Digital Literacy

Digital literacy is a component of media literacy. It refers to an individual's ability to find, evaluate,
produce and communicate clear information through writing and other forms of communication on
various digital platforms. Digital literacy showcases an individual's grammar, computer, writing, and
typing skills on platforms, such as social media and blog sites. Digital Literacy also includes other
devices, such as, smartphones, tablets, laptops and desktop PCs.[1] While digital literacy initially
focused on digital skills and stand-alone computers, its focus has shifted to network devices
including the Internet and use of social media. Digital literacy does not replace traditional forms of
literacy, instead building upon the skills that form the foundation of traditional forms of
literacy.[2] People use digital media for a range of activities: exploring, connecting, creating, and
learning[3]. Microsoft says digital literacy helps learners develop an essential understanding of
sophisticated equipment like personal computers. Courses help them to use technology in
complementing their daily routine and become more productive[4]. Technology proficiency includes
social, ethical, and insightful practices inherent in education, work, leisure, and everyday routine[5].
The International Society for Technology in Education maintains parameters for digital literacy
around six benchmarks. These consist of “innovation, communication and cooperation, research and
information, critical thinking, problem-solving and decision-making, digital citizenship, and
technology concepts and operations.

Academic and pedagogical concepts

From a competency perspective, digital literacy is framed with literacy, fluency, and mastery of skills
needed to use the internet. From an academic perspective, digital literacy is a part of the computing
subject area alongside computer science and information technology.
Digital literacy is a new literacy and can 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 conceptualizations of digital literacy focused on the
practical skills associated with using computers (now considered computer literacy). These include
hardware skills, such as connecting devices, and software skills, such as using application
packages. Contemporary conceptualizations of digital literacy add to these traditional skills, and
embrace knowledge, skills, attitudes and behaviors, particularly with respect to networked devices
(which include smartphones, tablets and personal computers). 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
behavioral 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 (Bruner, 1978) wherein learners
draw from their existing knowledge in order to construct new learning.
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. These methods present
students (and other learners) with the ability to fully engage with the media, but also enhance the
way the individual is able to relate the digital text to their lived experiences.
Digital and media literacy
Media literacy education began in the United Kingdom and the United States as a result of war
propaganda in the 1930s and the rise of advertising in the 1960s, respectively. Manipulative
messaging and the increase in various forms of media further concerned educators. Educators
began to promote media literacy education in order to teach individuals how to judge and access the
media messages they were receiving. The ability to critique digital and media content allows
individuals to identify biases and evaluate messages independently.
Danah Boyd stresses the importance of critical media literacy, especially for teens. She advocates
that critical media literacy skills are the first step in identifying biases in media content, such as
online or print advertising. Technical skills and knowledge of navigating computer systems further
helps individuals in evaluating information on their own. Barriers in acquiring technical skills and
computer knowledge set forth a limit for individuals in fully participating in the digital world.
In order for individuals to evaluate digital and media messages independently, they must
demonstrate digital and media literacy competence. Renee Hobbs, professor of Communication and
Media at the University of Rhode Island, developed a list of skills that demonstrate digital and media
literacy competence. Digital and media literacy involves knowing how to retrieve, distribute, and
understand information found in digital environments such as the internet. Digital and media literacy
includes the ability to examine and comprehend the meaning of messages, judging credibility, and
assessing the quality of the digital work. The individual is capable of analyzing digital and media
messages by recognizing the author's perspective and overall purpose. A digital and media literate
individual has the aptitude to create diverse forms of digital content and possesses technology skills
to create digital content. The individual becomes a socially responsible member of their community
by spreading awareness and helping others find digital solutions at home, work, or on a national
platform.

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, that individuals need to master in order
to be digitally literate: information, media, and technology; learning and innovation skills; and life and
career skills. In order to achieve information, media, and technology skills, one needs to achieve
competency in information literacy, media literacy and ICT (information communicative
technologies). Encompassed within Learning and Innovation Skills, one must also be able to
exercise their creativity and innovation, critical thinking and problem solving, and communication and
collaboration skills (the "Four Cs of 21st century learning"). 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.

