Digital Literacies: Concepts, Policies and Practices (original) (raw)
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Digitally Literate: Framework for the Development of Digital Literacy
The development of information and communication technology is placing the need for the acquisition of digital skills at the same level of the acquisition of conventional reading and calculus competences. The importance of being digitally literate increases as society becomes progressively more digital. This paper explores the concept of digital literacy and it intends to develop a framework for the development and dissemination of digital literacy as well as to propose a survey that will throughout time provide an assessment of individuals' digital skills. It begins by examining the various definitions of digital literacies and proceeds then to a discussion of what is being done to promote them and what can be done to improve their dissemination. The framework this paper proposes is composed of three core elements: access to technology, education and culture. The survey it recommends is an European Union-wide instrument of digital literacy measurement.
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This paper is organized in four sections. The first section surveys typical examples of what we see as the prevailing approach to understanding 'digital literacy'–which we identify with what we call an 'It'perspective on digital literacy. We consider a range of 'conceptual definitions' and 'standardised operationalisations' of digital literacy, concluding that such accounts are informational,'truthcentric'and 'monolithic'in character.
Nordic Journal of Digital Literacy, 2006
Digital literacy is increasingly being identified as a formal educational goal. While mainstream definitions vary in detail, the scope and meaning of digital literacy are rarely seen as problematic. This paper argues that typical mainstream accounts of digital literacy are seriously flawed. Rather than conceiving digital literacy as some unitary phenomenon it is better to think in terms of diverse digital literacies. The paper concludes by identifying some implications of this argument for educational policy, pedagogy and research.
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Digital Literacy in Theory and Practice
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The concept of digital literacy must be understood in the context of “literacies” writ broadly. Contemporary understandings of literacy have expanded the traditional definition that includes reading and writing (possibly also including numeracy and oralcy), to include interpretive and creative abilities or competencies across a range of texts, in written and other forms. Digital literacy, from a pragmatic point of view, is the set of skills, knowledge and attitudes required to access digital information effectively, efficiently, and ethically. It includes knowing how to evaluate digital information, and how to use it in decision-making. Digital literacy certainly has the potential to contribute to far-reaching and important personal and societal consequences. Thus, increasing focus on development of digital literacy, however defined, should be a policy priority for all sectors.
What is 'digital literacy'? A Pragmatic investigation
Digital literacy has been an increasingly-debated and discussed topic since the publication of Paul Gilster’s seminal Digital Literacy in 1997. It is, however, a complex term predicated on previous work in new literacies such as information literacy and computer literacy. To make sense of this complexity and uncertainty I come up with a ‘continuum of ambiguity’ and employ a Pragmatic methodology. This thesis makes three main contri butions to the research area. First, I argue that considering a plurality of digital literacies helps avoid some of the problems of endlessly-redefining ‘digital literacy’. Second, I abstract eight essential elements of digital literacies from the research literature which can lead to positive action. Finally, I argue that co-constructing a definition of digital literacies (using the eight essential elements as a guide) is at least as important as the outcome.
Digital Literacy: Definition, Theoretical Framework, and Competencies
COERC 2012, 2012
This paper offers an overview of existing definitions and theoretical frameworks for digital literacy. The researcher makes recommendations for an agreed upon definition and theoretical framework and discusses implications for a relationship between digital and visual literacy skills. For some time now, new perspectives on literacy, and the learning processes through which literacy is acquired, has been emerging (Herbert, 1991). While there is agreement that a new set of 21st-century skills involving technologies are needed for literacy, there is little consensus about precisely what knowledge and abilities are necessary for people to be digitally literate (Ba, Tally, & Tsikalas, 2002). To obtain a consensus, there must be an agreed upon definition for digital literacy and an identification of its particular competencies. For this to happen, two initial steps must be taken: (a) Begin the development of an instrument designed to identify the major dimensions of digital literacy, and (b) conduct an initial validation study of this instrument. This paper offers an overview of existing digital literacy definitions, frameworks, and competencies; makes recommendations for the refinement of a digital literacy model that includes visual literacy as a core skill; and discusses implications for a relationship between digital and visual literacy skills. Purpose As technology pervades every aspect of our lives, the ability to navigate and successfully accomplish tasks through technology grows. Whether you are in primary, secondary, or postsecondary school, and whether you are employed or entering retirement, it is now necessary to have some technology skills both to communicate with the outside world and to perform administrative, creative, and educative tasks. The continued increase and use of online media content for information gathering also challenges the learner to organize and compose information in a nonlinear fashion while often integrating visual media to synthesize that information. This skill set is commonly called digital literacy. Digital literacy refers to the assortment of cognitive-thinking strategies that consumers of digital information utilize (Eshet, 2004). Other terms used alongside or sometimes synonymously with digital literacy include: 21 st-century literacies, Internet literacies, multiliteracies, information literacy, information communication technologies (ICT) literacies, computer literacy, and online reading comprehension (ORC). Each term has particular definitions, but common assumptions bring them together under the same theoretical umbrella of new literacies. Leu, Zawilinski, Castek, Banerjee, Housand, Liu, and O'Neil (2007) conclude that most new literacies, including digital literacy, share four assumptions: (a) new literacies include the new skills, strategies, dispositions, and social practices that are required by new technologies for information and communication; (b) new literacies are central to full participation in a global community; (c) new literacies regularly change as their defining technologies change; and (d) new literacies are multifaceted and our understanding of them benefits from multiple points of view. Leu, O'Byrne, Zawilinski, McVerry, and Everett-Cacopardo (2009) describe how new
Digital literacy: The quest of an inclusive definition
Reading & Writing
Forces of globalisation and economic competition enhanced by, among others, the digital technologies, are radically transforming the social context. Digital technologies are characterised by a powerful and pervasive Internet as well as the related information and communication technologies. Globalisation is facilitated by the universally accessible, reliable and inexpensive communication assisted by these digital technologies. However, there is growing and valid scepticism regarding the digitally influenced socio-economic emancipation. This scepticism is mainly driven by a lack of understanding of digital literacy as a holistic process of creating the necessary social, economic and political changes within a given context. The understanding of digital literacy therefore needs to join a number of seemingly divergent views of digital technology when dealing with these technologies’ benefits in socio-economic emancipation. This understanding of digital literacy should therefore be shap...