Digital literacy

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A teacher and his students in a computer lab A. Stuart and Students.jpg
A teacher and his students in a computer lab

Digital literacy is an individual's ability to find, evaluate, and communicate information using typing or digital media platforms. It is a combination of both technical and cognitive abilities in using information and communication technologies to create, evaluate, and share information. [1]

Contents

While digital literacy initially focused on digital skills and stand-alone computers, the advent of the internet and social media use has shifted some of its focus to mobile devices. Similar to other evolving definitions of literacy that recognize the cultural and historical ways of making meaning, [2] digital literacy does not replace traditional methods of interpreting information but rather extends the foundational skills of these traditional literacies. [3] Digital literacy should be considered a part of the path towards acquiring knowledge. [4]

History

Research into digital literacies has fallen along the tracks of information literacy. This draws from traditions of information literacy and research into media literacy which rely on socio-cognitive traditions, as well as research into multimodal composition, which relies on anthropological methodologies. [5] Digital literacy is built on the expanding role of social science research in the field of literacy [6] as well as on concepts of visual literacy, [7] computer literacy, [8] and information literacy. [9] The concept has evolved throughout the 20th and into the 21st century from a technical definition of skills and competencies to a broader comprehension of interacting with digital technologies. [10]

Digital literacy is often discussed in the context of its precursor, media literacy. Media literacy education began in the United Kingdom and the United States due to war propaganda in the 1930s and the rise of advertising in the 1960s, respectively. [11] Manipulative messaging and the increase in various forms of media further concerned educators. Educators began to promote media literacy education to teach individuals how to judge and assess the media messages they were receiving. The ability to critique digital and media content allows individuals to identify biases and evaluate messages independently. [11]

Historically, digital literacy focused on source evaluation. Digital and media literacy include the ability to examine and comprehend the meaning of messages, judge credibility, and assess the quality of a digital work. [12]

With the rise of file sharing on services such as Napster an ethics element began to get included in definitions of digital literacy. [13] Frameworks for digital literacy began to include goals and objectives such as becoming a socially responsible member of their community by spreading awareness and helping others find digital solutions at home, work, or on a national platform. [12]

Digital literacy may also include the production of multimodal texts. [14] This definition refers more to reading and writing on a digital device but includes the use of any modes across multiple mediums that stress Semiotic meaning beyond graphemes. [15] It also involves knowledge of producing other forces of media, like recording and uploading video. [15]

Overall, digital literacy shares many defining principles with other fields that use modifiers in front of literacy to define ways of being and domain-specific knowledge or competence. The term has grown in popularity in education and higher education settings and is used in both international and national standards. [16]

Academic and pedagogical concepts

The pedagogy of digital literacy has begun to move across disciplines. [5] In academia, digital literacy is a part of the computing subject area alongside computer science and information technology. [17] while some literacy scholars have argued for expanding the framing beyond information and communication technologies and into literacy education overall. [18]

Given the many varied implications that digital literacy has on students and educators, pedagogy has responded by emphasizing four specific models of engaging with digital mediums. Those four models are text-participating, code-breaking, text-analyzing, and text-using. [ contradictory ] These methods present students (and other learners) with the ability to fully engage with the media, but also enhance the way the individual can relate to the digital text to their lived experiences. [19]

21st-century skills

Digital literacy requires certain skill sets that are interdisciplinary in nature. Warschauer and Matuchniak (2010) list three skill sets, or 21st century skills, [20] that individuals need to master in order to be digitally literate: information, media, and technology; learning and innovation skills; and life and career skills.[ vague ]. Aviram et al. assert that 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. [21] Digital literacy is composed of different literacies, because of this fact, there is no need to search for similarities and differences. [22] Some of these literacies are media literacy and information literacy.

Aviram and Eshet-Alkalai contend that five types of literacies are encompassed in the umbrella term that is digital literacy.

