Running head: DIGITAL LITERACY 1

DIGITAL LITERACY

Name of the student

Institutional affiliation

Date
DIGITAL LITERACY 2

PART ONE

Digital literacy includes the capabilities that enable an individual to live to learn and

work with digital devices; its perspective is beyond functional digital skills that an individual can

have it. Its depth goes to academic and professional related practices that easily cope with and

support the rapidly changing technology.

Before reading this document, I was familiar with the skills of being able to acquire and

determine the information from the internet. I had the skills of being self-reliant and

familiarizing myself with skills of being self-drive on learning new ideas through the utilization

of the immense information put together for aces on the internet. Also, I learned to learn and

adapt to different software and customized them to suit my personal needs.

What I was not familiar with is selecting the accurate digital tools to satisfy my need of

solving some specific problems, the skill that can be used to customize available digital tools to

fit my own needs, and finally how to analyze issues from a digital perspective and use digital

tools to solve the problems.

The students and the entire learners made very many mistakes about the fake news in

school while accessing the information online. Each level proved to have its weaknesses.

According to Alvermann & Sanders (2019) the students were not prepared; for the middle

school, it was challenging to identify which is a news story or advertisement; a cooked-up chart

taken by high school students from the Minnesota gun owners; students from the college were

trusting .org domain names as good housekeeping seal which is not the case (Alvermann &

Sanders, 2019).
DIGITAL LITERACY 3

PART TWO

“I have had a case in my Facebook where people repeat a message they disagree with in

an attempt to prove it wrong and in the end amplify it.”

“when we can remember something more easily, we are likely to believe it is true.”

“real news headlines received a higher overall accuracy rating than the fake news.”

“2619 judgments considered the real news to be 83% accurate.”

“33% of the total population recalled seeing fake news on political issues.”

“57% of the people recalled seeing at least one real accurate news surveyed.”

According to Alvermann & Sanders (2019) the cognitive biases in the previous sections

made it possible for some people to have a preference in information for other classic platforms

compared to the others (Alvermann & Sanders, 2019). The role of readers in the market is to get

the information and utilize it, but at the same time promotes the writers to get influence in the

market. The writers have to get the best information that will catch the reader’s attention. In this

manner, all these psychological tricks affect the readers directly (Buckingham, 2015).

PART THREE

The first none political rumor I found in snope.com is titled “16 easy test to check if food

is fake” https://www.snopes.com/fact-check/fake-real-food-tests/ . The title of the rumor sound’s

so real and problem-solving to a problem that no one wants to experience in their day to day life.
DIGITAL LITERACY 4

Second rumor is titled “Did Albert Einstein Say, WE are Slowed-Down Sound and Light

Waves” https://www.snopes.com/fact-check/einstein-sound-and-light-waves/ in the world of

physics Einstein is a greatly celebrated physicist, and almost all the young scientist aspiring to be

successful in the physics field would like to read more information on any information related to

such a famous physicist. Another topic is, “Did a woman give birth to seventeen children once?”

https://www.snopes.com/fact-check/mother-17-babies/ , this is a topic that discusses a wonder

that no one has ever witnessed, and everyone would want to know more about the wonder and

the woman.

These tricked-by-a-website-satire -website instance is so attractive, and attention taking

as their topics depict to giving a solution or explanation to problems that no one has ever

bothered giving information about (Hartley, 2017).

PART FOUR

To correct information from being inconsistent, there is a need to have regulations that

will punish the persons who publish incorrect information. Those who publish or post

information basing on their self-gain and other personal hidden agendas are the targets for these

laws. In this manner, false information in the market will reduce greatly (Alvermann & Sanders,

2019). The online platform should also have a report button that allows the readers to analyze

and report false information as the skills of being able to acquire and determine the information

from the internet.

The skills of being self-reliant and familiarizing with information of being self-driven on

learning new ideas through the utilization of the immense information put together for access on

the internet, and also to learn and adapt to different customized software to improve on the
DIGITAL LITERACY 5

content shared online. Because there is no camera or mirror to cover all the things that happens

around people, it becomes difficult to identify what is correct from what is false.
DIGITAL LITERACY 6

References

Alvermann, D. E., & Sanders, R. K. (2019). Adolescent Literacy in a Digital World. The

International Encyclopedia of Media Literacy, 1-6.

Buckingham, D. (2015). Defining digital literacy-What do young people need to know about

digital media?. Nordic Journal of Digital Literacy, 10(Jubileumsnummer), 21-35.

Hartley, J. (2017). Uses of YouTube digital literacy and the growth of knowledge. In The Uses of

Digital Literacy (pp. 110-131). Routledge.