Digital literacy - Knowledge

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development, using digital tools or infrastructure to deliver physical products, digital artifacts, or internet-enabled service innovations. 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). 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

477:"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." 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. 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. 433:. Jenkins states that students learn different sets of technology skills if they only have access to the internet in a library or school. 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. 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. 754:'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." 378:

familiarity with different kinds of online resources. However, for young people, the skills to critically evaluate the content found online show a deficit. 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.

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estimated 84% of the global student body was affected by this sudden closure due to the pandemic. 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. 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.

565:, 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). 416:, where youth from poorer families and those attending lower socioeconomic status schools are less likely to have opportunities to apply their digital literacy. 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. Also, existing research on the digital divide reveals the existence of personal categorical inequalities between young and old people. An additional interpretation identified the gap between technology accessed by youth outside and inside the classroom. 167: 451:

technologies and how content is distributed and mediated. 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. 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. Going beyond traditional academics, ethical rights such as

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digital literacy in developing business and marketing networks. 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).

85:. 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. 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. 653:

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." 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.

404:, which focuses on access to production, rather than ownership of the capital. 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. Digital literacy and digital access have become increasingly important competitive differentiators for individuals using the internet. In the article "The Great Class Wedge and the Internet's Hidden Costs", 519:

years old. 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. 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.

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technology since birth, a generational gap. 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.

277:(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. 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. 732:

Intelligence (CDI) have also highlighted the need for digital literacy, and strategies to address this on a global scale. 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,

350:. 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. 429:

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

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A 2011 study by the Southern African Linguistics & Applied Language Studies program did an observation of some South African university students regarding digital literacy. While their courses did require some sort of digital literacy, very few students actually had access to a computer. Many had

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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 writing is a pedagogy that is being taught

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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

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websites, and prevent plagiarism. Google and Knowledge 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 materials are taught in the classroom. With the use of technology rising in this

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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

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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, and is essentially concerned with how an individual uses different

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coined the term participation gap and distinguished the participation gap from the digital divide. 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

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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. International initiatives like the Global Digital Literacy Council (GDLC) and the Coalition for Digital

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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 that can be bought and sold. Entrepreneurs are at the forefront of this

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defines digital literacy skills as a workforce preparation activity. In the modern world employees are expected to be digitally literate, having full digital competence. Those who are digitally literate are more likely to be economically secure, as many jobs require a working knowledge of computers

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an ethics element began to get included in definitions of digital literacy. 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

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that recognize the cultural and historical ways of making meaning, digital literacy does not replace traditional methods of interpreting information but rather extends the foundational skills of these traditional literacies. Digital literacy should be considered a part of the path towards acquiring

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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

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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,

284:- the ability to understand the basic techniques and concepts behind AI in different products and services and how to use them effectively . Many framings leverage existing digital literacy frameworks and apply an AI lens to the skills and competencies. Common elements of these frameworks include: 112:

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

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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. As a response, the DQ

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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. As academic institutions discontinued in-person activity, different online meeting platforms were utilized for communication. An

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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

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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. Among young people, digital literacy is high in its operational dimension. Young people rapidly move through hypertext and have a

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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

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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. Digital literacy is composed of

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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

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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, whereas 'digital immigrant' refers to an individual who adopts technology later in life. These two groups of people have had different interactions with

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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

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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. Conversely,

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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. A

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Educators have also turned to social media platforms to communicate and share ideas with one another. 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

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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.

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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

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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.

672:), 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 and objectivity." 369:, 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 69:

which rely on socio-cognitive traditions, as well as research into multimodal composition, which relies on anthropological methodologies. Digital literacy is built on the expanding role of social science research in the field of literacy as well as on concepts of visual literacy,

396:, such as computer hardware, software, and the Internet, among people. 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. The divide can be explained by 4099:

Vuorikari, R., Punie, Y., Gomez, S. C., & Van Den Brande, G. (2016). DigComp 2.0: The Digital Competence Framework for Citizens. Update Phase 1: The Conceptual Reference Model (No. JRC101254). Institute for Prospective Technological Studies, Joint Research Centre.

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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.

