Digital fluency skill sets vary from country to country.

Many frameworks are eurocentric and have a western focus. There are some
frameworks that over-specify what digital literacies and digital fluency looks like which makes it too prescriptive and hard to use.
Other frameworks are limited by what they deem as a 21st century learner, successful or educated person. These worldviews are
narrow and do not take into consideration any cultural perspective. While some frameworks are starting to acknowledge cultural
perspectives, these are context-based and can not translate to a New Zealand setting. Globally there is a divide in access to
technology. It raises concern over how we can provide equitable outcomes for all. While we claim to be inclusive, how do our
governments policies, resources allow for equitable outcomes? I have selected four digital fluency skills that could be used in a New
Zealand context. As these are broad they encapsulate a large variety of knowledge and capabilities.

Digital Fluency Skills NZC Key Competencies Why is this important an Other Models or How is or can this skill
it links with important skill or authors who reference be culturally
capability this as being a responsive?
necessary skill

Communication and - Managing self It is important that students are Brown, 2017; Carretero, - Tuakana teina
Collaboration - Language, symbols able to communicate effectively - Communicating in
Vuorikari, & Punie, 2017;
and text with others digitally. Being able your native
- Thinking to communicate is being able to Jisc, 2014; TKI, n.d. a. and language
- Participating and participate online. - Tikanga Maori
contributing Communication includes their White, 2013 - Using social and
- Relating to others ability to express their ideas, cultural values
opinions and identities - Students feeling
respectfully. Another aspect of empowered to lead
communication is students - strong, reciprocal,
ability to actively listen to those responsive and
around them; this can include collaborative
verbal and non-verbal social relationships,
cues (which can easily be partnerships and
misinterpreted digitally), being engagement
empathetic and understanding between the
of others teacher, school and
similarities/differences. the learner, their
Students need to know when parents, families
 and how to report inappropriate and communities
online behaviour. Part of - their own
communication is the ability to knowledge and
collaborate and compromise. awareness of
This can be particularly difficult identities,
online where students have to languages and
delegate different parts of the cultures
task and learn to manage their - Collaborating with
own choices. Collaboration others in the
requires students to community (not just
communicate and receive within school)
feedback from their peers.It is
essential that students are able
to communicate using any
language digitally. Digital
platforms need to be reflective
of culture and worldviews.

Critical Thinking - Language, symbols With so much information Jisc, 2014; TKI, n.d.; White, - Being able to use
and text available online it is essential traditional and new
2013 and Spencer, 2015
- Thinking that students can think critically knowledge to
- Relating to others about the source and validity. respond to
Students need to develop skills problems around
to cross reference before using them
the information. There is a need
for students to think critically
about the world around them
and their role within society.
Students need to be able to
interpret information and apply
them in new settings. It is
important that students are
constantly asking questions of
the world around them -
thinking critically about who is
included/excluded and
analysing why and what impact
that has on groups of
individuals. We have a
responsibility to care for others
 (this ties in with the digital
fluency skills Responsibility and
Safety). Students need to feel
empowered to have agency
over their environments.

Innovation and - Language, symbols Students need to be able to Brown, 2017; Carretero, - Using traditional
Creation and text identify solutions to problem in and new methods
Vuorikari, & Punie, 2017;
- Thinking society using the skills, to respond to
knowledge and tools they have Jisc, 2014; TKI, n.d. and problems
access to. Knowing how to - Creating solutions
apply their knowledge and skills White, 2013 with other
to create/design solutions is members in the
necessary for the future. In an community
age where technology is
advancing rapidly it is important
that students can actively
contribute and respond to these
changes. Creativity, problem
solving, thinking outside the
box are skills needed to
innovate and create.

Responsibility and - Managing self It is important that students are Brown, 2017; Jisc, 2014; - Looking after
Safety - Participating and able to keep themselves safe everyone (concept
White, 2013 and Spencer,
contributing digitally. With privacy concerns, of whanau)
- Relating to others it is essential that students are 2015
able to make positive choices
when online. This includes their
digital footprint. While being
online we also have a
responsibility for social justice,
ethical and sustainable
implications/ concerns. Being
able to care for themselves and
others is part of keeping
themselves and others safe.
References

Brown, M. (2017). The Challenge of Digital Literacy: Beyond Narrow Skills to Critical Mindsets. Retrieved from
https://www.linkedin.com/pulse/challenge-digital-literacy-beyond-narrow-skills-critical-mark-brown

Carretero, S., Vuorikari, R., & Punie, Y. (2017). ​DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency
levels and examples of use​. Luxembourg: Publications Office of the European Union.

Jisc. (2014). Developing Digital Literacies. Retrieved from: ​https://www.jisc.ac.uk/guides/developing-digital-literacies#

​ ellington, NZ: Netsafe.

Netsafe. (2018). ​From literacy to fluency to citizenship: Digital citizenship in education (2nd ed.). W

Spencer, K. (2015). What is digital fluency? Retrieved from ​http://blog.core-ed.org/blog/2015/10/what-is-digital-fluency.html

TKI. (n.d. a.). Digital Fluency. Retrieved from ​http://elearning.tki.org.nz/Teaching/Digital-fluency

White, G. (2013). Digital Fluency: skills necessary for learning in the digital age. Retrieved from
https://research.acer.edu.au/cgi/viewcontent.cgi?referer=http://elearning.tki.org.nz/Teaching/Digital-fluency&httpsredir=1&article=100
6&context=digital_learning