User:Roha102/Digital literacy


 * What needs to get done to improve your page?
 * Adding on to certain sections ( “in the workforce” “in entrepreneurship” “in education” and “social media”)
 * Adding an international perspective to “global impact”
 * Adding a “definition” to digital literacy (expand the introduction)
 * Verifying bibliography
 * Who is going to do each thing? Could be one person, could be a pair, could be the whole group.
 * Who is going to do each thing? Could be one person, could be a pair, could be the whole group.


 * Ezana- adding on to Global impact section and in entrepreneurship
 * Emily- providing more info onto 21st century section
 * Su- Education and social
 * Jerome/Cynthia- using same sources to introduce new vocab
 * Divide sources to correct (verify)

 First Draft of Digital Article 
 * How are you going to do it? BE VERY SPECIFIC
 * Research further (focusing on global impact)
 * Ezana will continue to research topics related to Digital Literacy and Global Impact.
 * Ezana will also add more info to "in the workforce" and "in entrepreneurship" sections.
 * Divide sources already on the wiki page in order to verify (13 each?)
 * Add onto the existing material first
 * Possibly delete the “digital equivalent”  section as it might be irrelevant. Interesting idea -- you might ask about this in the upcoming Peer WorkshopCathygaborusf (talk) 18:40, 9 April 2021 (UTC)

Under the introduction

Expanding on the definition of digital literacy

Digital literacy is often considered a combination of technical, procedural, cognitive and emotionally social skills. For example, procedural skills would refer to skills in computer applications for processing files and editing visual images. For cognitive skills, it would imply the ability to analyze or read visual messages on a graphical user interface. Searching for information on the Internet is a combination of procedural skills and cognitive skills. Online chatting for example would be a combination of social and emotional skills.

Under "Participation Gap" within History Section:

Media theorist Henry Jenkins coined the term participation gap and distinguished the participation gap from the digital divide. According to Jenkins, the participation gap is the disparity in skills that emerge when individuals have different levels of access to technology. Jenkins states that students learn different sets of technology skills if they only have access to the internet in a library or school. In particular, Jenkins observes that students who have access to the internet at home have more opportunities to develop their skills and have fewer limitations, such as computer time limits and website filters commonly used in libraries. The participation gap is geared toward millennials. As of 2008, when this study was created they were the oldest generation to be born in the age of technology. As of 2008 more technology has been integrated into the classroom. The issue with digital literacy is that students having access to the internet at home that is equivalent to what they interact with in class. Some students only have access while at school and in a library. They aren't getting enough or the same quality of the digital experience. This creates the participation gap, along with an inability to understand digital literacy.

Under "In Education"