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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 report being connected to the internet at rates of 94–98%. There remains, however, a

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Krugman, Prof. Paul Robin, (Born 28 Feb. 1953), Professor of Economics and International Affairs, Woodrow Wilson School of Public and International Affairs, Princeton University, since 2000; Centenary Professor, London School of Economics and Political

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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

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Leu, D. J., Zawilinski, L., Castek, J., Banerjee, M., Housand, B., Liu, Y., & O’Neil, M. (2007). What is new about the new literacies of online reading comprehension. Secondary school literacy: What research reveals for classroom practices,

455:, 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. 685:

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

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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).

577:(Digital Intelligence) Institute designed a common framework for enhancing digital literacy, digital skills, and digital readiness. Attention and focus was also brought to the development of digital literacy in higher education. 4018: 736:, 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. The 88:

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.

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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.

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and process information. 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.

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Digital literacy may also include the production of multimodal texts. This definition refers more to reading and writing on a digital device but includes the use of any modes across multiple mediums that stress

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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.

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Neumeyer, Xaver; Santos, Susana C.; Morris, Michael H. (2020). "Overcoming Barriers to Technology Adoption When Fostering Entrepreneurship Among the Poor: The Role of Technology and Digital Literacy".

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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,

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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,

78:. 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. 1597:

Gong, Xiaoyan; Tang, Ying; Liu, Xiwei; Jing, Sifeng; Cui, Wei; Liang, Joleen; Wang, Fei-Yue (2020-10-30). "K-9 Artificial Intelligence Education in Qingdao: Issues, Challenges and Suggestions".

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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.

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Gui, Marco; Argentin, Gianluca (1 September 2011). "Digital skills of internet natives: Different forms of digital literacy in a random sample of northern Italian high school students".

4019:"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" 3914: 3202: 681: 536:, 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 3160: 2674:

Jarrahi, Mohammad Hossein; Eshraghi, Ali (2019-10-11). "Digital natives vs digital immigrants: A multidimensional view on interaction with social technologies in organizations".

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Delacruz, Stacy (2019). "Building Digital Literacy Bridges Connecting Cultures and Promoting Global Citizenship in Elementary Schools through School-Based Virtual Field Trips".

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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.

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https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/digcomp-20-digital-competence-framework-citizens-update-phase-1-conceptual-reference-model

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Luo, Tian; Freeman, Candice; Stefaniak, Jill (2020-08-01). ""Like, comment, and share"—professional development through social media in higher education: A systematic review".

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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

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different literacies, because of this fact, there is no need to search for similarities and differences. Some of these literacies are media literacy and information literacy.

155:, that individuals need to master in order to be digitally literate: information, media, and technology; learning and innovation skills; and life and career skills.. Aviram 4160:

An initiative of the Obama administration to serve as a valuable resource to practitioners who are delivering digital literacy training and services in their communities.

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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

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H. Balanced attitude towards technology. Demonstrating an informed, open-minded, and balanced attitude towards an information society and the use of digital technologies.

137:(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. 37:

platforms. It is a combination of both technical and cognitive abilities in using information and communication technologies to create, evaluate, and share information.

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Cohen, C. J., & Kahne, J. (2011). Participatory Politics: New Media and Youth Political Action. Chicago, IL: MacArthur Network on Youth and Participatory Politics.

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Digital Libraries: People, Knowledge, and Technology: 5th International Conference on Asian Digital Libraries, ICADL 2002, Singapore, December 11-14, 2002, Proceedings

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Kuester, Sabine; Konya-Baumbach, Elisa; Schuhmacher, Monika C. (February 2018). "Get the show on the road: Go-to-market strategies for e-innovations of start-ups".

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D. Technology-mediated communication and collaboration. Being able to connect, share, communicate, and collaborate with others effectively in a digital environment.

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E. Information processing and management. Using technology to improve your ability to gather, analyze, and judge the relevance and purpose of digital information.

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Julie, Henry; Alyson, Hernalesteen; Anne-Sophie, Collard (2020-10-21). "Designing Digital Literacy Activities: An Interdisciplinary and Collaborative Approach".

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priorities: fostering the development of a high-performing digital education ecosystem and enhancing digital skills and competencies for digital transformation.

