Digital literacy

Digital literacy refers t o an individual's abilit y t o find, evaluat e, and clearly communicat e
informat ion t hrough t yping and ot her media on various digit al plat forms. It is evaluat ed by an
individual's grammar, composit ion, t yping skills and abilit y t o produce t ext , images, audio and
designs using t echnology. The American Library Associat ion (ALA) defines digit al lit eracy as "t he
abilit y t o use informat ion and communicat ion t echnologies t o find, evaluat e, creat e, and
communicat e informat ion, requiring bot h cognit ive and t echnical skills."[1] While digit al lit eracy
init ially focused on digit al skills and st and-alone comput ers, t he advent of t he int ernet and use
of social media, has result ed in t he shift in some of it s focus t o mobile devices. Similar t o ot her
expanding definit ions of lit eracy t hat recognize cult ural and hist orical ways of making meaning,[2]
digit al lit eracy does not replace t radit ional forms of lit eracy, but inst ead builds upon and expands
t he skills t hat form t he foundat ion of t radit ional forms of lit eracy.[3] Digit al lit eracy should be
considered t o be a part of t he pat h t o knowledge.[4]

Digit al lit eracy is built on t he expanding role of social science research in t he field of lit eracy[5] as
well as on concept s of visual lit eracy,[6] comput er lit eracy,[7] and informat ion lit eracy.[8]

Overall, digit al lit eracy shares many defining principles wit h ot her fields t hat use modifiers in front
of lit eracy t o define ways of being and domain-specific knowledge or compet ence. The t erm has
grown in popularit y in educat ion and higher educat ion set t ings and is used in bot h int ernat ional
and nat ional st andards.[9]

History

Digital literacy
Digit al lit eracy is oft en discussed in t he cont ext of it s precursor media lit eracy. Media lit eracy
educat ion began in t he Unit ed Kingdom and t he Unit ed St at es as a result of war propaganda in
t he 1930s and t he rise of advert ising in t he 1960s, respect ively.[10] Manipulat ive messaging and
t he increase in various forms of media furt her concerned educat ors. Educat ors began t o
promot e media lit eracy educat ion in order t o t each individuals how t o judge and assess t he
media messages t hey were receiving. The abilit y t o crit ique digit al and media cont ent allows
individuals t o ident ify biases and evaluat e messages independent ly.[10]

In order for individuals t o evaluat e digit al and media messages independent ly, t hey must
demonst rat e digit al and media lit eracy compet ence. Renee Hobbs developed a list of skills t hat
demonst rat e digit al and media lit eracy compet ence.[11] Digit al and media lit eracy includes t he
abilit y t o examine and comprehend t he meaning of messages, judging credibilit y, and assess t he
qualit y of a digit al work. A digit ally lit erat e individual becomes a socially responsible member of
t heir communit y by spreading awareness and helping ot hers find digit al solut ions at home, work,
or on a nat ional plat form.[11] Digit al lit eracy doesn't just pert ain t o reading and writ ing on a digit al
device.[12] It also involves knowledge of producing ot her forces of media, like recording and
uploading video.[12]

Academic and pedagogical concepts

In academia digit al lit eracy is a part of t he comput ing subject area alongside comput er science
and informat ion t echnology.[13]

Given t he many varied implicat ions t hat digit al lit eracy has on st udent s and educat ors, pedagogy
has responded by emphasizing four specific models of engaging wit h digit al mediums. Those four
models are t ext -part icipat ing, code-breaking, t ext -analyzing, and t ext -using. These met hods
present st udent s (and ot her learners) wit h t he abilit y t o fully engage wit h t he media, but also
enhance t he way t he individual is able t o relat e t he digit al t ext t o t heir lived experiences.[14]

21st-century skills

Digit al lit eracy requires cert ain skill set s t hat are int erdisciplinary in nat ure. Warschauer and
Mat uchniak (2010) list t hree skill set s, or 21st cent ury skills,[15] t hat individuals need t o mast er in
order t o be digit ally lit erat e: informat ion, media, and t echnology; learning and innovat ion skills; and
life and career skills.. Aviram et al. assert t hat order t o be compet ent in Life and Career Skills, it is
also necessary t o be able t o exercise flexibilit y and adapt abilit y, init iat ive and self-direct ion,
social and cross-cult ural skills, product ivit y and account abilit y, leadership and responsibilit y.[16]
Digit al lit eracy is composed of different lit eracies, because of t his fact t here is no need t o
search for similarit ies and differences.[17] Some of t hese lit eracies are media lit eracy and
informat ion lit eracy.