Photo-visual literacy skills can be put into practice by analyzing the visual elements of the images and billboards, understand the context in which they are presented, evaluate their credibility and reliability, and make decisions based on this information. Times Square April 2022 by Don Ramey Logan.jpg
Photo-visual literacy skills can be put into practice by analyzing the visual elements of the images and billboards, understand the context in which they are presented, evaluate their credibility and reliability, and make decisions based on this information.
  1. Reproduction literacy: the ability to use digital technology to create a new piece of work or combine existing pieces of work to make it your own.
  2. Photo-visual literacy: the ability to read and deduce information from visuals.
  3. Branching literacy: the ability to successfully navigate in the non-linear medium of digital space.
  4. Information literacy: the ability to search, locate, assess and critically evaluate information found on the web and on-shelf in libraries.
  5. Socio-emotional literacy: the social and emotional aspects of being present online, whether it may be through socializing, and collaborating, or simply consuming content. [23]

Artificial intelligence (AI)

Digital literacy skills continue to develop with the rapid advancements of artificial intelligence (AI) technologies in the 21st century. AI technologies are designed to simulate human intelligence through the use of complex systems such as machine learning algorithms, natural language processing, and robotics. [24] As the field advances and transforms aspects of everyday life such as education, workplaces, and public services, individuals must develop the skills to appropriately understand and use these tools.[ neutrality is disputed ]

As these technologies emerge, so have different attempts at defining AI literacy - the ability to understand the basic techniques and concepts behind AI in different products and services and how to use them effectively [ [25] ]. Many framings leverage existing digital literacy frameworks and apply an AI lens to the skills and competencies. Common elements of these frameworks include:

  • Know and understand: know the basic functions of AI and how to use AI applications [26]
  • Use and apply: applying AI knowledge, concepts and applications in different scenarios [27]
  • Evaluate and create: higher-order thinking skills (e.g., evaluate, appraise, predict, design) [28]
  • Ethical issues: considering fairness, accountability, transparency, and safety with AI [29]

As AI continues to advance and become more integrated into daily life, being AI literate will be critical for individuals and organizations to effectively engage with AI technologies and to take advantage of their potential benefits while mitigating their potential risks and challenges.[ neutrality is disputed ]

In society

Digital literacy is necessary for the correct use of various digital platforms. Literacy in social network services and Web 2.0 sites help people stay in contact with others, pass timely information, and even buy and sell goods and services. Digital literacy can also prevent people from being taken advantage of online, as photo manipulation, e-mail frauds and phishing often can fool the digitally illiterate, costing victims money and making them vulnerable to identity theft. [30] However, those using technology and the internet to commit these manipulations and fraudulent acts possess the digital literacy abilities to fool victims by understanding the technical trends and consistencies; it becomes important to be digitally literate to always think one step ahead when utilizing the digital world.

The emergence of social media has paved the way for people to communicate and connect with one another in new and different ways. [31] Websites like Facebook and Twitter (now X), 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." [32] These online communities foster group interactivity among the digitally literate. Social media also help users establish a digital identity or a "symbolic digital representation of identity attributes." [33] 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).

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. [34] [35] [36] Among young people, digital literacy is high in its operational dimension. Young people rapidly move through hypertext and have a familiarity with different kinds of online resources. However, for young people, the skills to critically evaluate the content found online show a deficit. [37] With the rise of digital connectivity amongst young people, concerns of digital safety are higher than ever. A study conducted in Poland, commissioned by the Ministry of National Knowledge, measured the digital literacy of parents in regards to digital and online safety. It concluded that parents often overestimate their level of knowledge, but clearly had an influence on their children's attitude and behavior towards the digital world. It suggests that with proper training programs, parents should have the knowledge in teaching their children about the safety precautions necessary to navigate the digital space. [38]

Digital divide

Digital divide refers to disparities (such as those living in the developed vs the developing world) concerning access to and the use of information and communication technologies (ICT), [39] such as computer hardware, software, and the Internet, among people. [40] Individuals within societies that lack economic resources to build ICT infrastructure do not have adequate digital literacy, which means that their digital skills are limited. [41] The divide can be explained by Max Weber's social stratification theory, which focuses on access to production, rather than ownership of the capital. [42] Production means having access to ICT so that individuals can interact and produce information or create a product without which they cannot participate in learning, collaboration, and production processes. [42] Digital literacy and digital access have become increasingly important competitive differentiators for individuals using the internet. [43] In the article "The Great Class Wedge and the Internet's Hidden Costs", Jen Schradie discusses how social class can affect digital literacy. [4] This creates a digital divide.