Schools are continuously updating their curricula to keep up with accelerating technological developments.[dubious – discuss] This often includes computers in the classroom, the use of educational software to teach curricula, and course materials being made available to students online. Students are often taught literacy skills such as how to verify credible sources online, cite web sites, and prevent plagiarism. Google and Wikipedia are frequently used by students "for everyday life research," and are just two common tools that facilitate modern education. Digital technology has impacted the way material is taught in the classroom. With the use of technology rising over the past decade, educators are altering traditional forms of teaching to include course material on concepts related to digital literacy. Educators have also turned to social media platforms to communicate and share ideas with one another. (Social media and social networks have become a crucial part of the information landscape. Many students are using social media to share their areas of interests, which has been shown to be helpful in boosting their level of engagement with educators. A study on 268 eighth graders from two Moscow schools have shown that a combination of social media use and activities guided by teachers boosted the level of performance in students. The students were encouraged to search and develop their social network skills to solve educational issues and boost cognition. The speed of access and enormous amounts of data found from these networks has made social media an invaluable cognitive tool. )  New standards have been put into place as digital technology has augmented classrooms, with many classrooms being designed to use smartboards and audience response systems in replacement of traditional chalkboards or whiteboards.[citation needed] “The development of Teacher’s Digital Competence (TDC) should start in initial teacher training, and continue throughout the following years of practice. All this with the purpose of using Digital Technologies (DT) to improve teaching and professional development.” (New models of learning are being developed with digital literacy in mind. Several countries have based their models with the emphasis of finding new digital didactics to implement as they find more opportunities and trends through surveys conducted with educators and college instructors. It has been found that teachers from higher levels of educational institutes see digital literacy and digital competency as more important than ever when advancing the movement of society into a digitized one. ''')Additionally, these new models of learning in the classroom has aided in promoting global connectivity and has enabled students to become globally minded citizens. According to the study Building Digital Literacy Bridges Connecting Cultures and Promoting Global Citizenship in Elementary Schools through School-Based Virtual Field Trips by Stacy Delacruz, Virtual Field Trips (VFT) a new form of multimedia presentation has gained popularity over the years in that they offer the "opportunity for students to visit other places, talk to experts and participate in interactive learning activities without leaving the classroom". They have also been used as a vessel for supporting cross-cultural collaboration amongst schools which include: "improved language skills, greater classroom engagement, deeper understandings of issues from multiple perspectives, and an increased sensitivity to multicultural differences". It also allows students to be the creators of their own digital content, a core standard from The International Society for Technology in Education (ISTE).'''

 

Under COVID section or adding to education

The COVID-19 virus that started in late 2019 had spread to over multiple countries within months, forcing the World Health Organization to declare an international public health emergency and a pandemic. (a) The outbreak has pushed education into a more digital and online experience where teachers must adopt to new levels of digital competencies in software to continue the education system as academic institutions discontinued all in-person activity and platforms were made available for the sake of encouraging digital literacy. (b) An estimated 84% of the global student body have been affected by this sudden closures due to the pandemic (d) Because of this sudden transition, there had been a clear disparity in student and school preparedness for digital education due in large part to a divide in digital skills and literacy that both the students and educators experience, different online meeting platforms are being used for better communications e.g: Skype, Zoom, Cisco Webex, Google Hangouts, Microsoft Teams, BlueJeans and Slack. '''Two major formats of online learnings: Asynchronous allow students to have more collaborative space and build up involvement. Synchronous learnings mostly take on live video format for better communications.''' (c) The switch to online learning has also brought about some concerns about learning effectiveness and exposure to cyber-risks and lack of socialization, prompting the need to implement changes to how students are able to learn much needed digital skills and develop digital literacy (d) As a response, the DQ (Digital Intelligence) Institute, designed a common framework for digital literacy, digital skills and digital readiness. (e) '''The outbreak of COVID-19 also brought attention and focuses on the development of digital literacy on higher education. An interesting fact discovered through the process of digital learning is those who were born as Generation Z (born between the years 1996 and 2000) are "natural skills of digital native learners" . These young adults tend to have a higher acceptability on digital learning.'''

'''A study in Spain measured the digital knowledge of 4883 teachers of all education levels during the 2020 school year and found that their digital skills required further training in order to advance new learning models for the digital age. Training programs have been proposed favoring the joint framework of INTEF (Spanish acronym for National Institute of Educational Technologies and Teacher Training) as reference. INTEF is an institution that belongs to the Ministry of Education, Culture, and Sport of the Spanish government and is in charge of improving the digital skills of teachers. Surveys taken in Spain, Italy and Ecuador asking questions related to local student's online learning experience, 86.16% of students in Italy said they felt less accommodated, following with 68.8% in Italy, and 17.39% in Ecuador.'''

