User:Sarahibrahim/sandbox

maybe reorganize the "use in" subsections

fix broken links, then go through article to take out parts that are attached to broken links

check citations*

very little discussion of digital literacy in other parts of the world, so maybe either none or talk more about it in other parts of the world

unlink red links

unlink bad external links

Intro

rewrite to make it smoother

Core elements and their educational effects
After some thinking, I think that this section should stay, as it may simply just be a new concept, or even one that may not have been looked into. This is what I can perhaps start it out with: The following concept of the core elements of digital literacy stem from Doug Belshaw, a self-proclaimed Open Educational Thinkerer. Belshaw wrote his doctoral thesis on the core elements of digital literacy, a concept which seems to have been his own idea. While there are currently no other sources, below are the eight essential elements of digital literacy, as proposed by Doug Belshaw.

21st-century skills
While reading through this section, I noticed a couple of things: a name was spelled incorrectly (Warshauer --> Warschauer), a sentence had the words "to be able to to be able to" repeated, so I took one of them off, and there was no citing of Warschauer and Matuchniak, which I found and cited. Below is the fixed version.

Digital literacy requires certain skill sets that are interdisciplinary in nature. Warschauer and Matuchniak (2010) list information, media, and technology; learning and innovation skills; and life and career skills as the three skill sets that individuals need to master in order to be digitally literate, or the 21st century skills. In order to achieve information, media, and technology skills, one needs to achieve competency in information literacy, media literacy and ICT (information communicative technologies). Encompassed within Learning and Innovation Skills, one must also be able to exercise their creativity and innovation, critical thinking and problem solving, and communication and collaboration skills (the "Four Cs of 21st century learning"). In order to be competent in Life and Career Skills, it is also necessary to be able to exercise flexibility and adaptability, initiative and self-direction, social and cross-cultural skills, productivity and accountability, leadership and responsibility.[29] Aviram & Eshet-Alkalai contend that there are five types of literacies that are encompassed in the umbrella term that is digital literacy. I also propose moving this section under the Digital and media literacy section as it would be optimal, as these skills, according to Warschauer and Matuchniak (2010), are needed in order to become digitally literate. Without these skills, one would not be digitally literate.
 * 1) Photo-visual literacy is the ability to read and deduce information from visuals.
 * 2) Reproduction literacy is the ability to use digital technology to create a new piece of work or combine existing pieces of work together to make it your own.
 * 3) Branching literacy is the ability to successfully navigate in the non-linear medium of digital space.
 * 4) Information literacy is the ability to search, locate, assess and critically evaluate information found on the web and on-shelf in libraries.
 * 5) Socio-emotional literacy refers to the social and emotional aspects of being present online, whether it may be through socializing, and collaborating, or simply consuming content.[30]

Since this section did not cite Warschauer and Matuchniak, I also went ahead and found their journal article.

Global Impact
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 (Kajee & Balfour, 2011).

In 2011, the EU Kids Online conducted a study that examined the amount of time children in Europe spent on the computer. It was found that roughly 85% of European children use a computer without the supervision of a teacher or parent, showing that these children have acquired some form of digital literacy (Matyjas, 2015).

References, fixed
1 is good. 2 . 3 is not linked to anything, and I can't find the source online (I can look for something else that works later on). 4 looks good. 5 looks good. 6 . 7 . 8 . 9 . 10 leads to a dead Blogsome, so attached is the fixed one. 11 looks good. 12 . 13 . 14 . 15 . 16 looks good. 17 . 18 . 19 looks good. 20 looks good. 21 . 22 doesn't lead to anything, but I can link it to the wikipedia page. 23 . 24 . 25 . 26 . 27 . 28 . 29 . 30 . 31 . 32.

is a broken link, attached is the fixed one 25. {where did these come from}