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. [44] Young people report being connected to the internet at rates of 94–98%. [44] There remains, however, a civic opportunity gap, where youth from poorer families and those attending lower socioeconomic status schools are less likely to have opportunities to apply their digital literacy. [45] The digital divide is also defined as emphasizing the distinction between the "haves" and "have-nots", and presents all data separately for rural, urban, and central-city categories. [46] Also, existing research on the digital divide reveals the existence of personal categorical inequalities between young and old people. [47] An additional interpretation identified the gap between technology accessed by youth outside and inside the classroom. [48]

Participation gap

Media theorist Henry Jenkins coined the term participation gap [49] and distinguished the participation gap from the digital divide. [11] According to Jenkins, in countries like the United States, where nearly everyone has access to the internet, the concept of the digital divide does not provide enough insight. As such, Jenkins uses the term participation gap to develop a more nuanced view of access to the internet. Instead of referring to the "haves" vs "have-nots" when referring to digital technologies, Jenkins proposes the participation gap refers to people who have sustained access to and competency with digital technologies due to media convergence. [50] Jenkins states that students learn different sets of technology skills if they only have access to the internet in a library or school. [51] In particular, Jenkins observes that students who have access to the internet at home have more opportunities to develop their skills and have fewer limitations, such as computer time limits and website filters commonly used in libraries. [51] The participation gap is geared toward millennials. As of 2008, when this study was created, they were the oldest generation to be born in the age of technology. As of 2008, more technology has been integrated into the classroom. The issue with digital literacy is that students have access to the internet at home, which is equivalent to what they interact with in class. Some students only have access while at school and in a library. They aren't getting enough or the same quality of the digital experience. This creates the participation gap, along with an inability to understand digital literacy. [52]

Digital rights

Digital rights are an individual's rights that allow them freedom of expression and opinion in an online setting, with roots centered on human theoretical and practical rights. It encompasses the individual's privacy rights when using the Internet, [53] and is essentially concerned with how an individual uses different technologies and how content is distributed and mediated. [54] Government officials and policymakers use digital rights as a springboard for enacting and developing policies and laws to obtain rights online in the same way that we obtain rights in real life. Private organizations that possess their online infrastructures also develop rights specific to their property. [55] In today's world, most, if not all materials have shifted into an online setting and public policy has had a major influence in supporting this movement. [56] Going beyond traditional academics, ethical rights such as copyright, citizenship and conversation can be applied to digital literacy because tools and materials nowadays can be easily copied, borrowed, stolen, and repurposed, as literacy is collaborative and interactive, especially in a networked world. [57]

Digital citizenship

Digital citizenship refers to the "right to participate in society online". It is connected to the notion of state-based citizenship, which is determined by the country or region in which one was born, and concerns being a dutiful citizen who participates in the electoral process and online through mass media. [55] A literate digital citizen possesses the skills to read, write and interact with online communities via screens and has an orientation towards social justice. This is best described in the article, Digital Citizenship during a Global Pandemic: Moving beyond Digital Digital Literacy, "Critical digital civic literacy, as is the case of democratic citizenship more generally, requires moving from learning about citizenship to participating and engaging in democratic communities face‐to‐face, online, and in all the spaces in between." [58] Through the various digital skills and literacy one gains, one is able to effectively solve social problems that might arise through social platforms. Additionally, digital citizenship has three online dimensions: higher wages, democratic participation, and better communication opportunities that arise from the digital skills acquired. [59] Digital citizenship also refers to online awareness and the ability to be safe and responsible online. This idea came from the rise of social media in the past decade, which has enhanced global connectivity and faster interaction. The idea of a good 'digital citizen' directly correlates with knowledge of, for example, how react to instances of predatory online behaviors, such as cyberbullying. [60]

Digital natives and digital immigrants

Digital natives using a smart car Digital Natives in Car.png
Digital natives using a smart car

Marc Prensky invented and popularized the terms digital natives and digital immigrants. A digital native is an individual born into the digital age who has used and applied digital skills from a young age, [61] whereas 'digital immigrant' refers to an individual who adopts technology later in life. These two groups of people have had different interactions with technology since birth, a generational gap. [62] This directly links to their individual and unique relationship with digital literacy. Digital natives brought the creation of ubiquitous information systems (UIS). These systems include mobile phones, laptop computers and personal digital assistants, as well as digital to cars and buildings (smart cars and smart homes), creating a new unique technological experience.