Over in Europe the Digital Competence of Educators (DigCompEdu) has developed a framework to address and promote development of digital literacy. It is divided into six branches (professional engagement, digital sources resources, teaching and learning, assessment, empowering learners & facilitating learners’ digital competence). (f) Moreover, the European Commission has developed the Digital Education Action Plan (2021-2027) which focuses on using the COVID-19 pandemic as a learning point, when technology is being used at a large scale for education, and being able to adapt education and training systems towards the digital age. The framework is divided into two main strategic priorities (fostering the development of a high-performing digital education ecosystem & enhancing digital skills and competences for the digital transformation. (g)

Citations:


 * 1) Tejedor, Santiago, et al. “Digital Literacy and Higher Education during COVID-19 Lockdown: Spain, Italy, and Ecuador.” Publications, vol. 8, no. 4, 2020, p. 48., doi:10.3390/publications8040048.
 * 2) Nash, Carol. “Report on Digital Literacy in Academic Meetings during the 2020 COVID-19 Lockdown.” Challenges, vol. 11, no. 2, 2020, p. 20., doi:10.3390/challe11020020.

Under "In Society"

Digital literacy is necessary for the correct use of various digital platforms. Literacy in social network services and Web 2.0 sites helps people stay in contact with others, pass timely information, and even buy and sell goods and services. Digital literacy can also prevent people from being taken advantage of online, as photo manipulation, E-mail frauds and phishing often can fool the digitally illiterate, costing victims money and making them vulnerable to identity theft. However, those using technology and the internet to commit these manipulations and fraudulent acts possess the digital literacy abilities to fool victims by understanding the technical trends and consistencies; it becomes important to be digitally literate to always think one step ahead when utilizing the digital world.

With the emergence of social media, individuals who are digitally literate now have a major voice online.[ dubious – discuss] Websites like Facebook and Twitter, as well as personal websites and blogs, have enabled a new type of journalism that is subjective, personal, and "represents a global conversation that is connected through its community of readers." These online communities foster group interactivity among the digitally literate. Social media also help users establish a digital identity or a "symbolic digital representation of identity attributes." Without digital literacy or the assistance of someone who is digitally literate, one cannot possess a personal digital identity (this is closely allied to web literacy).

Research has demonstrated that the differences in the level of digital literacy depend mainly on age and education level, while the influence of gender is decreasing. Among young people, digital literacy is high in its operational dimension. Young people rapidly move through hypertext and have a familiarity with different kinds of online resources. However, the skills to critically evaluate content[ for whom?] found online show a deficit.

'''With the rise of digital connectivity amongst young people, concerns of digital safety are higher than ever. A study conducted in Poland, commissioned by the Ministry of National Knowledge measured the digital literacy of parents in regards to digital and online safety. It concluded that parents often overestimate their level of knowledge, but clearly had an influence on their children’s attitude and behavior towards the digital world. It suggests that with proper training programs parents should have the knowledge in teaching their children about the safety precautions necessary to navigate the digital space.'''

Under "In the Workforce" Section:

The 2014 Workforce Innovation and Opportunity Act (WIOA) defines digital literacy skills as a workforce preparation activity. In the modern world employees are expected to be digitally literate, having full digital competence. Those who are digitally literate are more likely to be economically secure, as many jobs require a working knowledge of computers and the Internet to perform basic tasks.

White collar jobs are today performed primarily on computers and portable devices. Many of these jobs require proof of digital literacy to be hired or promoted. Sometimes companies will administer their own tests to employees, or official certification will be required.

As technology has become cheaper and more readily available, more blue-collar jobs have required digital literacy as well. Manufacturers and retailers, for example, are expected to collect and analyze data about productivity and market trends to stay competitive. Construction workers often use computers to increase employee safety.

Under "In Entrepreneurship" Section:

The acquisition of digital literacy is also important when it comes to starting and growing new ventures. The emergence of World Wide Web and digital platforms has led to a plethora of new digital products or services that can be bought and sold. Entrepreneurs are at the forefront of this development, using digital tools or infrastructure to deliver physical products, digital artifacts, or Internet-enabled service innovations. Research has shown that digital literacy for entrepreneurs consists of four levels (basic usage, application, development, and transformation) and three dimensions (cognitive, social, and technical). At the lowest level, entrepreneurs need to be able to use access devices as well as basic communication technologies to balance safety and information needs. As they move to higher levels of digital literacy, entrepreneurs will be able to master and manipulate more complex digital technologies and tools, enhancing the absorptive capacity and innovative capability of their venture.