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Reddy, P., Sharma, B., & Chaudhary, K. (2020). Digital literacy: A review of literature. International Journal of Technoethics (IJT), 11(2), 65-94.

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Society is trending towards a technology-dependent world. It is now necessary to implement digital technology in education; this often includes having

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The pedagogy of digital literacy has begun to move across disciplines. In academia, digital literacy is a part of the computing subject area alongside

2440: 2467: 664:. As opposed to printed text, hypertext invites readers to explore information in a non-linear fashion. Hypertext consists of traditional text and 203:: the social and emotional aspects of being present online, whether it may be through socializing, and collaborating, or simply consuming content. 4042: 1244:

Warschauer, Mark; Matuchniak, Tina (March 2010). "New Technology and Digital Worlds: Analyzing Evidence of Equity in Access, Use, and Outcomes".

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Kajee, Leila; Balfour, Robert (June 2011). "Students' access to digital literacy at a South African university: Privilege and marginalisation".

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Digital literacy requires certain skill sets that are interdisciplinary in nature. Warschauer and Matuchniak (2010) list three skill sets, or

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world. In 2008, Lapus was inducted into Certiport's "Champions of Digital Literacy" Hall of Fame for his work emphasizing digital literacy.

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Digital divide refers to disparities (such as those living in the developed vs the developing world) concerning access to and the use of

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Lyytinen, Kalle; Yoo, Youngjin; Boland, Richard J. Jr. (2016). "Digital product innovation within four classes of innovation networks".

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Information and Technology Literacy: Concepts, Methodologies, Tools, and Applications: Concepts, Methodologies, Tools, and Applications

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Zurkowski, Paul G. (November 1974). The Information Service Environment Relationships and Priorities. Related Paper No. 5 (Report).

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also works to create, gather, map, and assess common frameworks on digital literacy across multiple member-states around the world.

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traditional educational tools. Restrictions such as time and location can be overcome with the use of social media-based education.

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Head, Alison J.; Eisenberg, Michael B. (2009). Lessons Learned: How College Students Seek Information in the Digital Age (Report).

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Bawden, D. (2008). Origins and concepts of digital literacy. Digital literacies: Concepts, policies and practices, 30(2008), 17-32.

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century, educators are altering traditional forms of teaching to include course material on concepts related to digital literacy.

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Aviram, Aharon; Eshet-Alkalai, Yoram (3 April 2006). "Towards a Theory of Digital Literacy: Three Scenarios for the Next Steps".

639:. Confidently and creatively applying digital technologies to increase personal and professional effectiveness and efficiency. 626:

I. Understanding and awareness of the role of ICT in society. Understanding the broader context of use and development of ICT.

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

2477: 2450: 2230: 2054: 1668: 1614: 1540: 1401: 1073: 1026: 762: 179:: the ability to use digital technology to create a new piece of work or combine existing pieces of work to make it your own. 1556:

Druga, Stefania; Vu, Sarah T.; Likhith, Eesh; Qiu, Tammy (2019-03-09). "Inclusive AI literacy for kids around the world".

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A. General knowledge and functional skills. Knowing the basics of digital devices and using them for elementary purposes.

4319: 4266: 4197: 3992:"Recommendations on Assessment Tools for Monitoring Digital Literacy within UNESCO's Digital Literacy Global Framework" 747: 197:: the ability to search, locate, assess and critically evaluate information found on the web and on-shelf in libraries. 3267: 3386: 2901: 2291: 2172: 2147: 2027: 1999: 1975: 1799: 1573: 935: 260: 40:

While digital literacy initially focused on digital skills and stand-alone computers, the advent of the internet and

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Collins, Steve (2014-03-16). "The Digital Rights Movement: the role of technology in subverting digital copyright".

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Koltay, Tibor (March 2011). "The media and the literacies: media literacy, information literacy, digital literacy".

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Research into digital literacies has fallen along the tracks of information literacy. This draws from traditions of

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K. Informed decisions on appropriate digital technologies. Being aware of the most relevant or common technologies.

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Ekbia, Hamid R. (December 2009). "Digital artifacts as quasi-objects: Qualification, mediation, and materiality".

