Digital LOVELY

Literacy
GRACE
SAMPAGA
 Digital Literacy can be
defined as the ability to
Digital locate, evaluate, create,

Literacy and communicate

information on various
digital platforms.
 NOTE!
Digital Literacy is the
technical, cognitive, and (ESHET-
sociological skills needed to ALKALAI,
perform tasks and solve 2004)
problems in digital
environments
 SKILLS AND COMPETENCIES
LISTED BY SHAPIRO AND
HUGHES (1996) IN A
CURRICULUM THEY
ENVISIONED TO PROMOTE
COMPUTER LITERACY SHOULD
SOUND VERY FAMILIAR TO
READERS TODAY:
 competence in using
1.
hardware and
TOOL
LITERACY software tools;
 understanding
2.
forms of and access
RESOURCE
LITERACY to information
resources;
 understanding the
3.
SOCIAL- production and
STRUCTURAL social
LITERACY
 using IT tools for
4.
research and
RESEARCH
LITERACY scholarship;
 ability to
5.
PUBLISHING communicate and
LITERACY publish information;
 6. understanding of
EMERGING
TECHNOLOGIES new developments
LITERACY
 7. ability to evaluate
CRITICAL the benefits of new
LITERACY technologies
 IT SHOULD ALSO COME AS
NO SURPRISE THAT
DIGITAL LITERACY SHARES
A GREAT DEAL OF OVERLAP
WITH MEDIA LITERACY: SO
MUCH SO THAT DIGITAL
LITERACY CAN BE SEEN AS
 A SUBSET OF MEDIA
LITERACY, DEALING
PARTICULARLY WITH
MEDIA IN DIGITAL FORM.
THE CONNECTION SHOULD
BE FAIRLY OBVIOUS-IF
is "the ability to identify different types of media
and understand the messages they are
communicating."
can be seen as "media literacy applied to the
digital media," albeit with a few adjustments.
 NOTE!
The term "digital literacy" is
not new;
in one of the earliest examples LANHAM
of a functional definition of the (1995)
term described the "digitally
literate person"
 NOTE!
as being skilled at deciphering
and understanding the
meanings of images, sounds, LANHAM
and the subtle uses of words (1995)
so that he/she could match the
medium of communication to
 NOTE!
the kind of information being
presented and to whom the
LANHAM
intended audience is.
(1995)
 formally defined digital literacy as
"the ability to understand and use
PAUL
information in multiple formats
GILSTER
from a wide range of sources when
(1997 it is presented via computers."
explaining that not only must a
 person acquire the skill of
PAUL finding things, he/she must
GILSTER also acquire the ability to
(1997
use these things in life.
 Bawden (2008) collated the
skills and competencies
comprising digital literacy from
contemporary scholars on the
matter into four groups:
 1. Underpinnings
This refers to those skills and
competencies that "support" or "enable"
everything else within digital literacy,
namely: traditional literacy and
computer/ICT literacy (i.e., the ability to
use computers in everyday life).
 2. Background
Knowledge
This largely refers to knowing where
information on a particular subject or topic can
be found, how information is kept, and how it
is disseminated-a skill taken for granted back
in the day when information almost exclusively
resided in the form of printed text.
 3. Central
Competencies
These are the skills and
competencies that a majority of
scholars agree on as being core to
digital literacy today, namely
reading and
understanding digital
and non-digital
formats;
creating and
communicating
digital information;
evaluation of
information;
knowledge assembly;
information literacy;
and media literacy.
 4. Attitudes and
Perspectives
Bawden (2008) suggests that it is
these attitudes and perspectives that
link digital literacy today with
traditional literacy,
 4. Attitudes and
Perspectives
saying "it is not enough to have skills
and competencies, they must be
grounded in some moral framework,"
specifically:
 4. Attitudes and
Perspectives
independent learning
the initiative and ability to learn
whatever is needed for a person's
specific situation; and
 4. Attitudes and
Perspectives
moral/social literacy
an understanding of correct,
acceptable, and sensible behavior in
a digital environment.
THANK
YOU!!!