'Additionally, an empirical study published in The Journal of Asian Finance, Economics and Business provides critical insight that suggests digital literacy has the greatest influence on the performance of SME entrepreneurs. The authors suggest the findings from this paper can help craft performance development strategies for said SME entrepreneurs and argue their research shows the essential contribution of digital literacy in developing business and marketing networks.'

'''Within an entrepreneurial framework, if Small to Medium Enterprises(SME's) possess the ability to adapt to dynamic shifts in technology, then they can take advantage of trends, marketing campaigns as well as communications to consumers in order to generate more demand for their goods and services. Likewise, if entrepreneurs are digitally literate, then online platforms like social media can help businesses receive feedback and generate community engagement that could potentially boost their business's performance as well as their brand image. A research paper published in The Journal of Asian Finance, Economics and Business confirms this intuition and provides critical insight that suggests digital literacy has the greatest influence on the performance of SME entrepreneurs. The authors suggest the findings from this paper can help craft performance development strategies for said SME entrepreneurs and argue their research shows the essential contribution of digital literacy in developing business and marketing networks. Additionally, the study found digitally literate entrepreneurs are able to communicate and reach wider markets than non-digitally literate entrepreneurs because of the use web-management and e-commerce platforms supported by data analysis and coding. That said, constraints do exists for SME's to use e-commerce. Some of these constraints include lack of technical understanding of information technologies, high cost of internet access(especially if you live in a rural/underdeveloped area), and other constraints. '''Roha102 (talk) 01:51, 4 May 2021 (UTC)

Under "Global Impact" Section:

The United Nations included digital literacy in its 2030 Sustainable Development Goals, under thematic indicator 4.4.2, which encourages the development of digital literacy proficiency in teens and adults to facilitate educational and professional opportunities and growth. International initiatives like the Global Digital Literacy Council (GDLC) and the Coalition for Digital Intelligence (CDI) have also highlighted the need for, and strategies to address, digital literacy on a global scale. The CDI, under the umbrella of the DQ Institute, created a Common Framework for Digital Literacy, Skills, and Readiness in 2019 that conceptualizes eight areas of digital life (identity, use, safety, security, emotional intelligence, communication, literacy, and rights), three levels of maturity (citizenship, creativity, and competitiveness), and three components of competency (knowledge, attitudes and values, and skills; or, what, why, and how). The UNESCO Institute for Statistics (UIS) also works to create, gather, map, and assess common frameworks on digital literacy across multiple member states around the world.

'''Although there is a concerted effort to narrow the Digital Divide within developing nations, there is still a significant amount of people that do not have access to the internet. For example, in 2015, roughly 33% of households in South Africa claim they didn't use the internet because they saw no relevance in doing so. Additionally, these responses generally came from impoverished areas wherein a significant amount of the population were not formally employed . Similarly in China, internet use has slowly declined due to, in most part, a lack of knowledge in using the internet . Moreover, in 2016, 132.7 million out of 256.2 million Indonesians(51.79%) were connected to the internet.'''

'In a similar vein, On September 26th, 2018, the Senate Foreign Relations Committee passed legislation to aid in the effort to access to the internet in developing worlds via H.R.600 Digital Global Access Policy Act. The legislation itself was based on Senator Markey's Digital Age Act, which was first introduced to the senate in 2016. In addition, Senator Markey provided a statement after the act was passed through the senate:'

'“American ingenuity created the internet and American leadership should help bring its power to the developing world,” said Senator Markey. “Bridging the global digital divide can help promote prosperity, strengthen democracy, expand educational opportunity and lift some of the world’s poorest and most vulnerable out of poverty. The Digital GAP Act is a passport to the 21st century digital economy, linking the people of the developing world to the most successful communications and commerce tool in history. I look forward to working with my colleagues to get this legislation signed into law and to harness the power of the internet to help the developing world."'

