-293. https://doi.org/10.1080/1750399X.2017.1359760.

Mitra, S., & Dangwal, R. (2017). Acquisition of computer literacy skills through self-organizing systems of learning among children in Bhutan and India. Prospects, 47, 275-292. https://doi.org/10.1007/s11125-017-9409-6.

Nitzke, J., Tardel, A., & Hansen-Schirra, S. (2019). Training the modern translator: The acquisition of digital competencies through blended learning. The Interpreter and Translator Trainer, 13(3), 292-306. https://doi.org/10.1080/1750399X.2019.1656410.

OECD. (2019). Skills matter: Additional results from the survey of adult skills. Paris: OECD Publishing.

Ohnishi, N., & Yamada, M. (2020). Why translator competence in information searching matters? An empirical investigation into differences in searching behavior between professionals and novice translators. Invitation to Interpreting and Translation Studies, 22, 1-23.

Open University. (2012). Being digital: Digital literacy skills checklist. Retrieved from https://www.open.ac.uk/libraryservices/pages/dilframework/self_assessment_checklist.pdf.

Pangrazio, L., Godhe, A., & Ledesma, A. G. L. (2020). What is digital literacy? A comparative review of publications across three language contexts. E-Learning and Digital Media, 17(6), 442-459. https://doi.org/10.1177%2F2042753020946291.

Park, H., Kim, H. S., & Park, H. W. (2021). A scientometric study of digital literacy, ICT literacy, information literacy, and media literacy. Journal of Data and Information Science, 6(2), 116-138. https://doi. org/10.2478/jdis-2021- 0001.

Sample, A. (2020). Historical development of definitions of information literacy: A literature review of selected resources. The Journal of Academic Librarianship, 46(2), 1-8. https://doi.org/10.1016/j.acalib.2020.102116.

Soroya, S. H., Ahmad, A. S., Ahmad, S., & Soroya, M. S. (2021). Mapping internet literacy skills of digital natives: A developing country perspective. PLoS ONE, 16(4), e0249495. https://doi.org/10.1371/journal.pone.0249495.

Tsai, M., Liang, J., & Hsu, C. (2020). The computational thinking scale for computer literacy education. Journal of Educational Computing Research, 59(4), 579-602. https://doi.org/10.1177/0735633120972356.

Van Laar, E., Van Deursen, A. J. A. M., Van Dijk, J. A. G. M., & De Haan, J. (2017). The relation between 21st century skills and digital skills: A systematic literature review. Computers in Human Behavior, 72, 577-588. https://doi.org/10.1016/j.chb.2017.03.010.

Van Laar, E., Van Deursen, A. J. A. M., Van Dijk, J. A. G. M., & De Haan, J. (2020). Determinants of 21st century skills and 21st century digital skills for workers: A systematic literature review. Sage Open, 10(1), 1-14. https://doi.org/10.1177/2158244019900176.

Virtue, D. (2020). Students perception of their web literacy identities. Computers and Composition, 55, 1-18. https://doi.org/10.1016/j.compcom.2020.102549.

Weber, H., Hillmert, S., & Rott, K.J. (2018). Can digital information literacy among undergraduates be improved? Evidence from an experimental study. Teaching in Higher Education, 23(8), 909-926. https://doi.org/10.1080/13562517.2018.1449740.

West, J. A. (2019). Using new literacies theory as a lens for analyzing technology-mediated literacy classrooms. E-Learning and Digital Media, 16(2), 151-173. https://doi.org/10.1177/2042753019828355.

Whyatt, B., Witczak, O., & Tomczak, E. (2021). Information behaviour in bidirectional translators: Focus on online resources. The Interpreter and Translator Trainer, 15(2), 154-171. https://doi.org/10.1080/1750399X.2020.1856023.

Zaretskaya, A., Pastor, G.C., & Seghiri, M. (2018). User perspective on translation tools: Findings of a user survey. In G.C. Pastor & I. Duran-Munoz (eds.), Trends in E-Tools and Resources for Translators and Interpreters, (pp. 37-56). Leiden: Brill Rodopi.

Downloads

Published

2022-05-27
Abstract 77  .
PDF downloaded 28  .