Carr claims that digital immigrants, although they adapt to the same technology as natives, possess a sort of "accent" that prevents them from communicating the way natives do. Research shows that, due to the brain's malleable nature, technology has changed the way today's students read, perceive, and process information. [63] Marc Prensky believes this is a problem, because today's students have a vocabulary and skill set that educators (digital immigrants at the time of his writing), may not fully understand. [61]

Statistics and popular representations of the elderly portray them as digital immigrants. For example, in Canada in 2010, it was found that 29% of its citizens were 75 years of age and older; 60% of its citizens between the ages of 65-74 had browsed the internet in the past month. [64] Conversely, internet activity reached almost 100% among its 15 to 24-year-old citizens. [64]

However, the concept of a digital native has been contested. According to two studies, it was found that students over the age of 30 were more likely to possess characteristics of a digital native when compared to their younger peers. 58% of the students that participated in the study were over 30 years old. [65] One study conducted by Margaryan, Littlejohn, and Vojt (2011), found that while college students born after 1984 frequently used the internet and other digital technology, they showed restricted use of technologies for educational and socializing purposes. [65] In another study conduced at Hong Kong University, it was found that young students are using technology as a means of consuming entertainment and ready-made content, rather the creating of, or engaging in academic content. [65]

Applications

In education

Society is trending towards a technology-dependent world. [66] It is now necessary to implement digital technology in education; [66] this often includes having computers in the classroom, the use of educational software to teach curricula, and course materials that are made available to students online. Students are often taught literacy skills such as how to verify credible sources online, cite websites, and prevent plagiarism. Google and Wikipedia are frequently used by students "for everyday life research," [67] and are just two common tools that facilitate modern education. Digital technology has impacted the way materials are taught in the classroom. With the use of technology rising in this century, educators are altering traditional forms of teaching to include course material on concepts related to digital literacy. [68]

Student working on assignment using computer Student on computer.jpg
Student working on assignment using computer

Educators have also turned to social media platforms to communicate and share ideas with one another. [68] Social media and social networks have become a crucial part of the information landscape. Social media allows educators to communicate and collaborate with one another without having to use traditional educational tools. [70] Restrictions such as time and location can be overcome with the use of social media-based education. [70]

New models of learning are being developed with digital literacy in mind. Several countries have developed their models to emphasize ways of finding and implementing new digital didactics to implement, finding more opportunities and trends via surveys of educators and college instructors.[ citation needed ] Additionally, these new models of learning in the classroom have aided in promoting global connectivity, enabling students to become globally-minded citizens. According to one study by Stacy Delacruz, Virtual Field Trips, (VFT), a new form of multimedia presentation has gained popularity over the years because they offer the "opportunity for students to visit other places, talk to experts and participate in interactive learning activities without leaving the classroom". They have been used as a vessel for supporting cross-cultural collaboration amongst schools, including: "improved language skills, greater classroom engagement, deeper understandings of issues from multiple perspectives, and an increased sensitivity to multicultural differences". They also allow students to be the creators of their own digital content, a core standard from The International Society for Technology in Education (ISTE). [71]

The COVID-19 pandemic pushed education into a more digital and online experience where teachers had to adapt to new levels of digital competency in software to continue the education system. [72] As academic institutions discontinued in-person activity, [73] different online meeting platforms were utilized for communication. [73] An estimated 84% of the global student body was affected by this sudden closure due to the pandemic. [74] Because of this, there was a clear disparity in student and school preparedness for digital education due, in large part, to a divide in digital skills and literacy that both the students and educators experienced. [75] For example, countries like Croatia had already begun work on digitalizing its schools countrywide. In a pilot initiative, 920 instructors and over 6,000 pupils from 151 schools received computers, tablets, and presentation equipment, as well as improved connection and teacher training, so that when the pandemic struck, pilot schools were ready to begin offering online programs within two days. [76]

The switch to online learning has brought about some concerns regarding learning effectiveness, exposure to cyber risks, and lack of socialization. These prompted the need to implement changes in how students can learn much-needed digital skills and develop digital literacy. [74] As a response, the DQ (Digital Intelligence) Institute designed a common framework for enhancing digital literacy, digital skills, and digital readiness. [77] Attention and focus was also brought to the development of digital literacy in higher education.

