Digital
Literacy is
the ability to use information and communication technologies to find,
evaluate, create, and communicate information, requiring both cognitive and
technical skills.
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Knowledge, skills, and behaviours used in a broad range of digital
devices such as smartphones, tablets, laptops and desktop PCs, all of
which are seen as network rather than computing devices is called digital
literacy. Digital literacy initially focused on digital skills and stand-alone
computers, but the focus has moved from stand-alone to network devices. Digital
literacy is distinct from computer literacy and
digital skills. Computer literacy preceded digital literacy, and refers to
knowledge and skills in using traditional computers (such as desktop PCs and laptops) with a
focus on practical skills in using software application packages. Digital
skills is a more contemporary term but is limited to practical abilities in
using digital devices like; laptops and smartphones.
Source: images.google.com
A digitally literate person will possess a range of digital skills,
knowledge of the basic principles of computing devices, skills in using computer networks, an
ability to engage in online communities and social networks while adhering to
behavioural protocols, be able to find, capture and evaluate information, an
understanding of the societal issues raised by digital technologies and
possess critical thinking skills.
Digital literacy does not replace traditional forms of literacy. It
builds upon the foundation of traditional forms of literacy.Digital literacy is
the marrying of the two terms digital and literacy;
however, it is much more than a combination of the two terms. Digital information
is a symbolic representation of data, and literacy refers
to the ability to read for knowledge, write coherently, and think critically
about the written word.
Digital literacy researchers explore a wide variety of topics, including
how people find, use, summarize, evaluate, create, and communicate information
while using digital technologies. Research also encompasses a variety of
hardware platforms, such as computer hardware, cell phones and
other mobile devices and software or
applications, including web search or Internet applications
more broadly. As a result, the area is concerned with much more than how
people learn to use computers. In Scandinavian English as well
as in OECD(Centre for Educational Research and Innovation) research, the term
Digital Competence is preferred over literacy due to its holistic use. In 2013,
European Commission published a Digital Competence Framework which also
includes the notion of digital literacy, but goes further than that, for
example, defining problem solving in digital environments as part of the
Digital competences.
Academic and pedagogical concepts
From a competency perspective, literacy is the lowest level in a
progression that spans literacy, fluency and mastery. From an academic
perspective, digital literacy is a part of the computing subject area,
alongside computer science andinformation technology.
Source: naceda
It is a new literacy, and may
it be decomposed into several sub-literacies. One such decomposition considers
digital literacy as embracing computer literacy, network literacy, information literacy and social media literacy.
Previous conceptualisations of digital literacy focused on the practical skills
associated with using computers. These include hardware skills, such as
connecting devices, and software skills, such as using application packages.
Contemporary conceptualisations of digital literacy add to these traditional skills,
and embrace knowledge, skills, attitudes and behaviours, particularly with
respect to networked devices. Digital literacy differs from computer literacy
in a number of significant ways. While it embraces the practical skills that
computer literacy incorporates, there is a much greater focus on sociological,
political, cultural, economic and behavioural aspects of digital technologies.
As a pedagogical approach in curriculum design, the implementation of
digital literacy affords far-reaching advantages. The Internet is both a source
of information and communication that has increased exponentially
internationally. Subsequently, integrating technology into the classroom in a
meaningful way exposes students to a range of literacy practices called multi-literacies
which broadens their outlook and widens vistas of information and knowledge
which is highly constructive. This methodology embraces the constructivist theory
of learning wherein learners draw from their existing knowledge in order to
construct new learning.
Core
elements and their educational effects
Literacies can be grouped together in what is known as the Essential
Elements of Digital Literacies which expounds the theory that having an
understanding of these eight essential elements of digital literacies will
enable an individual to be digitally literate. The eight elements are
Cultural, Cognitive, Constructive, Communicative, Confidence, Creative,
Critical and Civic. The value of each of these core elements is dependent on
varying needs at different times.
It is
recognized that the implementation of these elements in an individual context
will require constant updating and upgrading as digital information and tools
change along with our understanding of them.
