Digital Literacy

Group 1 (PSU 2019):
1. Mochammad Danu Devasyah (19030654030)

2. Ichda Nafila Nurrochman (19030654038)
3. Ninis Nur Asya’adah (19030654062)
Digital Literacy
Definition, Theoretical Framework, and Competencies
In this current time, there’s been new perspectives on literacy and the learning processes
through which literacy is acquired. Even though there’s been an agreement about the new set
of 21st-century skills involving technologies are needed for literacy, there’s no certainty about
what knowledge and abilities are necessary for people to be digitally literate.
In the modern world, technology already become a part of human life and it’s necessary
to have some technology skills. In 2004, Eshet define digital literacy as an “assortment of
cognitive-thinking strategies that consumers of digital information utilize”. Leu, Zawilinski,
Castek, Banerjee, Housand, Liu, and O’Neil (2007) conclude that most new literacies,
including digital literacy, share four assumptions:
a. New literacies include the new skills, strategies, dispositions, and social practices that are
required by new technologies for information and communication
b. New literacies are central to full participation in a global community
c. New literacies regularly change as their defining technologies change
d. New literacies are multifaceted and our understanding of them benefits from multiple
points of view
There’s broad definition of digital literacy offered by Ba and Colleagues in 2002, where
they describe digital literacy as a “set of habits through which youngsters use information
technologies for learning, work, and fun”. Even though there’s a lot thing to say about the
importance of digital literacy, there’s still a disconnect between the growth and the education.
The purpose of this paper is to illustrate the need for researchers and educators to agree upon a
digital literacy theoretical framework and its accompanying competencies. This will permit
educators to design curriculum that is effective at teaching digital literacy skills. Right now,
almost all institutions use focuses on research skills such as posing a question, identifying
appropriate sources, finding, evaluating, or synthesizing information, or using it in a product
as a definition of information literacy. When, information literacy do have history of focusing
on that research skills, as a result of modern technology, the research model expanded that
more competencies and be re-defined as digital literacy.
Information literacy enhances the pursuit of knowledge by preparing students to think
critically and use information for their academic, professional and personal lives. The
information literate individual can recognize the need for information, can locate it using a
variety of media and technologies, and can evaluate information in order to use it effectively.
Information literate students have the flexibility to take these skills from their formal education
and use them throughout life as citizens and professionals and as a means toward continued
learning.
In 2011, Association of Colleges and Research Libraries, American Library
Association states that Information literacy is a set of abilities requiring individuals to
recognize when information is needed and have the ability to locate, evaluate, and use
effectively the needed information.
The University Library at the University of Illinois at Urbana-Champaign uses a broad
definition of digital literacy stating that digital literacy is :
a. The ability to use digital technology, communication tools or networks to locate, evaluate,
use and create information
b. The ability to understand and use information in multiple formats from a wide range of
sources when it is presented via computers
c. A person’s ability to perform tasks effectively in a digital environment. Literacy includes
the ability to read and interpret media, to reproduce data and images through digital
manipulation, and to evaluate and apply new knowledge gained from digital environments.
In 2004 Eshet-Alkalai created a framework that consists five-skills holistic conceptual
model that expanded to six in 2009, offer a useful way to start creating assessment tools that
can be used to increase research and better understand what core skills are representative of
effective digital literacy. Eshet-Alkalai and Chajut’s in 2009, made a framework that consists
of the following skill sets:
a. Photovisual literacy is the ability to work effectively with digital environments
b. Reproduction literacy is the ability to create authentic, meaningful written and artwork
c. Branching literacy is the ability to construct knowledge
d. Information literacy is the ability to consume information critically and sort out false and
biased information
e. Socioemotional literacy is the ability to communicate effectively in online communication
platforms
f. Real-time thinking skill is the ability to process and evaluate large volumes of information
in real time
People can used gain consensus creating assessment tools that can be used to increase
research and better understand what core skills are truly representative of effective digital
literacy with Eshet-Alkalai’s (2004) definition of digital literacy and a hybrid of the five-skill
holistic conceptual model can.
Technology growth has brought about a number of important shifts of emphasis in
terms of literacy over the past two decades. These shifts also offer evidence that online reading
must be considered a new form of literacy with its own set of demands and skills that are both
techno-procedural and cognitive in nature.

Digital Literacy

Uploaded by

Copyright:

Available Formats

Digital Literacy

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Digital Literacy

Uploaded by

Copyright:

Available Formats

Group 1 (PSU 2019):

1. Mochammad Danu Devasyah (19030654030)

You might also like