Towards an understanding of ‘Digital Literacy(ies)’

Abstract

staff with a global audience. discourse provides a forum for the development of ideas, bridging the divide between formative library working documents and final peer-reviewed works. discourse is delivered via our repository channel, Deakin Research Online and its content is discoverable via free, public search tools. Deakin University Library staff are active participants in our professional community where we build and share expertise; interpret, analyse and communicate trends and developments that may have significant impacts for the Library and Deakin University, and that can assist in building a bold and exciting future for Deakin. This series includes unpublished reports on research and practice undertaken by Library staff and partners. We welcome your feedback on any of the papers in discourse and your discussion on the topics that they raise.

Undergraduate perceptions of social media proficiency and graduate employability

“…These are less technical competencies yet require the critical thinking, judgement and awareness to understand and respond to different situations and audiences in an appropriate way. This aligns with arguments that digital wisdom is a generic capability that must include the ability to transfer skills and adapt to new technologies to suit specific needs and environments (Hagel, 2015; Hill et al , 2016; Prensky, 2009; Sturgess et al , 2016). Graduates should be given opportunities to develop critical and evaluative competence in the use of digital technology to enable them to successfully perform in the modern professional context (Hinrichsen and Coombs, 2014).…”

“…There is a need for universities to respond by reconsidering the importance of social media training within higher education, and the necessity of providing optional, yet appropriate non-technical, structured training. While many universities are embedding graduate employability skill development into a range of major degrees (Bailey and Ingimundardottir, 2015; Bridgestock, 2009), our research shows that this could be expanded to include social media (Benson et al , 2014; Hagel, 2015).…”

German University Students’ Perspective on Remote Learning During the COVID-19 Pandemic: A Quantitative Survey Study With Implications for Future Educational Interventions

“…In the context of universities and the ongoing digitization in higher education, digital literacy is an important factor for successful learning: Students are more and more required to navigate within the digital landscape, that is, being proficient in various software programs and in handling digital tools sufficiently ( Koc and Bakir, 2010 ), but also being able to critically reflect digital technology (e.g., Rüth and Kaspar, 2020 ). According to Jimoyiannis (2015) , digital literacy not only includes elements of ICT literacy, but also “a variety of knowledge, attitudes, and complex skills which people need to function effectively in contemporary digital environments” to be able to acquire, critically use, and create further knowledge ( Hagel, 2015 ; p. 4). Digital literacy incorporates computer, internet, information, visual, and media literacy ( Jimoyiannis, 2015 ).…”

Lifecourse Transitions: How ICTS Support Older Migrants’ Adaptation to Transnational Lives

“…Digital citizenship is "the ability to understand and use information in multiple formats from a wide variety of sources when it is presented via computers connected to the internet" (Gilster, 1997, p. 6). Digital citizens have the "digital literacy" (Hagel, 2015) to effectively use digital technologies for various purposes, including searching, utilizing, and disseminating information in the digital world. Digital citizenship can be limited by a lack of motivation and self-efficacy (low interest), functional constraints (cognitive decline), structural limitations (unaf-fordability), and interpersonal limitations (lack of support ;Friemel, 2016;Schreurs et al, 2017).…”