In education
Schools are continuously updating their curricula to keep up with accelerating technological
developments. This often includes computers in the classroom, the use of educational software to
teach curricula, and course materials being made available to students online. Students are often
taught literacy skills such as how to verify credible sources online, cite web sites, and prevent
plagiarism in a technological world. Google and Wikipedia are frequently used by students "for
everyday life research," and are just two common tools that facilitate modern education. Digital
technology has impacted the way material is taught in the classroom. With the use of technology
rising over the past decade, educators are enhancing traditional forms of learning with digital literacy
through different platforms. Several websites are assisting in these efforts such as Google
Docs, Prezi, and, Easybib. Each service has assisted students by teaching collaboration, allowing
students to use pre-made, creative presentation templates, and helping generate citations in any
given format. Additionally, educators have also turned to social media platforms such
as Twitter, Facebook, Edmodo, Schoology and even Instagram to communicate and share ideas
with one another. New standards have been put into place as digital technology has augmented
classrooms, with many classrooms being designed to use smartboards and audience response
systems in replacement of traditional chalkboards or whiteboards.
Digital writing
University of Southern Mississippi professor, Dr. Suzanne Mckee-Waddell 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. Digital composition keeps educators and
students connected through modern teaching techniques. Digital writing in particular is a new type of
digital composition being taught increasingly within universities. Digital writing is a pedagogy focused
on the impact technology has had on various writing environments; it is not simply the process of
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
(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
to objectivity."

In society[
Digital literacy is present within society by allowing people to communicate through the use of
various digital platforms. Literacy in social network services and Web 2.0 sites helps 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. 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.
With the emergence of social media, individuals who are digitally literate now have a major voice
online. 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 media 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).
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, 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, the skills to critically evaluate content found online show a deficit (Gui
and Argentin, 2011).

In the workforce
The 2014 Workforce Innovation and Opportunity Act (WIOA) defines digital literacy skills as a
workforce preparation activity. Those who are digitally literate are more likely to be economically
secure, as many jobs require a working knowledge of computers and the Internet to perform basic
tasks.
White collar jobs are today 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 analyze
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. LinkedIn is one of the most popular employment sites,
in which professionals can connect with others in their field, search for potential employment
opportunities, or put out feelers for jobs they may need filled.
Possessing advanced and capable digital literacy serves as an essential skill allowing individuals to
compete in the workforce. Socially, it has become almost necessary to possess a degree of digital
literacy on all job levels, as society has become a technology based one and will continue to be
such.

What does digital literacy look like?

Digital literacy is when students are able to engage with multi-media to read and interpret text, sounds and images.
Digital literacy is when students can manipulate and evaluate data to construct their own meaning. Digital literacy
also includes a student having knowledge about how to use technology to construct meaning, but most importantly in
ways that are appropriate to their needs. Students who know how to use technology are also instructed by parents
and teachers on how to use it effectively and appropriately to communicate a message.
Most students today have more knowledge about technology than their teachers, but most have not had instruction
on how and when to use technology appropriately. "Too often the focus is on learning the technology itself, with little
time given to discussing what is or isn't appropriate." ( Rubble, M. and Bailey, G. (2007). Digital Citizenship in
Schools.Eugene, OR: ISTE, p. 21)

Examples of Digital Literacy

 Understanding how to use web browsers, search engines, email, text, wiki, blogs, Photoshop, Powerpoint,
video creation/editing software , etc. to showcase learning.
 Evaluating online resources for accuracy/trustworthiness of information.
 Using online classes to enhance learning in the classroom.
 Choosing appropriate media to showcase learning - understand what platforms will best illustrate your
message and learning to peers and educators.
 Using an interactive whiteboard in the classroom for lessons and allowing students to use the interactive
whiteboard on a daily basis.
 Encouraging students to use technology to showcase their learning.
 Using the web ( web sites video, music) to enhance the learning of your students.
 Students and teachers creating online content to be utilized both in and out of the classroom.

