Defining Digital Literacy

Buckingham, David

doi:10.1007/978-3-531-92133-4_4

Cited by 102 publications

(97 citation statements)

References 3 publications

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“…The term "digital literacy" was originally used to refer to a minimal set of technical skills that enabled users of technology to operate effectively and to perform basic tasks (Buckingham, 2010). This functional definition specifies the basic skills required to perform particular operations.…”

Section: Myth 1: the Digital Nativementioning

confidence: 99%

“…Thus, a person's ability to learn effectively in a digital world needs to consider a wider range of skills and literacies than just technical proficiency (Buckingham, 2010;Pegrum, 2011). Digital literacy also comprises effective problem solving skills, critical thinking and communication skills, creativity and self-regulation along with an understanding of culturally and contextually-based practice in the use of, and engagement with, digital technologies (Bawden, 2001;Beetham, McGill, & Littlejohn, 2009;Buckingham, 2010;Lankshear & Knobel, 2008). Indeed, most educators now agree it is useful to conceptualise digital literacy as a series of characteristics rather than as a discrete and static checklist of skills.…”

Section: Myth 1: the Digital Nativementioning

confidence: 99%

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Digital Literacy in Higher Education: The Rhetoric and the Reality

Burton¹,

Summers²,

Lawrence³

et al. 2015

Myths in Education, Learning and Teaching

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This chapter examines empirical data to address the rhetoric of the digital native as a competent and digitally literate learner. The chapter also questions the reality of the notion that a digital delivery platform is easy to navigate and facilitates positive learning experiences. Data from surveys of students studying both on-campus and via distance education (or online) at the University of Southern Queensland (USQ), a regional Australian university, provides useful insights into the literacies of digital natives and will help to debunk the myth about digital learning being quick and easy. The findings indicate that most distance education students identified concerns about how technology supported their learning and were frustrated by information and communication technology (ICT) issues. For example, while those classified as digital natives did display high levels of digital literacy, this result was not confined to a particular age group. Interestingly, the students in this sample who could be classified as "digital natives" (under 30 years of age) did not prefer the distance or online mode of study; they preferred to study on-campus (60%). In contrast, the "digital immigrants" (those over 30 years of age) preferred the distance/online mode of study (57%). Both groups showed a high degree of experience with, and confidence in, their ability to engage with the various digital technologies. Evidence presented in this chapter will help universities to put in place appropriate and timely interventions to enable students to develop and apply digital literacies to support their learning. Specifically, guidelines for educators on how best to embed digital literacies into an online pedagogy, and recommendations for establishing effective learning management systems to support online education, are provided. IntroductionTwo interrelated myths arise from Australian higher education's responses to an increased emphasis on technological delivery. One myth stems from the view that tertiary education students are digital natives who have universal and uniform digital experiences. This myth presumes that the technological experiences of these students are homogeneous and linked to a sophisticated knowledge and understanding of information and communication technologies (ICTs). The second myth emanates from the idea that the internet is a panacea for the issues of increasing costs of higher education and increasing demand by students for authentic and interactive learning opportunities. The assumption here is that technology underpinning online learning is quick, easy to use, can be accessed by everyone, and is appropriate for all learning activities.

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Section: Myth 1: the Digital Nativementioning

confidence: 99%

Section: Myth 1: the Digital Nativementioning

confidence: 99%

Digital Literacy in Higher Education: The Rhetoric and the Reality

Burton¹,

Summers²,

Lawrence³

et al. 2015

Myths in Education, Learning and Teaching

View full text Add to dashboard Cite

show abstract

“…Ce sont les connaissances qui constituent la fondation de la littératie numérique, car sans celles-ci, il est difficile de construire au-delà (Buckingham, 2006). Il va sans dire qu'il s'agit des compétences de base que doivent développer les élèves et qui leur permettront de se servir facilement et efficacement des outils technologiques pour leur apprentissage (Bawden, 2008).…”