Aviram & Eshet -Alkalai cont end t hat t here are five t ypes of lit eracies t hat are encompassed in
t he umbrella t erm t hat is digit al lit eracy.

1. Photo-visual literacy: t he abilit y t o read and deduce informat ion from visuals.

2. Reproduction literacy: t he abilit y t o use digit al t echnology t o creat e a new piece of work
or combine exist ing pieces of work t oget her t o make it your own.

3. Branching literacy: t he abilit y t o successfully navigat e in t he non-linear medium of digit al

space.

4. Information literacy: t he abilit y t o search, locat e, assess and crit ically evaluat e
informat ion found on t he web and on-shelf in libraries.

5. Socio-emotional literacy: t he social and emot ional aspect s of being present online,
whet her it may be t hrough socializing, and collaborat ing, or simply consuming cont ent .

In Society

Digit al lit eracy is necessary for t he correct use of various digit al plat forms. Lit eracy in social
net work services and Web 2.0 sit es helps people st ay in cont act wit h ot hers, pass t imely
informat ion, and even buy and sell goods and services. Digit al lit eracy can also prevent people
from being t aken advant age of online, as phot o manipulat ion, E-mail frauds and phishing oft en
can fool t he digit ally illit erat e, cost ing vict ims money and making t hem vulnerable t o ident it y
t heft .[18] However, t hose using t echnology and t he int ernet t o commit t hese manipulat ions and
fraudulent act s possess t he digit al lit eracy abilit ies t o fool vict ims by underst anding t he
t echnical t rends and consist encies; it becomes import ant t o be digit ally lit erat e t o always t hink
one st ep ahead when ut ilizing t he digit al world.

The emergence of Social media has paved t he way for people t o communicat e and connect wit h
one anot her in new and different ways.[19] Websit es like Facebook and Twit t er, as well as
personal websit es and blogs, have enabled a new t ype of journalism t hat is subject ive, personal,
and "represent s a global conversat ion t hat is connect ed t hrough it s communit y of readers."[20]
These online communit ies fost er group int eract ivit y among t he digit ally lit erat e. Social media
also help users est ablish a digit al ident it y or a "symbolic digit al represent at ion of ident it y
at t ribut es."[21] Wit hout digit al lit eracy or t he assist ance of someone who is digit ally lit erat e, one
cannot possess a personal digit al ident it y (t his is closely allied t o web lit eracy).

Research has demonst rat ed t hat t he differences in t he level of digit al lit eracy depend mainly on
age and educat ion level, while t he influence of gender is decreasing.[22][23][24] Among young
people, digit al lit eracy is high in it s operat ional dimension. Young people rapidly move t hrough
hypert ext and have a familiarit y wit h different kinds of online resources. However, t he skills t o
crit ically evaluat e cont ent found online show a deficit .[25] Wit h t he rise of digit al connect ivit y
amongst young people, concerns of digit al safet y are higher t han ever. A st udy conduct ed in
Poland, commissioned by t he Minist ry of Nat ional Knowledge measured t he digit al lit eracy of
parent s in regards t o digit al and online safet y. It concluded t hat parent s oft en overest imat e t heir
level of knowledge, but clearly had an influence on t heir children’s at t it ude and behavior t owards
t he digit al world. It suggest s t hat wit h proper t raining programs parent s should have t he
knowledge in t eaching t heir children about t he safet y precaut ions necessary t o navigat e t he
digit al space.[26]

Digital divide

Digit al divide refers t o t he disparit ies among people - such as t hose living in developed and
developing world - concerning access t o and t he use of informat ion and communicat ion
t echnologies (ICT),[27] part icularly comput er hardware, soft ware, and t he Int ernet .[28] Individuals
wit hin societ ies t hat lack economic resources t o build ICT infrast ruct ure do not have adequat e
digit al lit eracy, which means t hat t heir digit al skills are limit ed.[29] The divide can be explained by
Max Weber's social st rat ificat ion t heory, which focuses on access t o product ion rat her
ownership of t he capit al.[30] The former becomes access t o ICT so t hat an individual can
accomplish int eract ion and produce informat ion or creat e a product and t hat , wit hout it , he or
she cannot part icipat e in t he learning, collaborat ion, and product ion processes.[30] Digit al lit eracy
and digit al access have become increasingly import ant compet it ive different iat ors for individuals
using t he int ernet meaningfully.[31] In an art icle by Jen Schradie called, The Great Class Wedge
and t he Int ernet 's Hidden Cost s, she discusses how social class can affect digit al lit eracy.[4] 
This creat es a digit al divide.

