Digital Age Literacy in Elementary School

Abstract

Abstract-In the 21st century Literacy can no longer be defined only to read and to write. The impact of rapid development in the information, then the literacy interpreted in several points of view, ranging from basic literacy point of view, science literacy, economic literacy, technology literacy, visual literacy, information literacy, multicultural literacy, to the point of view of global awareness. This is called digital-age literacy or often called multiliteracies. The discussion of literacy widespread, also the more intense teaching literacy in schools, especially in elementary schools, as an effort to produce a literary generation that can build the nation someday. This paper is motivated by the difficulties of schools in the implementation of literacy in elementary schools. This paper will discuss the reality of digitalage literacy in elementary schools which is followed by student difficulties in improving literacy skills caused by inadequate literary practices undertaken by the teachers, the lack of literacy environments, and different parental literacy levels that impact on the lack of literary information obtained by students at their home. Finally the efforts that must be made by various parties coordinate to improve literacy in elementary schools. They are the policy makers are; government, schools, teachers and parents have their respective duties and responsibilities in accordance with their capacity. The facilitation of good literacy practices and a supportive literacy environment. All activities that can bring the desire of students to improve literacy skills in this beloved Indonesia.

Digital Literacy Curriculum in Elementary School

“…Changes in teaching styles also require applying technology in learning at all levels, including elementary school (Batty, Chelsea, 2020). In elementary school e-ISSN: 2656-6621 http://jurnal.uns.ac.id/Teknodika 94 TEKNODIKA students, literacy skills or digital age literacy is an ability that must be programmed, including basic literacy, scientific literacy, economic literacy, digital literacy, information literacy, multicultural literacy, and global awareness (Nuroh, Ermawati Z. Vevy Liansari, 2017). The application of the digital literacy curriculum in the education implementation at all education levels and types is as table 1: The article analysis revealed that in making digital literacy into the curriculum, it was done by incorporating digital literacy into all areas in the school or subject and making digital literacy, divided into two domains: media and technology, separate.…”

Contextualization and Connectivity of Digital Literacy in Primary School Social Studies During the Covid-19 Pandemic

“…Hal tersebut digunakan untuk menyediakan akomodasi dan modifikasi untuk kebutuhan pembelajaran yang beragam bagi peserta didik generasi Z. Literasi telah menjadi lebih dari sekedar kemampuan untuk membaca kata-kata tertulis dan definisinya terus berkembang dan bersifat paralel dengan perubahan dalam masyarakat, budaya, dan pendidikan (Iinuma, 2016;Tyner, 2009). Definisi telah mencakup deskripsi instruksi tradisional atau arahan dari keterampilan soal keaksaraan yang lebih dari standar minimum yang didefinisikan secara luas untuk pelajar abad ke-21 terutama generasi Z (Nuroh & Liansari, 2018;Tyner, 2009). Kemampuan literer atau keaksaraan terkait IPS tidak terbatas pada penguasaan kosakata, keterampilan perpustakaan dan referensi, strategi membaca, namun lebih pada siswa untuk menjadi pemikir mandiri dan pembelajar yang dapat mengingat dan menggunakan kembali apa yang telah mereka baca untuk mengumpulkan makna, berpikir kritis, dan memecahkan masalah adalah bagian dari literasi, yang tidak hanya melibatkan membaca, tetapi juga berbicara, mendengarkan, melihat, dan memahami semua bentuk materi yang terjadi dalam sosial masyarakat sekitar (Chapin, 2014;Kosnik et al, 2016;Tyner, 2009).…”

“…Namun dalam konteks pendidikan IPS di SD, literasi mengalami perluasan makna di luar membaca dan menulis, terutama soal isu-isu dalam pembelajaran IPS. Pembelajaran IPS dalam gerakan literasi SD adalah keterampilan yang memungkinkan peserta didik membaca dunia tidak hanya melalui kata, kalimat, paragraf, atau wacana (Kosnik et al, 2016;Nuroh & Liansari, 2018). Literasi SD saat ini sudah memasuki arena literasi digital, dengan melibatkan penggunaan berbagai bentuk komunikasi yang memberikan kesempatan lebih jauh dan lebih besar untuk memajukan diri sendiri, lingkungan sekitar, dan masyarakat (Brugar & Roberts, 2018).…”

“…Pembelajaran IPS dengan model yang menyenangkan akan memberikan pengalaman belajar yang turut serta berkontribusi dalam pengetahuan kolektif peserta didik. Lebih lanjut, mengingat bahwa saat ini peserta didik SD berada dalam era Generasi Z yang memiliki obsesi terhadap teknologi (Nuroh & Liansari, 2018). Oleh karenanya perlu mempertimbangkan peran teknologi dalam proses pembelajaran IPS bagi peserta didik SD.…”

Digital Literacy Analysis of Elementary-School Students in Malang

“…Children are accustomed to using digital devices so that children get used to and have control over themselves [54], 5). Inserting digital literacy material in the curriculum as an early learning effort [7], through habituation activities [10]; and repetition [55] carried out by all stakeholders such as schools, teachers and parents [56]. So that the concept of digital literacy will grow and become a skill for elementary school students in Malang City.…”