The Philippines' Education Secretary Jesli Lapus has emphasized the importance of digital literacy in Filipino education. He claims a resistance to change is the main obstacle to improving the nation's education in the globalized world. In 2008, Lapus was inducted into Certiport's "Champions of Digital Literacy" Hall of Fame for his work to emphasize digital literacy.

A study done in 2011 by the Southern African Linguistics & Applied Language Studies program observed some South African university students regarding their digital literacy. It was found that while their courses did require some sort of digital literacy, very few students actually had access to a computer. Many had to pay others to type any work, as they their digital literacy was almost nonexistent. Findings show that class, ignorance, and inexperience still affect any access to learning South African university students may need.

Introducing new section "Digital Rights"

Digital Rights

** Citations are numbered and listed below**

Digital rights are an individual’s rights that allow them freedom of expression and opinion in an online setting, with roots centered on human theoretical and practical rights. It encompasses the individual’s privacy rights when using the Internet, (1) and is essentially is responsible for how an individual uses different technologies and how content is distributed and mediated. (2) Government officials and policymakers use digital rights as a springboard for enacting and developing policies and laws in order to obtain rights online the same way we obtain rights in real life. Private organizations who possess their own online infrastructures also develop rights specific to their property. (3) In today’s world, most, if not all materials have shifted into an online setting and public policy has had a major influence in supporting this movement. (4) Going beyond traditional academics, ethical rights such as copyright, citizenship and conversation can be attributed to digital literacy because tools and materials nowadays can be easily copied, borrowed, stolen, and repurposed, as literacy is collaborative and interactive, especially in a networked world. (5)

Digital Citizenship

Digital Citizenship refers to the "right to participate in society online". It is connected to the notion of state-based citizenship which is determined by the country or region in which one was born in as well as the idea of being a 'dutiful citizen' who participates in the electoral process and online through mass media.(1) A literate digital citizen possesses the skills to read, write and interact with online communities via screens and have an orientation for social justice. This is best described in the journal Digital Citizenship during a Global Pandemic; Moving beyond Digital Literacy, "Critical digital civic literacy (Garcia, Mirra, Morrell, Martinez, & Scorza, 2015), as is the case of democratic citizenship more generally, requires moving from learning about citizenship to participating and engaging in democratic communities face‐to‐face, online, and in all the spaces in between." (2) Through the various digital skills and literacy one gains, one is able to effectively solve social problems which might arise through social platforms. Additionally Digital Citizenship has three online dimensions: higher wages, democratic participation, and better communication opportunities which arise from the digital skills acquired. (3) Digital citizenship also refers Tto online awareness and the ability to be safe and responsible online. This idea came from the rise of social media in the past decade which has enhanced global connectivity and faster interaction. However with this phenomenon the existence of fake news, hate speeches, cyberbullying, hoaxes and so on has emerged as well. (4) Hence, this has created a codependent relationship between digital literacy and digital citizenship.

Citations Used for Digital Rights:

(1): MAKAROV, T. G., & KOBCHIKOVA, E. V. (2020). Digital Rights. Utopia y Praxis Latinoamericana, 25, 202–207. https://doi.org/10.5281/zenodo.4280122

(2): Postigo, H. (2012). The digital rights movement : The role of technology in subverting digital copyright. ProQuest Ebook Central https://ebookcentral.proquest.com

(3): Pangrazio, L., & Sefton-Green, J. (2021). Digital Rights, Digital Citizenship and Digital Literacy: What’s the Difference? Journal of New Approaches in Educational Research, 10(1), 15–27. https://doi.org/10.7821/naer.2021.1.616

(4): Digital Literacy and Digital Inclusion: Information Policy and the Public Library. (2014). United States: Rowman & Littlefield Publishers

(5): The Ethics of Digital Literacy: Developing Knowledge and Skills Across Grade Levels. (2019). United States: Rowman & Littlefield Publishers.