A study in Spain measured the digital knowledge of 4883 teachers of all education levels over recent school years and found that they needed further training to advance new learning models for the digital age. These programs were proposed using the joint framework. INTEF (National Institute of Educational Technologies and Teacher Training), as a reference. [72]

In Europe, the Digital Competence of Educators (DigCompEdu), developed a framework to address and promote the development of digital literacy. It is divided into six branches: professional engagement, digital sources resources, teaching and learning, assessment, empowerment of learners, and the facilitation of learners' digital competence. [78] The European Commission also developed the "Digital Education Action Plan", which focuses on using the COVID-19 pandemic experience to learn how technology is being used on a large scale for education and adapting the systems used for learning and training in the digital age. The framework is divided into two main strategic priorities: fostering the development of a high-performing digital education ecosystem and enhancing digital skills and competencies for digital transformation. [79]

Digital competences

In 2013 the Open Universiteit Nederland released an article defining twelve digital competence areas. These areas are based on the knowledge and skills people have to acquire to be a literate. [80]

  • A. General knowledge and functional skills. Knowing the basics of digital devices and using them for elementary purposes.
  • B. Use in everyday life. Being able to integrate digital technologies into the activities in everyday life.
  • C. Specialized and advanced competence in work and creative expression. Being able to use ICT (Information and Communication Technologies) to express your creativity and improve your professional performance.
  • D. Technology-mediated communication and collaboration. Being able to connect, share, communicate, and collaborate with others effectively in a digital environment.
  • E. Information processing and management. Using technology to improve your ability to gather, analyze, and judge the relevance and purpose of digital information.
  • F. Privacy and security. Being able to protect your privacy and take appropriate security measures.
  • G. Legal and ethical aspects. Behaving appropriately in a socially responsible way in the digital environment and being aware of the legal and ethical aspects of the use of ICT.
  • H. Balanced attitude towards technology. Demonstrating an informed, open-minded, and balanced attitude towards an information society and the use of digital technologies.
  • I. Understanding and awareness of the role of ICT in society. Understanding the broader context of use and development of ICT.
  • J. Learning about and with digital technologies. Exploring emerging technologies and integrating them.
  • K. Informed decisions on appropriate digital technologies. Being aware of the most relevant or common technologies.
  • L. Seamless use demonstrating self-efficacy. Confidently and creatively applying digital technologies to increase personal and professional effectiveness and efficiency.

The competencies mentioned are based on each other. Competencies A, B, and C are the basic knowledge and skills a person has to have to be a fully digitally literate person. When these three competencies are acquired you can build upon this knowledge and those skills to acquire the other competencies.

Digital writing

University of Southern Mississippi professor, Dr. Suzanne Mckee-Waddell [81] conceptualized the idea of digital composition as: the ability to integrate multiple forms of communication technologies and research to create a better understanding of a topic.[ vague ] Digital writing is a pedagogy that is being taught increasingly in universities. It is focused on the impact technology has had on various writing environments; it is not simply the process of using a computer to write. Educators in favor of digital writing argue that it is necessary because "technology fundamentally changes how writing is produced, delivered, and received." [82] 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. [83]

One aspect of digital writing is the use of hypertext or LaTeX. [84] 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 (such is the case on 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 objectivity." [85]

In the workforce

The 2014 Workforce Innovation and Opportunity Act (WIOA) defines digital literacy skills as a workforce preparation activity. [86] In the modern world employees are expected to be digitally literate, having full digital competence. [87] Those who are digitally literate are more likely to be economically secure, [88] as many jobs require a working knowledge of computers and the Internet to perform basic tasks. Additionally, digital technologies such as mobile devices, production suites, and collaboration platforms are ubiquitous in most office workplaces and are often crucial in daily tasks, since many White collar jobs today are performed primarily using digital devices and technology. [89] Many of these jobs require proof of digital literacy to be hired or promoted. Sometimes companies will administer their tests to employees, or official certification will be required. A study on the role of digital literacy in the EU labour market found that individuals were more likely to be employed the more digitally literate they were. [90]

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 analyze data about productivity and market trends to stay competitive. Construction workers often use computers to increase employee safety. [88]

