Development of a framework for digital literacy

Abstract

Purpose: Institutions seeking to develop or expand digital literacy programs face the challenge of navigating varied definitions for digital literacy itself. In answer to this challenge, this case study shares a process for developing a shared framework for digital literacy at one institution, including drawing on themes in existing frameworks, soliciting campus feedback, and making revisions. Design/methodology/approach: A draft digital literacy framework was created following the work of an initial Library task force. Focus groups were conducted to gather feedback on the framework and to identify areas for future development. Findings: Focus groups yielded 38 written responses. Feedback themes related to gaps in the framework, structural suggestions, and common challenges for learners. Themes in focus group feedback led to several framework revisions, including the addition of Curation as a competency area, the removal of Information Communication Technologies as its own competency area, and the inclusion of Learner rather than Student at the center of the framework. Practical implications: The approaches described in this case study can be adapted by those looking to create a shared framework or definition for digital literacy on their campuses, as well as to create or revise definitions for other related literacies. Originality/value: This case study presents an adaptable process for getting started with broad digital literacy initiatives, within the context of existing digital literacy frameworks worldwide.

The Role of Dynamic Capabilities Based on Digital Literacy on The Performance of Marketing Innovations for Micro, Small and Medium Enterprises

“…When companies have sufficient digital skills, businesses can build relationships with consumers much more intensely. Consumers become more and more and ultimately increase in income (Feerrar, 2019). Product innovation requires company investment in research and development activities (Gupta et al, 2016;Qurtubi et al, 2019).…”

“…When companies have sufficient digital skills, businesses can build relationships with consumers much more intensely. Consumers become more and more and ultimately increase in income (Feerrar, 2019).…”

The Pedagogical Frameworks Adopted by Monash University Library

“…Perceiving digital literacy as pertaining solely to a set of technical skills over-simplifies their scope. A more expansive view of digital literacy incorporates a range of overlapping cognitive and interpersonal skills, attitudes, dispositions and practices in conjunction with technical skills (Feerrar, 2019). However, the complex nature of this skill set can challenge educators in explicitly describing and developing digital skills within programmes of study (McMahon, 2014).…”

“…However, Spante et al (2018) in surveying the literature, note that defining the diversity of concepts related to digital literacy remains problematic. Within the context of higher education, establishing a common understanding of digital literacy remains evident, as policy and institutional documents would benefit from reflecting a more expansive view of this skill range, as well as greater consistency in defining what digital literacy encompasses (Feerrar, 2019;Spante et al, 2018).…”

“…Libraries have a long history of being involved with IL and consider digital literacy as an expansion of this skill set. As such, digital skill frameworks have been created by academic libraries, to help demonstrate how IL skills connect to digital literacy (Feerrar, 2019). A number of digital skill frameworks created for educational contexts were examined and reviewed as part of the working group's initial project scoping.…”