Digital Literacy Research from an International and Comparative Point of View

Abstract

The fear of a growing digital divide between those having access to the Internet and those who do not results from the still uneven distribution of digital media. Though the number of Internet users is rapidly growing, there is evidence for the further existence of a digital divide caused by the lack of digital literacy. Thus, the digital divide cannot be closed by access alone and becomes a matter of media education. To find appropriate methods for increasing digital literacy demands knowledge about the ways users deal with computers and the Internet. This knowledge is gained by empirical research in different formal and non-formal contexts of computer and Internet use. This introductory article to a special issue of Research in Comparative and International Education devoted to 'Digital Literacy Research' gives an insight into international data on Internet use and outlines a theoretical framework of digital literacy. It also discusses the single studies collected in the special issue. It shows that further research will profit by an international and comparative approach which considers national, cultural, social and age differences between the users. The Digital Divide: access to the Internet and differences of use

Learning, Knowledge and Competence in Global Online-Universities: How Terminology Shapes Thinking

“…Instead, it is what media competence allows man to be: a critical actor in regard to media communication." [8]. Following consequently the central theme of this paper, namely that learning, (generating) knowledge, and competence is a spiral process, within a system where each change in one component leads to changing the other components, shows that this conclusion leads into a trap of linear thinking.…”

“…German (speaking) discourses use to base or build on Baackes four dimensions of media competence that are Media Critique, Media Knowledge, Media Use and Media Production. Manuela Pietrass (2007) concludes that "Media critique is a competence which is not based on communication, such as producing and handling. Instead, it is what media competence allows man to be: a critical actor in regard to media communication."…”

“…Following consequently the central theme of this paper, namely that learning, (generating) knowledge, and competence is a spiral process, within a system where each change in one component leads to changing the other components, shows that this conclusion leads into a trap of linear thinking. As competences presuppose learning, and as reaching further learning levels results from including other contexts, and (meta)communication being the »tool« that enables setting new context markers, a competence that "allows man to be a critical actor in regard to media communication" [8] cannot "not base on communication" [8]. Being a critical actor therefor has to include being critically aware of one's own and other's premises on and definitions of Knowledge and Learning.…”

Digitalna pismenost srednješolcev

“…Te zmožnosti omogočajo razvoj posameznika v informacijski družbi. Pietrass (2007) poudarja kritično razumevanje 1 Uvod medijev in njihov socialni, ekonomski in družbeno-kulturni vpliv. V novem tisočletju tako poudarek koncepta digitalne pismenosti ni več na tehničnem vidiku, temveč bolj na refleksivnem.…”

Studi Komparatif Identitas Nasional Pada Remaja Generasi Z Ditinjau Dari Intensitas Penggunaan Internet

“…Hal ini patut untuk menjadi pertimbangan mengingat literasi digital saat ini menjadi hal yang amat penting (Hicks & Turner, 2013). Literasi digital dibutuhkan oleh segenap masyarakat di berbagai negara (Pietrass, 2007). Ulasan ini memberikan implikasi bahwa rendahnya literasi digital di daerah non-perkotaan dalam memanfaatkan internet untuk meningkatkan pemaknaan terhadap identitas nasional menjadi penting untuk ditindaklanjuti.…”