Research published in 2012 found t hat t he digit al divide, as defined by access t o informat ion
t echnology, does not exist amongst yout h in t he Unit ed St at es.[32] Young people report being
connect ed t o t he int ernet at rat es of 94-98%.[32] There remains, however, a civic opport unit y
gap, where yout h from poorer families and t hose at t ending lower socioeconomic st at us schools
are less likely t o have opport unit ies t o apply t heir digit al lit eracy.[33] The digit al divide is also
defined as emphasizing t he dist inct ion bet ween t he “haves” and “have-not s,” and present ed all
dat a separat ely for rural, urban, and cent ral-cit y cat egories.[34] Also, exist ing research on t he
digit al divide reveals t he exist ence of personal cat egorical inequalit ies bet ween young and old
people.[35] An addit ional int erpret at ion ident ified t he gap bet ween t echnology accessed by yout h
out side and inside t he classroom.[36]

Participation gap

Media t heorist Henry Jenkins coined t he t erm part icipat ion gap[37] and dist inguished t he
part icipat ion gap from t he digit al divide.[10] According t o Jenkins, in count ries like t he Unit ed
St at es, where nearly everyone has access t o t he int ernet , t he concept of digit al divide does not
provide enough insight . As such, Jenkins uses t he t erm part icipat ion gap t o develop a more
nuanced view of access t o t he int ernet . Inst ead of referring t o t he "have's" vs "have-not s" when
referring t o digit al t echnologies, Jenkins proposes t he part icipat ion gap refer t o people who
have sust ained access t o and compet ency wit h digit al t echnologies due t o Media
Convergence.[38] Jenkins st at es t hat st udent s learn different set s of t echnology skills if t hey
only have access t o t he int ernet in a library or school.[39] In part icular, Jenkins observes t hat
st udent s who have access t o t he int ernet at home have more opport unit ies t o develop t heir
skills and have fewer limit at ions, such as comput er t ime limit s and websit e filt ers commonly
used in libraries.[39] The part icipat ion gap is geared t oward millennials. As of 2008, when t his
st udy was creat ed t hey were t he oldest generat ion t o be born in t he age of t echnology. As of
2008 more t echnology has been int egrat ed int o t he classroom. The issue wit h digit al lit eracy is
t hat st udent s having access t o t he int ernet at home t hat is equivalent t o what t hey int eract
wit h in class. Some st udent s only have access while at school and in a library. They aren't get t ing
enough or t he same qualit y of t he digit al experience. This creat es t he part icipat ion gap, along
wit h an inabilit y t o underst and digit al lit eracy.[40]

Digital rights

Digit al right s are an individual’s right s t hat allow t hem freedom of expression and opinion in an
online set t ing, wit h root s cent ered on human t heoret ical and pract ical right s. It encompasses t he
individual’s privacy right s when using t he Int ernet ,[41] and is essent ially is responsible for how an
individual uses different t echnologies and how cont ent is dist ribut ed and mediat ed.[42]
Government officials and policymakers use digit al right s as a springboard for enact ing and
developing policies and laws in order t o obt ain right s online t he same way we obt ain right s in real
life. Privat e organizat ions who possess t heir own online infrast ruct ures also develop right s
specific t o t heir propert y.[43] In t oday’s world, most , if not all mat erials have shift ed int o an online
set t ing and public policy has had a major influence in support ing t his movement .[44] Going beyond
t radit ional academics, et hical right s such as copyright , cit izenship and conversat ion can be
at t ribut ed t o digit al lit eracy because t ools and mat erials nowadays can be easily copied,
borrowed, st olen, and repurposed, as lit eracy is collaborat ive and int eract ive, especially in a
net worked world.[45]