Source: lesliehernandez30
From a pedagogical perspective, digital literacy seeks to include
knowledge and understanding of the applications and implications of digital
technologies, in contrast to the skills focus of computer literacy. Digital
literacy is considered a key aspect of contemporary citizenship to enable
individuals to fully participate in the digital economy and the democratic
process, and knowledgeably engage with debates relating to the networked society, such as those relating to
personal privacy. Digital literacy may be studied at a number of levels. While
fundamental concepts and skills are normally covered in the lower levels of
national qualification frameworks, more
advanced treatments, dealing with more sophisticated concepts and skills such
as critical thinking, are higher level competencies.Now a days new
literacy, Layered literacy, Transliteracy, Electracy, and Digital citizen
grooming with digital literacy.
Digital and media literacy
Source: examiner.com
Digital literacy informs Communities sustaining democratic movements in
the digital age. Technology, economic
and behavioral changes are dramatically altering how people communicate and
move towards. In this age, information is more fragmented. Communications
systems no longer runalong the same lines as local governance. The gap in
access to digital tools and skills is wide and troubling. This new era poses
major challenges to the flow of news and information. people depend on to
manage their complex lives. Digital and media literacy is seen as a
constellation of life skills that are necessary for full participation in our
media-saturated, information-rich society.
Digital Literacy in this Era
Digital literacy requires certain skill sets that are interdisciplinary
in nature. Worshiper and Matuchniak list information, media, and technology;
learning and innovation skills; and life and career skills as the three skills
sets that individuals need to master in order to be digitally literate, or
the 21st century skills. In order to achieve information, media, and
technology skills, one needs to achieve competency in information literacy,
media literacy and ICT (information communication
technologies). Encompassed within Learning and Innovation Skills, one must also
be able to be exercise their creativity and innovation, critical thinking and
problem solving, and communication and collaboration skills (4Cs). In order to
be competent in Life and Career Skills, it is also necessary to be able to
exercise flexibility and adaptability, initiative and self-direction, social
and cross-cultural skills, productivity and accountability, leadership and
responsibility. Aviram & Eshet-Alkalai contend that there are five
types of literacies that are encompassed in the umbrella term that is digital
literacy.
1.
Photo-visual literacy is the ability to read and
deduce information from visuals.
2.
Reproduction literacy is the ability to use digital
technology to create a new piece of work or combine existing pieces of work together
to make it your own.
3.
Branching literacy is the ability to successfully
navigate in the non-linear medium of digital space.
4.
Information literacy is the ability to search,
locate, assess and critically evaluate information found on the web and
on-shelf in libraries.
5. Socio-emotional literacy refers to the social and
emotional aspects of being present online, whether it may be through
socializing, and collaborating, or simply consuming content.
Use in education
Source: edc.org
Schools are continuously updating their curriculum for digital literacy
to keep up with accelerating technological developments. This often includes
computers in the classroom, the use of educational software to teach
curriculum, and course materials being made available to students online. Some
classrooms are designed to use smartboards andaudience response systems. These
techniques are most effective when the teacher is digitally literate as well.
Teachers
often teach digital literacy skills to students who use computers for research. Such
skills include verifying credible sources online
and how-to cite web
sites. Google and Wikipedia are used by students "for everyday life research.
Educators are often required to be certified in digital literacy to
teach certain software and, more prevalently, to prevent plagiarism amongst
students.
Digital natives and immigrants
Marc
Prensky invented and popularized the terms "digital native"
and "digital immigrant." A digital native, according to Prensky, is
one who was born into the digital age. A digital immigrant refers to one who
adopts technology later in life. These terms aid in understanding the issues of
teaching digital literacy, however, simply being a digital native does not make
one digitally literate.
Digital immigrants, although they adapt to the same technology as
natives, possess a sort of "accent" which restricts them from communicating
the way natives do. In fact, research shows that, due to the brain's malleable
nature, technology has changed the way today's students read, perceive, and
process information. This means that today's educators may struggle to
find effective teaching methods for digital natives. Digital immigrants might
resist teaching digital literacy because they themselves weren't taught that
way. Prensky believes this is a problem because today's students are "a
population that speaks an entirely new language" than the people who
educate them.
