If students are “glued” 24/7 to their mobile devices, why is it necessary for schools to teach digital literacy? Who should teach it? And what does it even mean to be “digitally literate”?
If these are questions you’ve heard or asked, you aren’t alone. Many educators attempt to understand their evolving role in teaching and using technology in their classrooms. Most importantly, many of us must contend with how technology is changing the way kids learn. |
Digital literacy involves finding, using and distributing information in a digital world. To be a digitally literate person does not necessarily mean a high level competence or understanding of digital technologies. It is the ability to find and source high quality, reliable and relevant information among a range of relevant and irrelevant information and literature. Digital Literacy underpins teaching and research, regardless of discipline and is an essential graduate
skill for effective participation in employment and all aspects of life. Digital media sources are utilised every day as part of life and work. The volume, choice and range of information can be complex and overwhelming. This can lead to time wasted on re-tracing materials and a selection of invalid sources. This is why navigation skills and information management that is up to date, is beneficial to ensure that relevant sources are located in an accessible format and sources are well organised and documented to enable efficient retrieval. The precipitous influence and ubiquity of digital media mean that synthesis and critical assessment of a various array of resources are also key skills. Additional ethical and legal use and understanding of information is vital for maintaining the security and privacy of the users and others information. |
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Digital Literacy Paper link below: David Bawdon (2008) (p.28-30) |
How can I be digitally literate?
Digital literacy is not a fixed concept and as ICT changes, what it means to be digitally literate evolves. Students need to develop and apply skills in appropriate new technologies for information discovery, transfer, analysis, review and communication. Literacy is a key 21st century skill with specific needs for the development of skills to evaluate and analyse information to complete a range of activities and transmit knowledge, skills and ideas to others. A useful conceptualisation of digital literacy skills has been developed by David Bawdon (2008) in which he comprises four dimensions: underpinnings, background knowledge, central competencies and attitudes and perspectives. A link to the paper can be found on the right --> if you would like more information. A brief overview of the four dimensions (p.28-30): Underpinnings
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