Digital Citizenship

Digit al Cit izenship refers t o t he "right t o part icipat e in societ y online". It is connect ed t o t he
not ion of st at e-based cit izenship which is det ermined by t he count ry or region in which one was
born in as well as t he idea of being a 'dut iful cit izen' who part icipat es in t he elect oral process and
online t hrough mass media.[43] A lit erat e digit al cit izen possesses t he skills t o read, writ e and
int eract wit h online communit ies via screens and has an orient at ion for social just ice. This is best
described in t he art icle Digit al Cit izenship during a Global Pandemic: Moving beyond Digit al
Lit eracy, "Crit ical digit al civic lit eracy, as is t he case of democrat ic cit izenship more generally,
requires moving from learning about cit izenship t o part icipat ing and engaging in democrat ic
communit ies face‐t o‐face, online, and in all t he spaces in bet ween."[46] Through t he various
digit al skills and lit eracy one gains, one is able t o effect ively solve social problems which might
arise t hrough social plat forms. Addit ionally Digit al Cit izenship has t hree online dimensions: higher
wages, democrat ic part icipat ion, and bet t er communicat ion opport unit ies which arise from t he
digit al skills acquired.[47] Digit al cit izenship also refers t o online awareness and t he abilit y t o be
safe and responsible online. This idea came from t he rise of social media in t he past decade
which has enhanced global connect ivit y and fast er int eract ion. However wit h t his phenomenon
t he exist ence of fake news, hat e speeches, cyberbullying, hoaxes and so on has emerged as
well.[48] Hence, t his has creat ed a codependent relat ionship bet ween digit al lit eracy and digit al
cit izenship.

Digital natives and digital immigrants

digital natives using a smart car

Marc Prensky invent ed and popularized t he t erms digit al nat ives and digit al immigrant s t o
describe respect ively an individual born int o t he digit al age and one adopt ing t he appropriat e
skills lat er in life.[49] A digit al immigrant refers t o an individual who adopt s t echnology lat er in life.
These t wo groups of people have had different int eract ions wit h t echnology since birt h, a
generat ional gap.[50] This direct ly links t o t heir individual unique relat ionship wit h digit al lit eracy.
Digit al nat ives brought upon t he creat ion of ubiquit ous informat ion syst ems (UIS).  These
syst ems include mobile phones, lapt op comput ers and personal digit al assist ant s.  They have
also expanded t o cars and buildings (smart cars and smart homes), creat ing a new unique
t echnological experience.

Carr claims t hat digit al immigrant s, alt hough t hey adapt t o t he same t echnology as nat ives,
possess a sort of accent which rest rict s t hem from communicat ing t he way nat ives do. In fact ,
research shows t hat , due t o t he brain's malleable nat ure, t echnology has changed t he way
t oday's st udent s read, perceive, and process informat ion.[51] Marc Prensky believes t his is a
problem because t oday's st udent s have a vocabulary and skill set educat ors (who at t he t ime of
his writ ing would be digit al immigrant s) may not fully underst and.[49]

St at ist ics and popular represent at ions of t he elderly port ray t hem as digit al immigrant s. For
example, Canada in 2010 found t hat 29% of it s cit izens 75 years of age and older, and 60% of it s
cit izens bet ween t he ages of 65-74 had browsed t he int ernet in t he past mont h.[52] Conversely,
int ernet act ivit y reached almost 100% among it s 15 t hrough 24-year-old cit izens.[52]