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has paved the way for people to communicate and connect with one another in new and different ways. Websites like

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Au, K., and Jordan, C. (1981) "Teaching reading to Hawaiian children: Finding a culturally appropriate solution".

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Kirschner, Paul A.; De Bruyckere, Pedro (October 2017). "The myths of the digital native and the multitasker".

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Thompson, Kim M.; Jaeger, Paul T.; Taylor, Natalie Greene; Subramaniam, Mega; Bertot, John Carlo (2014-08-20).

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Lim, Ee-Peng; Foo, Schubert; Khoo, Chris; Chen, Hsinchun; Fox, Edward; Urs, Shalini; Thanos, Costanino (2002).

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Bejaković, Predrag; Mrnjavac, Željko (2020-01-01). "The importance of digital literacy on the labour market".

3457:"Digital competences of teachers and associates at higher educational institutions in the Republic of Croatia" 3293: 1899: 1153: 4303: 728: 4111:

Janssen, José; Stoyanov, Slavi; Ferrari, Anusca; Punie, Yves; Pannekeet, Kees; Sloep, Peter (October 2013).

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Janssen, José; Stoyanov, Slavi; Ferrari, Anusca; Punie, Yves; Pannekeet, Kees; Sloep, Peter (October 2013).

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B. Use in everyday life. Being able to integrate digital technologies into the activities in everyday life.

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that send readers to other texts. These links may refer to related terms or concepts (such is the case on