Statistics and popular representations of the elderly and digital
technologies portray them as digital immigrants. For example, in 2010 in
Canada, 29% of those 75+ and 60% of those 65-74 had browsed the Internet in the
past month whereas this activity almost reached 100% among those 15-24 years
old. Eugene Loos identifies the most common assumptions about digital
technologies and the elderly, all of which contribute to portray them as
digital immigrants and to perpetuate digital ageism: senior
citizens may be regarded as a homogenous group; this group does not want to or
is not able to make use of digital information sources; however, it is not
perceived as a problem, because as time passes, these generations will be
succeeded by new generations that have no problem at all with digital
technologies. The heterogeneity of cohorts, interest in technologies changing
according to life events, and the importance of regular use to develop skills
and literacy are examples of other elements to take into account.
Digital visitors and residents
In contrast to Marc Prensky, Dave
White from the Department for Continuing Education at the University of Oxford
has been publicising his concept of digital visitors and residents. Briefly, the concept is
that visitors leave no online social trace whereas residents live a portion of
their lives online. These are not two separate categories of people but rather
a description of a continuum of behaviours. It is probable that many
individuals demonstrate both visitor and residential behaviours in different
contexts. Dave White has developed a mapping tool which explores this concept.
Digital writing
Source: textboss
Digital writing is a new type of composition being taught increasingly
within universities. Digital writing is a pedagogy focused
on technology's impact on writing environments; it is not simply using a
computer to write. Rather than the traditional print perspective, digital
writing enables students to explore modern technologies and learn how different
writing spaces affect the meaning, audience,
and readability of
text. Educators in favor of digital writing argue that it is necessary because
"technology fundamentally changes how writing is produced, delivered, and
received." The goal of teaching digital writing is that students will
increase their ability to produce a relevant, high-quality product, instead of
just a standard academic paper.
One aspect of digital writing is the use of hypertext. As
opposed to printed text, hypertext invites readers to explore information in a
non-linear fashion. Hypertext consists of traditional text and hyperlinks that
send readers to other texts. These links may refer to related terms or concepts
like wikipedia or they may enable readers to choose the order in which they
read. The process of digital writing requires the composer to make unique
"decisions regarding linking and omission." These decisions
"give rise to questions about the author's responsibilities to the text
and to objectivity."
Use in society
Source:
jpaap.napier.ac.uk
Digital literacy helps people communicate and keep up with societal
trends. Literacy in social network services and Web 2.0sites
helps people stay in contact with others, pass timely information and even
sell goods and services. This is mostly popular among younger generations,
though sites like LinkedIn have
made it valuable to older professionals.
Research has demonstrated that the differences in the level of digital
literacy depend mainly on age and education level, while the influence of
gender is decreasing (Hargittai, 2002; van Dijk, 2005; van Dijk and van
Deursen, 2009). Among young people, in particular, digital literacy is high in
its operational dimension (e.g. rapidly move through hypertext, familiarity
with different kinds of online resources) while the skills to critically
evaluate content found online show a deficit (Gui and Argentin, 2011).
Building on digital literacy is the concept of digital creativity which is the expression of creative skills in
the digital medium. This can include programming, web sites and the generation
and manipulation of digital images.
Social networking
With the emergence of social networking, one who
is digitally literate now has a major voice online. The level of digital
literacy needed to voice an opinion online today compared to the Internet
before social networks is minute. Websites like Facebook and Twitter, as well
as personal websites and blogs have enabled a new type of
journalism that is subjective, personal, and "represents a global
conversation that is connected through its community of readers."
These online communities foster group interactivity among the digitally
literate. Social networks also help users establish a digital identity, or a
"symbolic digital representation of identity
attributes." Without digital literacy or the assistance of someone
who is digitally literate, one cannot possess a personal digital identity. This
is closely allied to Web Literacy.
Digital divide
Digital literacy and digital access have become increasingly important
competitive differentiators. Bridging the economic and developmental
divides is in large measure a matter of increasing digital literacy and access
for peoples who have been left out of the information and communications
technology revolutions.