Applications of digital literacy

In education
Schools are cont inuously updat ing t heir curricula t o keep up wit h accelerat ing t echnological
development s. This oft en includes comput ers in t he classroom, t he use of educat ional soft ware
t o t each curricula, and course mat erials being made available t o st udent s online. St udent s are
oft en t aught lit eracy skills such as how t o verify credible sources online, cit e web sit es, and
prevent plagiarism. Google and Wikipedia are frequent ly used by st udent s "for everyday life
research,"[53] and are just t wo common t ools t hat facilit at e modern educat ion. Digit al t echnology
has impact ed t he way mat erial is t aught in t he classroom. Wit h t he use of t echnology rising over
t he past decade, educat ors are alt ering t radit ional forms of t eaching t o include course mat erial
on concept s relat ed t o digit al lit eracy.[54] Educat ors have also t urned t o social media plat forms
t o communicat e and share ideas wit h one anot her.[54] Social media and social net works have
become a crucial part of t he informat ion landscape. Many st udent s are using social media t o
share t heir areas of int erest s, which has been shown t o be helpful in boost ing t heir level of
engagement wit h educat ors. A st udy on 268 eight h graders from t wo Moscow schools showed
t hat a combinat ion of social media use and act ivit ies guided by t eachers boost ed t he level of
performance in st udent s. The st udent s were encouraged t o search and develop t heir social
net work skills t o solve educat ional issues and boost cognit ion. The speed of access and
enormous amount s of dat a found from t hese net works has made social media an invaluable
cognit ive t ool.[55] New st andards have been put int o place as digit al t echnology has augment ed
classrooms, wit h many classrooms being designed t o use smart boards and audience response
syst ems in replacement of t radit ional chalkboards or whit eboards. “The development of
Teacher’s Digit al Compet ence (TDC) should st art in init ial t eacher t raining, and cont inue
t hroughout t he following years of pract ice. All t his wit h t he purpose of using Digit al
Technologies (DT) t o improve t eaching and professional development .”[56] New models of
learning are being developed wit h digit al lit eracy in mind. Several count ries have based t heir
models wit h t he emphasis of finding new digit al didact ics t o implement as t hey find more
opport unit ies and t rends t hrough surveys conduct ed wit h educat ors and college inst ruct ors. It
has been found t hat t eachers from higher levels of educat ional inst it ut es see digit al lit eracy and
digit al compet ency as more import ant t han ever when advancing t he movement of societ y int o a
digit ized one.[57] Addit ionally, t hese new models of learning in t he classroom has aided in
promot ing global connect ivit y and has enabled st udent s t o become globally minded cit izens.
According t o t he st udy Building Digit al Lit eracy Bridges Connect ing Cult ures and Promot ing
Global Cit izenship in Element ary Schools t hrough School-Based Virt ual Field Trips by St acy
Delacruz, Virt ual Field Trips (VFT) a new form of mult imedia present at ion has gained popularit y
over t he years in t hat t hey offer t he "opport unit y for st udent s t o visit ot her places, t alk t o
expert s and part icipat e in int eract ive learning act ivit ies wit hout leaving t he classroom". They
have also been used as a vessel for support ing cross-cult ural collaborat ion amongst schools
which include: "improved language skills, great er classroom engagement , deeper underst andings
of issues from mult iple perspect ives, and an increased sensit ivit y t o mult icult ural differences". It
also allows st udent s t o be t he creat ors of t heir own digit al cont ent , a core st andard from The
Int ernat ional Societ y for Technology in Educat ion (ISTE).[58]

The COVID-19 virus t hat st art ed in lat e 2019 had spread t o over mult iple count ries wit hin
mont hs, forcing t he World Healt h Organizat ion t o declare an int ernat ional public healt h
emergency and a pandemic. The out break pushed educat ion int o a more digit al and online
experience where t eachers had t o adopt t o new levels of digit al compet encies in soft ware t o
cont inue t he educat ion syst em[59] as academic inst it ut ions discont inued all in-person act ivit y
and[60] different online meet ing plat forms are being used for bet t er communicat ions (e.g: Skype,
Zoom, Cisco Webex, Google Hangout s, Microsoft Teams, BlueJeans and Slack).[61] Two major
format s of online learnings: Asynchronous allow st udent s t o have more collaborat ive space and
build up involvement . Synchronous learnings most ly t ake on live video format for bet t er. An
est imat ed 84% of t he global st udent body was affect ed by t his sudden closure due t o t he
pandemic.[62] Because of t his sudden t ransit ion, t here had been a clear disparit y in st udent and
school preparedness for digit al educat ion due in large part t o a divide in digit al skills and lit eracy
t hat bot h t he st udent s and educat ors experience.[63] The swit ch t o online learning has also
brought about some concerns regarding learning effect iveness, exposure t o cyber-risks and lack
of socializat ion, prompt ing t he need t o implement changes t o how st udent s are able t o learn
much needed digit al skills and develop digit al lit eracy.[62] As a response, t he DQ (Digit al
Int elligence) Inst it ut e, designed a common framework for enhancing digit al lit eracy, digit al skills
and digit al readiness.[64] At t ent ion and focus was also brought on t he development of digit al
lit eracy on higher educat ion. An int erest ing fact discovered t hrough t he process of digit al
learning is t hose who were born as Generat ion Z (born bet ween t he years 1996 and 2000) are
"nat ural skills of digit al nat ive learners".[65] These young adult s t end t o have a higher
accept abilit y on digit al learning.

