Changes Over Time in Digital Literacy

Abstract

The current study is a follow-up on the 2002 empirical study by Eshet-Alkalai and Amichai-Hamburger, which investigated digital literacy skills among different age groups. This study explores changes through time in digital literacy among the same participants 5 years later, and their performance is compared to new matched control groups. Results indicate an improvement over time among all age groups, but especially for the adults, in the tasks that require proficiency and technical control in using technology (e.g., photovisual and branching literacy skills). On the other hand, results indicate a drop in the skills that require creative and critical thinking (e.g., information and reproduction literacy skills), especially for the younger participants. Results show two major patterns of change over time: (a) closing the gap between younger and older participants in the tasks that emphasize proficiency and technical control and (b) widening the gap between younger and older participants in tasks that emphasize creativity and critical thinking. Based on the comparison with the matched control groups, we suggest that experience with technology, and not age, accounts for the observed lifelong changes in digital literacy skills.

You Can Teach Old Dogs New Tricks: The Factors That Affect Changes over Time in Digital Literacy

“…The ability of users to perform effectively in these environments is termed "real-time thinking" (Eshet-Alkalai, 2008a). This paper synthesizes empirical findings from two studies (Eshet-Alkalai & AmichaiHamburger, 2004;Eshet-Alkalai & Chajut, 2009) that explored the digital literacy skills of users from different age groups and the changes through time in these skills, in order to distinguish between the two major factors that account for the changes through time in digital literacy skills --age and experience. This distinction is crucial for digital literacy studies, because unlike most everyday circumstances, where age is usually associated with experience, in the digital era, the opposite is true, with the younger users being more experienced than the older ones.…”

Exploring Relationships Between Thinking Style and Sex, Age, Academic Major, Occupation, and Levels of Arts Engagement Among Professionals Working in Museums

“…In addition, literacy's meaning has expanded to include the ability to identify, understand, interpret, create, and communicate through language, numbers, images, symbols, and technology (Coiro et al, 2008;Eshet-Alkalai & Chajut, 2009;Lambert & Cuper, 2008;Leu et al, 2011). The list of competencies expected of today's literate individual is expanding and as a result many new forms of literacy are being identified.…”

“…Such new literacies include, but are not limited to: media literacy, visual literacy, environmental literacy, and digital literacy (Coiro et al, 2008;Eshet-Alkalai & Chajut, 2009;Lambert & Cuper, 2008;Leu et al, 2011;Leu et al 2009;Merchant, 2007;Quesada, 2000;Yenawine, 1997). As society and technology change, so does literacy.…”

“…The growth of technology and the Web has created a new form of literacy known as digital literacy (Eshet-Alkalai & Chajut, 2009;Lambert & Cuper, 2008;Leu et al, 2011;North Central Regional Educational Laboratory, & Metiri Group, 2003;). Digital literacy is the assortment of cognitive-thinking styles, abilities, and dispositions that consumers of digital information utilize (Eshet-Alkalai & Chajut, 2009).…”

“…Digital literacy is the assortment of cognitive-thinking styles, abilities, and dispositions that consumers of digital information utilize (Eshet-Alkalai & Chajut, 2009). Digital literacy has necessitated a number of important shifts of emphasis in literacy over the past two decades.…”