Section: Principes De La Littératie Numériqueunclassified

Littératies et créacollage numérique

Peters

Gervais

2016

L & L

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RésuméLe présent article s'intéresse aux littératies numérique et informationnelle ainsi qu'aux liens qu'elles entretiennent avec le créacollage numérique. Le modèle de créacollage numérique présenté fait le rapprochement entre les compétences informationnelles, rédactionnelles et de référencement documentaire, expliquant comment les stratégies de créacollage numérique se retrouvent à toutes les étapes de la création d'un texte. L'article se termine par un plaidoyer pour la formation des élèves de tous les niveaux scolaires afin que ceux-ci puissent développer leurs habiletés liées aux littératies numérique et informationnelle ainsi que leurs stratégies de créacollage numérique pour apprendre à bien rédiger leurs travaux scolaires avec intégrité intellectuelle. Mots clésLittératie numérique, stratégies de créacollage numérique, compétences informationnelles, compétences rédactionnelles, compétences de référencement documentaire Introduction Le concept de littératie a évolué et a pris de l'ampleur au cours du dernier siècle. Encore aujourd'hui, les habiletés traditionnelles de lecture et d'écriture constituent la base des habiletés à développer chez les élèves. Cependant, ceux-ci doivent maintenant être compétents dans la lecture de textes, d'images, de sons, de vidéos en plus d'être capables de naviguer dans un cyberespace complexe et confus pour y retrouver ce dont ils ont besoin (Lebrun, Lacelle et Boutin, 2012). Ainsi, la littératie numérique ne se limite pas à la recherche d'information, mais englobe celle-ci en plus de nombreuses autres littératies (Stordy, 2015). Les élèves doivent apprendre, dans le cadre de leurs travaux scolaires, à naviguer dans ce monde technologique pour réussir. Il importe donc de se pencher sur la question suivante : quelles stratégies doit-on enseigner à nos élèves pour développer leur littératie numérique et plus spécifiquement les stratégies de créacollage numérique (SCN) nécessaires à la rédaction de travaux scolaires nécessitant une recherche d'information ? C'est sur quoi le présent texte se penchera.La première section de l'article s'intéressera à la littératie numérique, à l'origine du concept, à sa définition et à ses grands principes. La deuxième partie portera sur la littératie informationnelle, souvent définie comme synonyme de littératie numérique. Puis, il sera question du lien entre les littératies et le créacollage numérique. Un modèle sur les stratégies de créacollage numérique sera présenté. Finalement, la dernière section examinera comment s'inscrivent les littératies numérique et informationnelle à l'école.

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“…Here digital literacy challenges notions of skills procurement; Buckingham, for example, describes how digital literacy cannot be seen 'simply as a matter of "information" or of "technology,"' but as a means of 'cultural understanding' [7], which involves a critical perspective on the social, political, and economic implications of the ubiquity of information technology. This stance is furthermore intended to foster in young people critical analysis of the relationships between media and audiences, information and power, as a crucial element of participatory democracy in the twenty-first century (Kellner and Share, 2007;Livingstone and Brake, 2010;Hoechsmann and Poyntz, 2012).…”

Section: Situating Digital Policy Literacymentioning

confidence: 99%

Viewing youth and mobile privacy through a digital policy literacy framework

Shade

Shepherd

2013

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Digital policy literacy is a critical element of digital literacy that emphasizes an understanding of communication policy processes, the political economy of media, and technological infrastructures. This paper introduces an analytical framework of digital policy literacy and applies it to young people’s everyday negotiations of mobile privacy, in order to argue for increased policy literacy around privacy and mobile phone communication. The framework is applied to the Canadian context, where a small study engaged undergraduate university students in focus groups around their uses of mobiles and knowledge of mobile privacy issues. Findings reveal that while our participants were aware of a variety of privacy threats in mobile communication, they were not likely to participate in policy processes that might protect their privacy rights. The paper concludes with a discussion of why young people may not be motivated to intervene in policy processes and how their digital policy literacy around mobile privacy is mitigated by the construction of youth as a lucrative target consumer market for mobile devices and services.

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Defining Digital Literacy

Cited by 102 publications

References 3 publications

Digital Literacy in Higher Education: The Rhetoric and the Reality

Digital Literacy in Higher Education: The Rhetoric and the Reality

Littératies et créacollage numérique

Viewing youth and mobile privacy through a digital policy literacy framework

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