Why is digital literacy important?
Digital literacy is of importance to everyone in the contemporary knowledge society . Why is this? How bad is it to be left out in the cold? Digital literacy is essential from both an economic and a social viewpoint. The effective use of ICT is an essential competency in order to realise the principal aim of the European Lisbon strategy. This objective, namely to become the most dynamic knowledge-based region in the world, is underscored by the European Commission in its programme:
“The EU and its Member States must quickly adopt rapidly developing ICT in order to bridge the eSkills gap and be in a position to create a real knowledge based economy.”
Here you can learn more about the six elements of digital capability as modelled by The Jisc model below illustrates the idea that proficiency in ICT (Information and Communication Technology) is a core element, whilst other skills overlap and build on this capability, and overarching it all is our digital identity and wellbeing. Six elements of digital literacy will be analysed below that will be quite helpful in shaping general understanding of digital literacy and its components.
ICT Proficiency (functional skills)
- ICT Proficiency: The use of ICT-based devices, applications, software and services: The confident adoption of new devices, applications, software and services and the capacity to stay up to date with ICT as it evolves. The capacity to deal with problems and failures of ICT when they occur, and to design and implement ICT solutions.An understanding of basic concepts in computing, coding and information processing.
- ICT Productivity: The use of ICT-based tools to carry out tasks effectively, productively, and with attention to quality: their benefits and constraints; to adopt and where necessary adapt digital tools to personal requirements such as accessibility. The capacity to work fluently across a range of tools, platforms and applications to achieve complex tasks. An understanding of how digital technology is changing practices at work, at home, in social and in public life.
Information, data and media literacies (critical use)
- Data literacy: The capacity to collate, manage, access and use digital data in spreadsheets, databases and other formats, and to interpret data by running queries, data analyses and reports. The practices of personal data security. and use; of the nature of algorithms; and of how personal data may be collected and used. An understanding of the rules of copyright and open alternatives e.g. creative commons; the ability to reference digital works appropriately in different contexts.
- Media literacy: The capacity to critically receive and respond to messages in a range of digital media: text, graphical, video, animation, audio – and to curate, re-edit and repurpose media, giving due recognition to originators. A critical approach to evaluating media messages in terms of their provenance and purpose. An understanding of digital media as a social, political, educational tool and of digital media production as a technical practice.
Digital creation, problem solving and innovation (creative production)
- Digital creation: The capacity to design and/or create new digital artefacts and materials such as digital writing; digital imaging; digital audio and video, digital code, apps and interfaces, web pages. An understanding of the digital production process and basics of editing and coding.
- Digital research and problem solving: The capacity to use digital evidence to solve problems and answer questions, to collect and collate new evidence, to evaluate the quality and value of evidence and to share evidence and findings using digital methods. An understanding of digital research methods; an understanding of different data analysis tools and techniques.
- Digital innovation: The capacity to adopt and develop new practices with digital technology in different settings (personal and organisational; social and work-based); to use digital technologies in developing new ideas, projects and opportunities. An understanding of innovation, enterprise and project management in digital settings.
Digital communication, collaboration and participation (participation)
- Digital communication: The capacity to communicate effectively in digital media and spaces such as text-based forums, online video and audio, and social media; to design digital communications for different purposes and audiences; to respect others in public communications; to maintain privacy in private communications; to identify and deal with false or damaging digital communications. An understanding of the features of different digital media for communication and of the varieties of communication norms and needs.
- Digital communication: The capacity to participate in digital teams and working groups; to collaborate effectively using shared digital tools and media; to produce shared materials; to use shared productivity tools; to work effectively across cultural, social and linguistic boundaries. An understanding of the features of different digital tools for collaboration and of the varieties of cultural and other norms for working together.
- Digital participation: The capacity to participate in, facilitate and build digital networks; to participate in social and cultural life using digital media and services; to create positive connections and build contacts; to share and amplify messages across networks; to behave safely and ethically in networked environments. An understanding of how digital media and networks influence social behaviour.
Digital learning and development (Development)
- Digital learning: The capacity to participate in and benefit from digital learning opportunities; to identify and use digital learning resources; to participate in learning dialogues via digital media; to use learning apps and services (personal or organisational); to use digital tools to organise, plan and reflect on learning; to record learning events/data and use them for self-analysis, reflection and showcasing of achievement; to monitor own progress: to participate in digital assessment and receive digital feedback; to manage own time and tasks, attention and motivation to learn in digital settings. An understanding of the opportunities and challenges involved in learning online; an understanding of own needs and preferences as a digital learner (e.g. access, media, platform and pedagogy).
- The capacity to support and develop others in digitally-rich settings, to teach, to work in a teaching or curriculum team, to design learning opportunities, to support and facilitate learning, to be proactive in peer learning, all while making effective use of the available digital tools and resources. An understanding of the educational value of different media for teaching, learning and assessment; an understanding of different educational approaches and their application in digitally-rich settings.
Digital identity and wellbeing (self-actualising)
- Digital identity management The capacity to develop and project a positive digital identity or identities and to manage digital reputation (personal or organisational) across a range of platforms; to build and maintain digital profiles and other identity assets such as records of achievement; to review the impact of online activity; to collate and curate personal materials across digital networks. An understanding of the reputational benefits and risks involved in digital participation.
- Digital-wellbeing: The capacity to look after personal health, safety, relationships and work-life balance in digital settings; to use digital tools in pursuit of personal goals (e.g. health and fitness) and to participate in social and community activities; to act safely and responsibly in digital environments; to negotiate and resolve conflict; to manage digital workload, overload and distraction; to act with concern for the human and natural environment when using digital tools. An understanding of the benefits and risks of digital participation in relation to health and wellbeing outcomes.