Non-Examples of Digital Literacy

 Learning just how to use multi-media to research and investigate a specific topic.
 Having a computer lab in your school.
 Technology as a specials class separate from the daily classroom.
 Typing papers (research, opinion or narrative stories) on a computer or using search engines only to find
information.
 Children dropping out of school to independently learn without guidance.
 Using online media without any knowledge or guidelines on how to judge whether the information is
accurate or trustworthy.
8 ESSENTIAL DIGITAL LITERACY
SKILLS THAT STUDENTS NEED

What was once called typing class is now known as technology class. Gone are the days where
computer class was spent playing Oregon Trail and creating word processing documents. The
networked world in which students exist demands an education that prepares students to produce
and consume information in a variety of formats. These formats range from text to images to
multimedia. Students need a broad variety of fluencies to be prepared for the 21st-century
workforce. Even jobs traditionally thought of us being technology light now require someone who
has basic computer skills. This article describes those digital literacy skills paramount to success in
any career.

1. Coding is a universal language and one that is useful whether a technical career is pursued
or not. For example, having a basic understanding of HTML, CSS, and the like creates a shared
understanding and a sense of knowing what can and cannot be done with web pages.
2. Collaboration in the online environment requires deliberate Students should be taught basic
project management and group work essentials to navigate between multiple platforms.
Utilizing tools such as Base Camp or Trello in addition to collaborative functionality through
Google Docs allows a student to begin experimenting with effective online collaboration.
3. Cloud Software is an essential part of document management. The cloud is used to store
everything from photos to research projects to term papers and music. While students are
 likely used to saving their pictures, they may not have the necessary processes in place to
save their academic work in a way that is discoverable and accessible.
4. Word Processing Software is often used in conjunction with collaboration and cloud
software. Google has a suite of products, but there are other options as well. Microsoft Online
increasingly integrates with different storage and management solutions such as Drop Box.
Each of these platforms works a little differently, and students should have the opportunity to
engage with several of them.
5. Screencasting makes it easy for the novice video creator to make simple yet effective videos.
This is a useful skill for explaining a topic as well as articulating what you are thinking. Ideal
tools for teaching students how to screencast include Screencast-o-Matic and Camtasia.
Through screencasting, a student can learn more about making accessible content.
6. Personal Archiving takes into consideration that we leave a massive digital footprint.
Without a plan in place to archive this information, it can quickly turn into a web of unfindable
and not useful information. Students should be taught concepts such as metadata, tagging,
keywords, and categories succinctly and directly to help them start thinking about how they
are represented online.
7. Information Evaluation has always been necessary. However, with the ease at which all
people can create content and build knowledge, this skill becomes essential. Staying abreast
of developments in information literacy and software engineering will paint a holistic picture
of online information trends.
8. Social Media Savvy is important because social media serves different purposes depending
on the user, the technology, and the identified need. Students need to be given instruction
and an opportunity to practice using various social media. For example, students should realize
that Twitter is particularly useful for staying current on the latest news in the field while Flipgrid
is great at building a sense of community.

Despite the commonly held conception that students are digital natives, research has repeatedly
shown that this is not the case. Focusing on the 8 skills described above will guide your students to
increased digital fluency where they can act ethically, responsibly, and productively.

Activity

Create a video-documentary about how people perceive digital/ cyber literacy and its
impact on their lives. Include commentaries and insights about their view. Show both
positive and negative sides.

Rubric
Content Creativity Teamwork
Beginner 30 10 10
Intermediate 40 20 15
 Advanced 50 30 20
Total Score: ______/ 100

Essay Writing
Answer each question briefly but substantially.
1. In your opinion, are people around you cyber/digital literate? Explain.
Rubric
Content Originality Mechanics and
organization
Beginner 30 10 10
Intermediate 40 20 15
Advanced 50 30 20
Total Score: ______/ 100

2. What is the best way to teach digital literacy skills? Explain

Rubic
Content Originality Mechanics and
organization
Beginner 30 10 10
Intermediate 40 20 15
Advanced 50 30 20
Total Score: ______/ 100

3. What problems or issues do you see in our society that could be solved by advocating/
teaching digital literacy skills? Explain.
Rubic
Content Originality Mechanics and
organization
Beginner 30 10 10
Intermediate 40 20 15
Advanced 50 30 20
Total Score: ______/ 100