In entrepreneurship

The acquisition of digital literacy is also important when it comes to starting and growing new ventures. The emergence of the World Wide Web and other digital platforms has led to a plethora of new digital products or services [91] that can be bought and sold. Entrepreneurs are at the forefront of this development, using digital tools or infrastructure [92] to deliver physical products, digital artifacts, [93] or internet-enabled service innovations. [94] Research has shown that digital literacy for entrepreneurs consists of four levels (basic usage, application, development, and transformation) and three dimensions (cognitive, social, and technical). [95] At the lowest level, entrepreneurs need to be able to use access devices as well as basic communication technologies to balance safety and information needs. As they move to higher levels of digital literacy, entrepreneurs will be able to master and manipulate more complex digital technologies and tools, enhancing the absorptive capacities and innovative capability of their venture. In a similar vein, if small to medium enterprises, (SMEs), possess the ability to adapt to dynamic shifts in technology, then they can take advantage of trends, marketing campaigns, and communication with consumers to generate more demand for their goods and services. Moreover, if entrepreneurs are digitally literate, then online platforms like social media can further help businesses receive feedback and generate community engagement that could potentially boost their business's performance as well as their brand image. A research paper published in The Journal of Asian Finance, Economics, and Business provides critical insight that suggests digital literacy has the greatest influence on the performance of SME entrepreneurs. The authors suggest their findings can help craft performance development strategies for SME entrepreneurs, arguing that their research shows the essential contribution of digital literacy in developing business and marketing networks. [96] Additionally, the study found that digitally literate entrepreneurs can communicate and reach wider markets than non-digitally literate entrepreneurs because of the use of web-management and e-commerce platforms that were supported by data analysis and coding. That said, constraints do exist for SMEs using e-commerce, including a lack of technical understanding of information technologies, and the high cost of internet access (especially for those in rural/underdeveloped areas). [97]

Global impact

The United Nations included digital literacy in its Sustainable Development Goals for 2030, under thematic indicator 4.4.2, which encourages the development of digital literacy proficiency in teens and adults to facilitate educational and professional opportunities and growth. [98] International initiatives like the Global Digital Literacy Council (GDLC) and the Coalition for Digital Intelligence (CDI) have also highlighted the need for digital literacy, and strategies to address this on a global scale. [99] [100] The CDI, under the umbrella of the DQ Institute, created the Common Framework for Digital Literacy, Skills, and Readiness in 2019, that conceptualizes eight areas of digital life: identity, use, safety, security, emotional intelligence, communication, literacy, and rights, three levels of maturity: citizenship, creativity, and competitiveness), and three components of competency: knowledge, attitudes and values, and skills, or what, why, and how. [101] The UNESCO Institute for Statistics (UIS) also works to create, gather, map, and assess common frameworks on digital literacy across multiple member-states around the world. [102] [103]

In an attempt to narrow the Digital Divide, on September 26, 2018, the United States Senate Foreign Relations Committee passed legislation to help provide access to the internet in developing countries via the H.R.600 Digital Global Access Policy Act. The legislation itself was based on Senator Ed Markey's Digital Age Act, which was first introduced to the senate in 2016. In addition, Senator Markey provided a statement after the act was passed through the Senate: "American ingenuity created the internet and American leadership should help bring its power to the developing world," said Senator Markey. "Bridging the global digital divide can help promote prosperity, strengthen democracy, expand educational opportunity and lift some of the world’s poorest and most vulnerable out of poverty. The Digital GAP Act is a passport to the 21st-century digital economy, linking the people of the developing world to the most successful communications and commerce tool in history. I look forward to working with my colleagues to get this legislation signed into law and to harness the power of the internet to help the developing world." [104]

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 emphasizing digital literacy. [105]

A 2011 study by the Southern African Linguistics & Applied Language Studies program did an observation of some South African university students regarding digital literacy. [106] While their courses did require some sort of digital literacy, very few students actually had access to a computer. Many had to pay others to type any work, as their digital literacy was almost nonexistent. Findings show that class, ignorance, and inexperience still affect access to learning that South African university students may need. [106]

See also

Related Research Articles

The digital divide is the unequal access to digital technology, including smartphones, tablets, laptops, and the internet. The digital divide worsens inequality around access to information and resources. In the Information Age, people without access to the Internet and other technology are at a disadvantage, for they are unable or less able to connect with others, find and apply for jobs, shop, and learn.