Scholar Howard Besser contends
that the digital divide is more than just a gap between those who have access
to technology and those who don’t. This issue encompasses aspects such as information literacy, appropriateness of content, and access to
content. Beyond access, a digital divide exists between those who
apply critical thinking to technology or not, those who speak English
or not, and those who create digital content or merely consume it.
Research published in 2012 found that the digital divide, as defined by
access to information technology, does not exist amongst youth in the United
States. Young people of all races and ethnicities report being connected
to the internet at rates of 94-98%. There remains, however, a Civic Opportunity Gap, where
youth from poorer families and those attending lower socioeconomic status
schools are less likely to encounter opportunities to apply their digital
literacies toward civic ends.
Community Informatics overlaps to a considerable degree with
digital literacy by being concerned with ensuring the opportunity not only for
ICT access at the community level but also, according to Michael Gurstein, that
the means for the "effective use" of ICTs for community betterment
and empowerment are available. Digital literacy is of course, one of the
significant elements in this process.
The United Nations Global Alliance for ICT and Development (GAID). seeks to
address this set of issues at an international and global level. Many
organizations (e.g. Per Scholas for
underserved communities in the United States andInterConnection for underserved communities around the world
as well as the U.S.) focus on addressing this concern at national, local and
community levels.
Digital Citizen
Source: tidesinc.org
A digital citizen refers
to a person utilizing information technology (IT) in order to engage in
society, politics, and government participation. K. Mossberger, et al. define digital citizens as "those who use the
Internet regularly and effectively". Digital citizenship can be defined as
the norms of appropriate, responsible behaviour with regard to technology
use.
·
Digital access: full electronic participation in
society.
·
Digital commerce: electronic buying and selling of
goods.
·
Digital communication: electronic exchange of
information.
·
Digital literacy: process of teaching and learning
about technology and the use of technology.
·
Digital etiquette: electronic standards of conduct
or procedure.
·
Digital law: electronic responsibility for actions
and deeds.
·
Digital rights and responsibilities: those freedoms
extended to everyone in a digital world.
·
Digital health and wellness: physical and
psychological well-being in a digital technology world.
·
Digital security (self-protection): electronic
precautions to guarantee safety.
Global impact
Source: pinterest
Government officials around the world have emphasized the importance of
digital literacy for their economy.
According to HotChalk, an Online resource for educators: "Nations with
centralized education systems, such as China, are leading the charge and
implementing digital literacy training programs faster than anyone else. For
those countries, the news is good."
Code.org
was started in 2013 to expand access to computer science, and increasing
participation by women and underrepresented students of colour.
Many developing nations are also focusing on digital literacy
education to compete globally.
Ministry of science and technology Nepal gov’t has set a various plans
and policies to provide ICT competencies and literacy as well, though it’s
departments and ministry of education also promoting to design various courses
to figure global standard.
The Philippines' Education Secretary Jesli Lapus has emphasized
the importance of digital literacy in Filipino education. He claims a
resistance to change is the main obstacle to improving the nation's education
in the globalized world.
In 2008, Lapus was inducted into Certiport's "Champions of Digital
Literacy" Hall of Fame for his work to emphasize digital literacy.
Use in the workforce
Source: slideshare.net
Those who are digitally literate are more likely to be economically
secure. Many jobs require a working knowledge of computers and the
Internet to perform basic functions. As wireless technology improves, more jobs
require proficiency with cell phones and PDAs (sometimes combined into smart phones).
White collar jobs are increasingly performed primarily on
computers and portable devices. Many of these jobs require proof of digital
literacy to be hired or promoted. Sometimes companies will administer their own
tests to employees, or official certification will be required.
As technology has become cheaper and more readily available, more blue-collar jobs
have required digital literacy as well. Manufacturers and retailers, for
example, are expected to collect and analyse data about productivity and market
trends to stay competitive. Construction workers often use computers to
increase employee safety.
Job recruiters often use employment Web sites to find potential employees, thus magnifying
the importance of digital literacy in securing a job.
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information technology literacy: new components in the
curriculum for a digital culture. 1998.
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