Citations for Digital Citizenship

(1) Pangrazio, Luci, Sefton-Green, Julian (2021). Digital Rights, Digital Citizenship and Digital Literacy: What's the Difference? Journal of New Approaches in Educational Research, 10(1), 15-27

(2)Buchholz, Beth A, Dehart, Jason, Moorman Gary (2020). Digital Citizenship during a Global Pandemic; Moving beyond Digital Literacy. International Literacy Association, 64(1) 11-17.

(3)Milenkova, Valentina, Lendzhova, Vladislava (2021). Digital Citizenship and Digital Literacy in the Conditions of a Social Crisis. MDPI AG, 10(40)40.

(4) Saputra, Meidi, Al Siddiq,Imamul Huda (2020). Social Media and Digital Citizenship: The Urgency of Digital Literacy in the Middle of a Disrupted Society. International Journal of Emerging Technologies in Learning, 17(7) 156-161.

Citations Used for Participation Gap:


 * Bejakovic, P., & Mrnjavac, Z. (2020). The importance of digital literacy on the labour market. Employee Relations: The International Journal, 42(4), 921–932. https://doi.org/10.1108/ER-07-2019-0274

Citations Used for In the Workforce:


 * Bejakovic, P., & Mrnjavac, Z. (2020). The importance of digital literacy on the labour market. Employee Relations: The International Journal, 42(4), 921–932. https://doi.org/10.1108/ER-07-2019-0274


 * Matli Walter, & Ngoepe Mpho. (2020). Capitalizing on digital literacy skills for capacity development of people who are not in education, employment or training in South Africa. African Journal of Science, Technology, Innovation and Development, 12(2), 129–139. https://doi.org/10.1080/20421338.2019.1624008

Citations Used for in Entrepreneurship:


 * Tuty SARIWULAN, Suparno SUPARNO, Disman DISMAN, Eeng AHMAN, & Suwatno SUWATNO. (2020). Entrepreneurial Performance: The Role of Literacy and Skills. The Journal of Asian Finance, Economics and Business (JAFEB), 7(11), 269–280.

Citations used for Global Impact:

Citations for Education
 * Senator Markey Praises Senate passage of his legislation to help expand internet access and increase digital literacy in developing Countries: U.S. Senator Ed Markey of Massachusetts. (2018, September 26). Retrieved April 09, 2021, from https://www.markey.senate.gov/news/press-releases/senator-markey-praises-senate-passage-of-his-legislation-to-help-expand-internet-access-and-increase-digital-literacy-in-developing-countries

Liu, Z.-J., Tretyakova, N., Fedorov, V., & Kharakhordina, M. (2020). Digital Literacy and Digital Didactics as the Basis for New Learning Models Development. International Journal of Emerging Technologies in Learning (IJET), 15(14), 4. https://doi.org/10.3991/ijet.v15i14.14669

Sánchez-Cruzado, C., Santiago Campión, R., & Sánchez-Compaña, M. T. (2021). Teacher Digital Literacy: The Indisputable Challenge after COVID-19. Sustainability, 13(4), 1858. https://doi.org/10.3390/su13041858

Tsvetkova, M., Ushatikova, I., Antonova, N., Salimova, S., & Degtyarevskaya, T. (2021). The use of social media for the development of digital literacy of Students: From adequate use to Cognition Tools. International Journal of Emerging Technologies in Learning (IJET), 16(02), 65. https://doi.org/10.3991/ijet.v16i02.18751

Citations for Society

Tomczyk, Ł., & Potyrała, K. (2021). Parents’ knowledge and skills about the risks of the digital world. South African Journal of Education, 41(1), 1–19. https://doi.org/10.15700/saje.v41n1a1833