Media literacy is an expanded conceptualization of literacy that includes the ability to access and analyze media messages, as well as create, reflect and take action—using the power of information and communication—to make a difference in the world. Media literacy applies to different types of media, and is seen as an important skill for work, life, and citizenship.

The Association of College and Research Libraries defines information literacy as a "set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued and the use of information in creating new knowledge and participating ethically in communities of learning". In the United Kingdom, the Chartered Institute of Library and Information Professionals' definition also makes reference to knowing both "when" and "why" information is needed.

Blended learning or hybrid learning, also known as technology-mediated instruction, web-enhanced instruction, or mixed-mode instruction, is an approach to education that combines online educational materials and opportunities for interaction online with physical place-based classroom methods.

The global digital divide describes global disparities, primarily between developed and developing countries, in regards to access to computing and information resources such as the Internet and the opportunities derived from such access.

<span class="mw-page-title-main">Information and communications technology</span> Extensional term for information technology

Information and communications technology (ICT) is an extensional term for information technology (IT) that stresses the role of unified communications and the integration of telecommunications and computers, as well as necessary enterprise software, middleware, storage and audiovisual, that enable users to access, store, transmit, understand and manipulate information.

<span class="mw-page-title-main">Digitality</span> The era of living in digital culture(s)

Digitality is used to mean the condition of living in a digital culture, derived from Nicholas Negroponte's book Being Digital in analogy with modernity and post-modernity.

<span class="mw-page-title-main">Online school</span> School that teaches students entirely or primarily online or through the Internet

An online school teaches students entirely or primarily online or through the Internet. It has been defined as "education that uses one or more technologies to deliver instruction to students who are separated from the instructor and to support regular and substantive interaction between the students. Online education exists all around the world and is used for all levels of education. This type of learning enables the individuals to earn transferable credits, take recognized examinations, and advance to the next level of education over the Internet.

<span class="mw-page-title-main">Computer literacy</span> Skill in using computers and digital technology

Computer literacy is defined as the knowledge and ability to use computers and related technology efficiently, with skill levels ranging from elementary use to computer programming and advanced problem solving. Computer literacy can also refer to the comfort level someone has with using computer programs and applications. Another valuable component is understanding how computers work and operate. Computer literacy may be distinguished from computer programming, which primarily focuses on the design and coding of computer programs rather than the familiarity and skill in their use. Various countries, including the United Kingdom and the United States, have created initiatives to improve national computer literacy rates.

Educational technology is the combined use of computer hardware, software, and educational theory and practice to facilitate learning. When referred to with its abbreviation, "EdTech", it often refers to the industry of companies that create educational technology. In EdTech Inc.: Selling, Automating and Globalizing Higher Education in the Digital Age, Tanner Mirrlees and Shahid Alvi (2019) argue "EdTech is no exception to industry ownership and market rules" and "define the EdTech industries as all the privately owned companies currently involved in the financing, production and distribution of commercial hardware, software, cultural goods, services and platforms for the educational market with the goal of turning a profit. Many of these companies are US-based and rapidly expanding into educational markets across North America, and increasingly growing all over the world."

The knowledge divide is the gap between those who can find, create, manage, process, and disseminate information or knowledge, and those who are impaired in this process. According to a 2005 UNESCO World Report, the rise in the 21st century of a global information society has resulted in the emergence of knowledge as a valuable resource, increasingly determining who has access to power and profit. The rapid dissemination of information on a potentially global scale as a result of new information media and the globally uneven ability to assimilate knowledge and information has resulted in potentially expanding gaps in knowledge between individuals and nations. The digital divide is an extension of the knowledge divide, dividing people who have access to the internet and those who do not. The knowledge divide also represents the inequalities of knowledge among different identities, including but not limited to race, economic status, and gender.

Mark Warschauer is a professor in the Department of Education and the Department of Informatics at the University of California, Irvine, where is also the director of the Ph.D. in Education program and founding director of the Digital Learning Lab. He is the author or editor of eight books and more than 100 scholarly papers on topics related to technology use for language and literacy development, education, and social inclusion.