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(2012). 763:Education Secretary 705:In entrepreneurship 594:Digital competences 587:European Commission 470:Digital citizenship 459:Digital citizenship 301:Evaluate and create 230:of this section is 153:21st century skills 147:21st century skills 141:21st-century skills 97:national platform. 4170:DigitalLiteracy.us 4156:2017-01-20 at the 3895:www.gdlcouncil.org 3167:: 291. 2020-09-01. 3042:10.3390/su13041858 1723:2016-11-26 at the 855:"Digital Literacy" 791:Cyber self-defense 554: 497: 336:photo manipulation 332:goods and services 189:Branching literacy 173: 65:and research into 28: 4698: 4697: 4660:Media consumption 4226:Emergent literacy 3680:10.1002/asi.21189 3674:(12): 2554–2566. 3636:10.1111/isj.12153 3588:10.1111/isj.12093 2511:10.1002/jaal.1076 2479:978-1-4758-4677-5 2452:978-0-8108-9272-9 2232:978-0-262-03601-6 2217:. The MIT Press. 2056:978-92-1-104570-3 1684:Marlow, Cameron. 1670:978-1-4408-4356-3 1616:978-1-7281-6853-1 1542:978-1-7281-8961-1 1403:978-1-292-15396-4 1075:978-0-300-16631-6 1028:978-1-4331-0169-4 786:Computer literacy 570:COVID-19 pandemic 431:media convergence 420:Participation gap 353:The emergence of 271: 270: 263: 72:computer literacy 4723: 4200: 4193: 4186: 4177: 4176: 4140: 4088: 4087: 4059: 4050: 4039: 4033: 4032: 4030: 4029: 4015: 4009: 4008: 4006: 4005: 3996: 3987: 3981: 3980: 3978: 3977: 3968: 3959: 3953: 3952: 3950: 3949: 3940: 3934:Park, Y (2019). 3931: 3925: 3924: 3922: 3921: 3911: 3905: 3904: 3902: 3901: 3887: 3881: 3880: 3878: 3877: 3872:. 11 August 2018 3866: 3860: 3859: 3857: 3833: 3827: 3826: 3808: 3784: 3778: 3777: 3752:(6): 1605–1618. 3741: 3735: 3734: 3698: 3692: 3691: 3663: 3657: 3656: 3638: 3629:(6): 1129–1157. 3614: 3608: 3607: 3571: 3565: 3564: 3528: 3522: 3521: 3519: 3518: 3503: 3497: 3488: 3479: 3478: 3476: 3452: 3446: 3439: 3433: 3432: 3420: 3414: 3413: 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2006: 2005: 1988: 1982: 1981: 1963: 1957: 1956: 1938: 1932: 1931: 1929: 1928: 1915: 1896: 1890: 1889: 1879: 1851: 1845: 1844: 1826: 1817: 1811: 1810: 1809: 1808: 1775: 1769: 1768: 1758: 1734: 1728: 1714: 1708: 1707: 1705: 1703: 1697: 1690: 1681: 1675: 1674: 1654: 1648: 1647: 1635: 1629: 1628: 1594: 1588: 1587: 1553: 1547: 1546: 1520: 1514: 1513: 1495: 1471: 1465: 1464: 1446: 1422: 1416: 1415: 1389: 1383: 1382: 1358: 1352: 1351: 1315: 1309: 1308: 1306: 1286: 1280: 1279: 1269: 1241: 1235: 1234: 1232: 1208: 1202: 1198: 1192: 1183: 1177: 1174: 1168: 1167: 1165: 1164: 1149: 1140: 1137: 1131: 1128: 1122: 1121: 1089: 1080: 1079: 1063: 1052: 1041: 1040: 1014: 1008: 1007: 995: 989: 986: 980: 977: 971: 968: 962: 959: 950: 949: 915: 906: 905: 903: 896: 885: 879: 876: 870: 869: 867: 866: 851: 811:Digital rhetoric 676:In the workforce 538:credible sources 371:digital identity 266: 259: 255: 252: 246: 220: 219: 212: 123:computer science 31:Digital literacy 4731: 4730: 4726: 4725: 4724: 4722: 4721: 4720: 4701: 4700: 4699: 4694: 4670:Oral literature 4613: 4529:Multiliteracies 4385: 4339: 4308: 4255: 4231:Family literacy 4209: 4204: 4158:Wayback Machine 4147: 4096: 4091: 4060: 4053: 4040: 4036: 4027: 4025: 4017: 4016: 4012: 4003: 4001: 3994: 3988: 3984: 3975: 3973: 3966: 3960: 3956: 3947: 3945: 3938: 3932: 3928: 3919: 3917: 3913: 3912: 3908: 3899: 3897: 3889: 3888: 3884: 3875: 3873: 3868: 3867: 3863: 3834: 3830: 3799:(11): 269–280. 