What is digital literacy? A comparative review of publications across three language contexts

Pangrazio, Luci; Godhe, Anna-Lena; Ledesma, Alejo Ezequiel González López

doi:10.1177/2042753020946291

Cited by 107 publications

(93 citation statements)

References 37 publications

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“…Furthermore, in this current situation, schools still continue to educate students through online education and distance learning. Digital literacy appears to focus most intently on digital technologies (Pangrazio et al, 2020).…”

Section: Resultsmentioning

confidence: 99%

The Digitization of Web-based Music Theory Modules

Ramafisela

2021

JET

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In the digital era, modules in the form of books are deemed ineffective and inefficient due to the demand for online and independent lectures. This turned out to be facing obstacles due to limitations in learning media. Digital modules are needed to support teaching and learning activities in music theory courses so that the material presented can be well integrated. Digitalization is the process of changing from printed media to electronic media. Therefore it is necessary to digitize the web-based music theory module which aims to facilitate the teaching and learning process. The digitization of web-based music theory modules can be an important component that supports the implementation of the online lecture program that is currently being proclaimed by the government and supports the environmentally friendly (paperless) movement. The next target to be achieved is the development of a web-based music theory module in the ISI Yogyakarta Music Education study program. The qualitative method used in this research is based on data obtained in the field, namely in the music theory class of the ISI Yogyakarta Music Education study program. The technique of collecting data is utilizing literature study, observation, and interviews. The data analysis process was carried out by reducing data, presenting data, and drawing conclusions. The existence of a web-based music theory module is expected to be useful. una for convenience, progress and effectiveness of teaching and learning activities. The results of this study indicate that the module meets certain criteria, such as independent, independent, independent, adaptive, and user-friendly instructional. Based on the research results, it can be concluded that the digitization of the web-based music theory module is one proof of digital transformation due to technological advances.

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Section: Resultsmentioning

confidence: 99%

The Digitization of Web-based Music Theory Modules

Ramafisela

2021

JET

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“…Digital competence is not a new theoretical and practical construct. We encountered the term in reference to ICT literacy in the literature ever since the commercialisation of the first personal computers [39,40]. With the development of information society, including the rise in popularity of various e-services, this concept is also increasingly prominent in the pedagogical literature [41,42].…”

Section: Discussionmentioning

confidence: 99%

Declared and Real Level of Digital Skills of Future Teaching Staff

Tomczyk¹

2021

Education Sciences

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Digital competence is undoubtedly one of the key skills that teaching staff should possess. Currently, there are many theoretical frameworks and ways to measure skills and knowledge related to the use of information and communication technologies (ICT). This article is an attempt to show the real and declared level of digital skills among future teaching staff. The research was conducted in Poland among 128 students of pedagogical faculties (first-year undergraduate studies). The research used a triangulation of research methods and techniques: diagnostic survey and competency tests related to the use of word processors and spreadsheets, and the level of knowledge about the use of ICT. Competency tests were in accordance with the European Computer Skills Certificate (ECDL) standard. The collected data showed the following: (1) more than half of the students rate their own skills in the use of word processors and spreadsheets, and their overall theoretical knowledge as high or very high; (2) in the case of the real assessment of digital competence, only less than 20% reached the passing threshold in the areas of word processors and theoretical knowledge, with only 1.6% passing in the area of spreadsheets; (3) the declared and actual levels of digital competence were moderately related in the surveyed group; (4) attitudes towards new media, self-assessment of digital skills, and previous learning experience in handling ICT are not predictive factors for ECDL test results.

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“…In this context, it is often emphasized that 'digital literacy' or 'digital competence' and 'data literacy' require key skills for individuals to be able to navigate this consent process in a selfdetermined and informed way. These skills comprise, inter alia: the practical and cognitive ability to use apps and devices as intended; understanding the flow of personal data streams from apps and devices to service providers; or understanding the difference between opt-out and opt-in when determining the use of one's data (Buckingham, 2010;Olson & Torrance, 2014;Pangrazio et al, 2020;Prado & Marzal, 2013). To support the acquisition of such skills, users need to be educated about the functionalities of apps and devices, about the importance of understanding how their data is being used, how this could potentially harm them and what safeguards could be taken.…”

Section: Vulnerabilitymentioning

confidence: 99%

Digital behavioral technology, vulnerability and justice: towards an integrated approach

Herzog

Kellmeyer

Wild

2021

Review of Social Economy

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The paper introduces the notion of 'digital behavioral technologies' and discusses them from the perspectives of vulnerability and justice, thereby integrating perspectives from bioethics or public health ethics and political philosophy. Digital behavioral technologies have seen a massive uptake in recent years, but the market for them is hardly regulated. We argue that understanding the impact of digital behavioral technologies requires understanding individuals not as abstract, atomized agents, but rather to take their embeddedness into social structures into account. This also allows extending the focus to groups, relationships and whole societies, which are often structurally unjust. This perspective provides a corrective to an overly individualistic consideration of digital behavioral technologies, which may suggest itself because of their focus on individual bodies. We point out some implications of this integrated approach with regard to the regulation of digital behavioral technologies. We conclude by describing some implications both for those who work on digital behavioral technologies and for those who work on questions of vulnerability and justice.

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What is digital literacy? A comparative review of publications across three language contexts

Cited by 107 publications

References 37 publications

The Digitization of Web-based Music Theory Modules

The Digitization of Web-based Music Theory Modules

Declared and Real Level of Digital Skills of Future Teaching Staff

Digital behavioral technology, vulnerability and justice: towards an integrated approach

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