<span class="mw-page-title-main">Information and media literacy</span> Overview of information and media literacy

Information and media literacy (IML) enables people to show and make informed judgments as users of information and media, as well as to become skillful creators and producers of information and media messages. IML is a combination of information literacy and media literacy. The transformative nature of IML includes creative works and creating new knowledge; to publish and collaborate responsibly requires ethical, cultural and social understanding.

<span class="mw-page-title-main">Digital native</span> Person who has grown up in the digital age

The term digital native describes a person who has grown up in the information age. The term "digital native" was coined by Marc Prensky, an American writer, speaker and technologist who wrote several articles referencing this subject. This term specifically applied to the generation that grew up in the "digital age," predominantly regarding individuals born after the year 1980, namely Millennials, Generation Z, and Generation Alpha. Individuals from these demographic cohorts can consume digital information quickly and comfortably through electronic devices and platforms such as computers, mobile phones, and social media.

<span class="mw-page-title-main">21st century skills</span> Skills identified as being required for success in the 21st century

21st century skills comprise skills, abilities, and learning dispositions identified as requirements for success in 21st century society and workplaces by educators, business leaders, academics, and governmental agencies. This is part of an international movement focusing on the skills required for students to prepare for workplace success in a rapidly changing, digital society. Many of these skills are associated with deeper learning, which is based on mastering skills such as analytic reasoning, complex problem solving, and teamwork, which differ from traditional academic skills as these are not content knowledge-based.

<span class="mw-page-title-main">Digital divide in Nigeria</span> Internet divide for communication technology

The digital divide is a term used to describe the disadvantage in access to information which people without access to ICT suffer. Nigeria's digital divide refers to the inequality of Nigerian individuals, groups, or organizations with regard to access to Information and communications technology (ICT) infrastructure or to the internet for daily activities. The digital divide has been attributed to many factors among which is the high cost of computer equipment, lack of ICT skill and poor knowledge of available search engines. Lack of access to ICT makes it difficult for people to access information. The benefits of having access to ICT are numerous. ICT has the potential to promote other sectors of the economy such as agriculture, education, health, bank, defence etc. In times of emergency, ICT becomes an indispensable tool for overcoming the barriers of time and distance. Education, lack of electrical infrastructure, income, urban drift, and a variety of other social and political factors contribute to Nigeria's growing digital divide.

<span class="mw-page-title-main">Digital divide by continent, area and country</span>

The digital divide is an economic and social inequality with regard to access to, use of, or impact of information and communication technologies (ICT). Factors causing the divide can vary depending on the country and culture, as can the potential solutions for minimizing or closing the divide.

Metaliteracy is the ability to evaluate information for its bias, reliability, and credibility and apply them in the context of production and sharing of knowledge. It is especially useful in the context of the internet and social media. A formal concept of it was developed as an expanded information literacy framework by State University of New York academics Thomas P. Mackey and Trudi E. Jacobson. It has been used to prepare people to be informed consumers and responsible producers of information in a variety of social communities.

Digital inclusion involves the activities necessary to ensure equitable access to and use of information and communication technologies for participation in social and economic life including for education, social services, health, social and community participation. Digital inclusion includes access to affordable broadband Internet services, Internet-enabled devices, access to digital literacy training, quality technical support, and applications and online content designed to enable and encourage self-sufficiency, participation, and collaboration. Related concepts include digital divide, digital exclusion and digital inequality however digital inclusion focuses more on the strategies, policies and programs required to address the digital divide.

Gender digital divide is defined as gender biases coded into technology products, technology sector, and digital skills education. It can refer to women's and other gender identity's use of, and professional development in computing work. The gender digital divide has changed throughout history due to social roles, economics, and educational opportunities. As the gender spectrum continues to exist more prominently in social and professional spaces, the inclusion of other identities is an important area of concern in these types of conversations. These other identities can include any other than cis-gender male. Non-binary people make up a significant portion of the population and their existence is affected by the digital divide nonetheless.

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  104. ↑ "Senator Markey Praises Senate Passage of His Legislation to Help Expand Internet Access and Increase Digital Literacy in Developing Countries | U.S. Senator Ed Markey of Massachusetts". www.markey.senate.gov. Retrieved 2021-05-03.
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