3785: 3781: 3742: 3738: 3699: 3695: 3664: 3660: 3615: 3611: 3572: 3568: 3529: 3525: 3516: 3514: 3504: 3500: 3489: 3482: 3453: 3449: 3440: 3436: 3421: 3417: 3408: 3406: 3398: 3397: 3393: 3376: 3372: 3363: 3361: 3353: 3352: 3348: 3329: 3325: 3290: 3286: 3277: 3275: 3266: 3265: 3261: 3224: 3220: 3211: 3209: 3201: 3200: 3196: 3187: 3185: 3177: 3176: 3172: 3159: 3158: 3154: 3101: 3094: 3057: 3050: 3021: 3014: 2983: 2979: 2940: 2933: 2925: 2923: 2915: 2911: 2904: 2888: 2881: 2866: 2862: 2809: 2802: 2771: 2762: 2753: 2746: 2715: 2711: 2672: 2668: 2633: 2626: 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877: 873: 864: 862: 853: 852: 848: 844: 801:Digital citizen 782: 721: 707: 678: 650: 648:Digital writing 596: 530: 525: 504:digital natives 489: 483: 467: 465:Digital citizen 461: 445: 439: 424:Media theorist 422: 390: 384: 320: 267: 256: 250: 247: 236: 221: 217: 210: 149: 143: 119: 105:meaning beyond 59: 17: 12: 11: 5: 4729: 4719: 4718: 4713: 4711:Digital divide 4696: 4695: 4693: 4692: 4690:Writing system 4687: 4682: 4677: 4672: 4667: 4662: 4657: 4652: 4647: 4642: 4637: 4632: 4630:Asemic writing 4627: 4621: 4619: 4615: 4614: 4612: 4611: 4606: 4601: 4596: 4591: 4586: 4581: 4576: 4571: 4566: 4561: 4556: 4551: 4546: 4541: 4536: 4531: 4526: 4521: 4516: 4511: 4506: 4501: 4500: 4499: 4494: 4484: 4479: 4474: 4469: 4464: 4459: 4454: 4449: 4444: 4439: 4434: 4429: 4424: 4419: 4414: 4409: 4404: 4399: 4393: 4391: 4387: 4386: 4384: 4383: 4378: 4373: 4371:Griffith Jones 4368: 4366:James Paul Gee 4363: 4358: 4353: 4347: 4345: 4341: 4340: 4338: 4337: 4332: 4327: 4322: 4316: 4314: 4310: 4309: 4307: 4306: 4301: 4296: 4295: 4294: 4286: 4285: 4284: 4274: 4269: 4263: 4261: 4257: 4256: 4254: 4253: 4251:Whole language 4248: 4243: 4238: 4233: 4228: 4223: 4217: 4215: 4211: 4210: 4203: 4202: 4195: 4188: 4180: 4174: 4173: 4167: 4161: 4146: 4145:External links 4143: 4142: 4141: 4108: 4095: 4092: 4090: 4089: 4070:(2): 187–196. 4051: 4034: 4010: 3982: 3954: 3926: 3906: 3882: 3861: 3828: 3779: 3736: 3693: 3658: 3609: 3566: 3539:(4): 921–932. 3523: 3498: 3480: 3467:(1–2): 28–44. 3461:Informatologia 3447: 3434: 3415: 3391: 3370: 3346: 3323: 3284: 3259: 3218: 3194: 3170: 3152: 3115:(5): 542–545. 3092: 3048: 3029:Sustainability 3012: 2977: 2931: 2920:computer class 2909: 2902: 2879: 2860: 2800: 2760: 2744: 2709: 2666: 2641:On the Horizon 2624: 2575: 2542: 2485: 2478: 2458: 2451: 2431: 2369: 2342:(3): 388–390. 2326: 2299: 2292: 2266: 2256:. 21 June 2006 2238: 2231: 2205: 2180: 2173: 2155: 2148: 2130: 2102: 2074: 2062: 2055: 2035: 2028: 2007: 2000: 1983: 1976: 1958: 1951: 1933: 1891: 1862:(6): 963–980. 1846: 1835:(2): 333–340. 1812: 1800: 1780:"Introduction" 1770: 1729: 1718:"Identity Map" 1709: 1676: 1669: 1649: 1630: 1615: 1589: 1574: 1548: 1541: 1515: 1466: 1417: 1402: 1384: 1353: 1326:(2): 211–221. 1310: 1281: 1252:(1): 179–225. 1236: 1203: 1193: 1178: 1169: 1158:Education Week 1141: 1132: 1123: 1081: 1074: 1042: 1027: 1009: 990: 981: 972: 963: 951: 936: 907: 904:on 2013-12-03. 