Topic
Digital literacy
About: Digital literacy is a research topic. Over the lifetime, 4869 publications have been published within this topic receiving 50235 citations. The topic is also known as: digital literacies.
Papers published on a yearly basis
Papers
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TL;DR: The concept of ‘literacy’ is expanded to include newer forms of literacy, more suitable for complex information environments, and related concepts, including computer literacy, library literacy, network literacy, Internet literacy and hyper‐literacy are discussed.
Abstract: The concepts of ‘information literacy’ and ‘digital literacy’ are described, and reviewed, by way of a literature survey and analysis. Related concepts, including computer literacy, library literacy, network literacy, Internet literacy and hyper‐literacy are also discussed, and their relationships elucidated. After a general introduction, the paper begins with the basic concept of ‘literacy’, which is then expanded to include newer forms of literacy, more suitable for complex information environments. Some of these, for example library, media and computer literacies, are based largely on specific skills, but have some extension beyond them. They lead togeneral concepts, such as information literacy and digital literacy which are based on knowledge, perceptions and attitudes, though reliant on the simpler skills‐based literacies
886 citations
Journal Article•
TL;DR: This article proposes a holistic, refined conceptual framework for digital literacy, which includes photo-visual literacy; reproduction literacy; reproduced literacy; branching literacy; information literacy; and socioemotional literacy.
Abstract: Digital literacy involves more than the mere ability to use software or operate a digital device; it includes a large variety of complex cognitive, motor, sociological, and emotional skills, which users need in order to function effectively in digital environments. The tasks required in this context include, for example, “reading” instructions from graphical displays in user interfaces; using digital reproduction to create new, meaningful materials from existing ones; constructing knowledge from a nonlinear, hypertextual navigation; evaluating the quality and validity of information; and have a mature and realistic understanding of the “rules” that prevail in the cyberspace. This newly emerging concept of digital literacy may be used as a measure of the quality of learners’ work in digital environments, and provide scholars and developers with a more effective means of communication in designing better user-oriented environments. This article proposes a holistic, refined conceptual framework for digital literacy, which includes photo-visual literacy; reproduction literacy; branching literacy; information literacy; and socioemotional literacy.
824 citations
TL;DR: The main objectives of this study were to provide a framework of 21st-century digital skills with conceptual dimensions and key operational components aimed at the knowledge worker, and to identify seven core skills and five contextual skills.
801 citations
Book•
01 Feb 2003
TL;DR: The authors look at how digital technologies and new forms of mobile communications have been embraced by young people and integrated into their everyday lives and argue that schools ignore some of these trends at their peril.
Abstract: The first edition of this popular book explored new literacies, new kinds of knowledge and classroom practices in the context of the massive growth of electronic information and communication technologies. This timely new edition discusses a fresh range of practices like blogging, fanfiction, mobile/wireless communications, and fan practices that remix audio and visual texts. Revised and updated throughout, the book examines:
Popular practices and social networks associated with contemporary phenomena like Flickr and Wikipedia.
Blogging, podscasting and mobile/wireless communication practices.
Writing practices within online fanfiction and manga-anime communities.
The production of Anime-Music-Video artifacts and online multimodal 'memes'.
The authors look at how digital technologies and new forms of mobile communications have been embraced by young people and integrated into their everyday lives. They argue that schools ignore some of these trends at their peril, and discuss how wireless mobility might be integrated effectively into school-based pedagogies and due attention paid to new literacies in teaching and learning. The new edition is essential reading for undergraduates and academics within literacy studies and for policy writers working within the area of digital literacy, new technologies or ICT development within education.
759 citations