880: 871: 845: 843: 840: 839: 838: 833: 831:Media literacy 828: 823: 818: 816:Digital rights 813: 808: 803: 798: 793: 788: 781: 778: 725:United Nations 720: 717: 706: 703: 677: 674: 649: 646: 644:competencies. 641: 640: 633: 630: 627: 624: 621: 618: 615: 612: 609: 606: 603: 595: 592: 529: 526: 524: 521: 487:Digital native 485:Main article: 482: 479: 463:Main article: 460: 457: 448:Digital rights 443:Digital rights 441:Main article: 438: 437:Digital rights 435: 421: 418: 388:Digital divide 386:Main article: 383: 382:Digital divide 380: 348:identity theft 319: 316: 311: 310: 307:Ethical issues 304: 298: 295:Use and apply: 292: 269: 268: 251:September 2024 224: 222: 215: 209: 206: 205: 204: 198: 192: 186: 180: 145:Main article: 142: 139: 118: 115: 83:media literacy 67:media literacy 58: 55: 46:mobile devices 15: 9: 6: 4: 3: 2: 4728: 4717: 4714: 4712: 4709: 4708: 4706: 4691: 4688: 4686: 4683: 4681: 4678: 4676: 4673: 4671: 4668: 4666: 4663: 4661: 4658: 4656: 4655:Literacy test 4653: 4651: 4648: 4646: 4645:Dick and Jane 4643: 4641: 4638: 4636: 4633: 4631: 4628: 4626: 4623: 4622: 4620: 4616: 4610: 4607: 4605: 4602: 4600: 4599:Transliteracy 4597: 4595: 4594:Technological 4592: 4590: 4587: 4585: 4582: 4580: 4577: 4575: 4572: 4570: 4567: 4565: 4564:Psychological 4562: 4560: 4557: 4555: 4552: 4550: 4547: 4545: 4542: 4540: 4537: 4535: 4532: 4530: 4527: 4525: 4522: 4520: 4517: 4515: 4512: 4510: 4507: 4505: 4502: 4498: 4495: 4493: 4492:Mental health 4490: 4489: 4488: 4485: 4483: 4480: 4478: 4475: 4473: 4470: 4468: 4465: 4463: 4460: 4458: 4455: 4453: 4450: 4448: 4445: 4443: 4440: 4438: 4435: 4433: 4430: 4428: 4425: 4423: 4422:Computational 4420: 4418: 4415: 4413: 4410: 4408: 4405: 4403: 4400: 4398: 4395: 4394: 4392: 4388: 4382: 4379: 4377: 4376:Frank Laubach 4374: 4372: 4369: 4367: 4364: 4362: 4359: 4357: 4354: 4352: 4349: 4348: 4346: 4342: 4336: 4333: 4331: 4328: 4326: 4323: 4321: 4318: 4317: 4315: 4311: 4305: 4304:United States 4302: 4300: 4297: 4293: 4290: 4289: 4287: 4283: 4280: 4279: 4278: 4275: 4273: 4270: 4268: 4265: 4264: 4262: 4258: 4252: 4249: 4247: 4246:Post-literacy 4244: 4242: 4239: 4237: 4234: 4232: 4229: 4227: 4224: 4222: 4219: 4218: 4216: 4212: 4208: 4201: 4196: 4194: 4189: 4187: 4182: 4181: 4178: 4171: 4168: 4165: 4162: 4159: 4155: 4152: 4149: 4148: 4138: 4134: 4130: 4126: 4122: 4118: 4114: 4109: 4107: 4103: 4098: 4097: 4085: 4081: 4077: 4073: 4069: 4065: 4058: 4056: 4049: 4048: 4045: 4038: 4024: 4020: 4014: 4000: 3993: 3986: 3972: 3965: 3958: 3944: 3937: 3930: 3916: 3910: 3896: 3892: 3886: 3871: 3865: 3856: 3851: 3847: 3843: 3839: 3832: 3824: 3820: 3816: 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MIT Press. 2895: 2894: 2886: 2884: 2875: 2871: 2864: 2856: 2852: 2848: 2844: 2839: 2834: 2830: 2826: 2823:(3): 033085. 2822: 2818: 2814: 2807: 2805: 2796: 2792: 2788: 2784: 2780: 2776: 2769: 2767: 2765: 2757: 2751: 2749: 2740: 2736: 2732: 2728: 2724: 2720: 2713: 2705: 2701: 2697: 2693: 2689: 2685: 2681: 2677: 2670: 2662: 2658: 2654: 2650: 2646: 2642: 2638: 2631: 2629: 2620: 2616: 2612: 2608: 2603: 2598: 2594: 2590: 2586: 2579: 2570: 2565: 2561: 2557: 2553: 2546: 2538: 2534: 2529: 2524: 2520: 2516: 2512: 2508: 2504: 2500: 2496: 2489: 2481: 2475: 2471: 2470: 2462: 2454: 2448: 2444: 2443: 2435: 2427: 2423: 2419: 2415: 2410: 2405: 2400: 2395: 2391: 2387: 2383: 2376: 2374: 2365: 2361: 2357: 2353: 2349: 2345: 2341: 2337: 2330: 2322: 2318: 2314: 2310: 2303: 2295: 2293:9780198733607 2289: 2285: 2281: 2277: 2270: 2255: 2254:Henry Jenkins 2251: 2245: 2243: 2234: 2228: 2224: 2220: 2216: 2209: 2195: 2191: 2184: 2176: 2174:9780745655307 2170: 2166: 2159: 2151: 2149:9780415525442 2145: 2141: 2134: 2126: 2122: 2118: 2114: 2106: 2097: 2092: 2085: 2078: 2069: 2067: 2058: 2052: 2048: 2047: 2039: 2031: 2029:9780415525442 2025: 2021: 2014: 2012: 2003: 2001:9781522534181 1997: 1993: 1987: 1979: 1977:9780359527632 1973: 1969: 1962: 1954: 1948: 1944: 1937: 1923: 1919: 1914: 1909: 1905: 1901: 1895: 1887: 1883: 1878: 1873: 1869: 1865: 1861: 1857: 1850: 1842: 1838: 1834: 1830: 1823: 1816: 1803: 1801:9781412904032 1797: 1793: 1789: 1785: 1781: 1774: 1766: 1762: 1757: 1752: 1748: 1744: 1740: 1733: 1726: 1722: 1719: 1713: 1694: 1687: 1680: 1672: 1666: 1662: 1661: 1653: 1645: 1641: 1634: 1626: 1622: 1618: 1612: 1608: 1604: 1600: 1593: 1585: 1581: 1577: 1575:9781450362443 1571: 1567: 1563: 1559: 1552: 1544: 1538: 1534: 1530: 1526: 1519: 1511: 1507: 1503: 1499: 1494: 1489: 1485: 1481: 1477: 1470: 1462: 1458: 1454: 1450: 1445: 1440: 1436: 1432: 1428: 1421: 1413: 1409: 1405: 1399: 1395: 1388: 1380: 1376: 1372: 1368: 1364: 1357: 1349: 1345: 1341: 1337: 1333: 1329: 1325: 1321: 1314: 1305: 1300: 1296: 1292: 1285: 1277: 1273: 1268: 1263: 1259: 1255: 1251: 1247: 1240: 1231: 1226: 1222: 1218: 1214: 1207: 1197: 1191: 1189: 1182: 1173: 1159: 1155: 1148: 1146: 1136: 1127: 1119: 1115: 1111: 1107: 1103: 1099: 1095: 1088: 1086: 1077: 1071: 1067: 1060: 1059: 1051: 1049: 1047: 1038: 1034: 1030: 1024: 1020: 1013: 1005: 1001: 994: 985: 976: 967: 958: 956: 947: 943: 939: 937:9781783301997 933: 929: 925: 921: 914: 912: 900: 893: 892: 884: 875: 860: 856: 850: 846: 837: 834: 832: 829: 827: 824: 822: 821:Fact-checking 819: 817: 814: 812: 809: 807: 804: 802: 799: 797: 796:Data literacy 794: 792: 789: 787: 784: 783: 777: 773: 771: 767: 764: 760: 755: 753: 749: 744: 742: 739: 735: 730: 726: 719:Global impact 716: 713: 702: 699: 694: 691: 688: 683: 673: 671: 667: 663: 659: 654: 645: 638: 637:self-efficacy 634: 631: 628: 625: 622: 619: 616: 613: 610: 607: 604: 601: 600: 599: 591: 588: 582: 578: 574: 571: 566: 564: 558: 550: 546: 543: 539: 535: 520: 516: 512: 508: 505: 501: 493: 488: 478: 476: 471: 466: 456: 454: 449: 444: 434: 432: 427: 426:Henry Jenkins 417: 415: 409: 407: 403: 399: 395: 389: 379: 375: 372: 368: 364: 360: 356: 351: 349: 345: 341: 340:e-mail frauds 337: 333: 329: 325: 315: 308: 305: 302: 299: 296: 293: 290: 287: 286: 285: 283: 278: 276: 265: 262: 254: 244: 240: 234: 233: 229: 223: 214: 213: 202: 199: 196: 193: 190: 187: 184: 181: 178: 175: 174: 168: 164: 161: 158: 154: 148: 138: 134: 132: 128: 124: 114: 110: 108: 104: 98: 95: 90: 86: 84: 79: 77: 73: 68: 64: 54: 51: 47: 43: 38: 36: 35:digital media 32: 26: 21: 4477:Geo-literacy 4441: 4402:Agricultural 4381:Brian Street 4361:Paulo Freire 4313:Institutions 4288:New Zealand 4120: 4116: 4094:Bibliography 4067: 4063: 4046: 4043: 4037: 4026:. 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