A st udy in Spain measured t he digit al knowledge of 4883 t eachers of all educat ion levels over
t he last school years and found t hat t heir digit al skills required furt her t raining in order t o
advance new learning models for t he digit al age. Training programs have been proposed favoring
t he joint framework of INTEF (Spanish acronym for Nat ional Inst it ut e of Educat ional
Technologies and Teacher Training) as reference.[59] Surveys t aken in Spain, It aly and Ecuador
asking quest ions relat ed t o local st udent 's online learning experience, 86.16% of st udent s in It aly
said t hey felt less accommodat ed, following wit h 68.8% in It aly, and 17.39% in Ecuador.[65]
In Europe, t he Digit al Compet ence of Educat ors (DigCompEdu) developed a framework t o
address and promot e development of digit al lit eracy. It is divided int o six branches (professional
engagement , digit al sources resources, t eaching and learning, assessment , empowering learners
& facilit at ing learners’ digit al compet ence).[66] Moreover, t he European Commission also
developed t he Digit al Educat ion Act ion Plan (2021-2027) which focuses on using t he COVID-19
pandemic experience as a learning point , when t echnology is being used at a large scale for
educat ion, and being able t o adapt t he syst ems used for leaning and t raining t owards t he digit al
age. The framework is divided int o t wo main st rat egic priorit ies: fost ering t he development of a
high-performing digit al educat ion ecosyst em and enhancing digit al skills and compet ences for
t he digit al t ransformat ion.[67]

Digital competences

In 2013 t he Open Universit eit Nederland release an art icle defining t welve digit al compet ence
areas. These areas are based on t he knowledge and skills people have t o acquire t o be a lit erat e
person.[68]

A. General knowledge and funct ional skills. Knowing t he basics of digit al devices and using
t hem for element ary purposes.

B. Use in everyday life. Being able t o int egrat e digit al t echnologies int o t he act ivit ies in
everyday life.

C. Specialized and advanced compet ence for work and creat ive expression. Being able t o use
ICT t o express your creat ivit y and improve your professional performance.

D. Technology mediat ed communicat ion and collaborat ion. Being able t o connect , share,
communicat e, and collaborat e wit h ot hers effect ively in a digit al environment .

E. Informat ion processing and management . Using t echnology t o improve your abilit y t o gat her,
analyze and judge t he relevance and purpose of digit al informat ion.

F. Privacy and securit y. Being able t o prot ect your privacy and t ake appropriat e securit y
measures.

G. Legal and et hical aspect s. Behaving appropriat ely and in a socially responsible way in t he
digit al environment and being aware of t he legal and et hical aspect s on t he use of ICT.

H. Balanced at t it ude t owards t echnology. Demonst rat ing an informed, open-minded, and
balanced at t it ude t owards informat ion societ y and t he use of digit al t echnologies.
 I. Underst anding and awareness of role of ICT in societ y. Underst anding t he broader cont ext of
use and development of ICT.

J. Learning about and wit h digit al t echnologies. Exploring emerging t echnologies and
int egrat ing t hem.

K. Informed decisions on appropriat e digit al t echnologies. Being aware of most relevant or

common t echnologies.

L. Seamless use demonst rat ing self-efficacy. Confident ly and creat ively applying digit al
t echnologies t o increase personal and professional effect iveness and efficiency.

The compet ences ment ioned are based on each ot her. Compet ences A, B, and C are t he basic
knowledge and skills a person has t o have t o be a fully digit al lit erat e person. When t hese t hree
compet ences are acquired you can build upon t his knowledge and t hose skills t o build t he ot her
compet encies.

Digital writing

Universit y of Sout hern Mississippi professor, Dr. Suzanne Mckee-Waddell[69] concept ualized t he
idea of digit al composit ion as t he abilit y t o int egrat e mult iple forms of communicat ion
t echnologies and research t o creat e a bet t er underst anding of a t opic. Digit al writ ing is a
pedagogy being t aught increasingly in universit ies. It is focused on t he impact t echnology has
had on various writ ing environment s; it is not simply t he process of using a comput er t o writ e.
Educat ors in favor of digit al writ ing argue t hat it is necessary because "t echnology
fundament ally changes how writ ing is produced, delivered, and received."[70] The goal of t eaching
digit al writ ing is t hat st udent s will increase t heir abilit y t o produce a relevant , high-qualit y
product , inst ead of just a st andard academic paper.[71]

One aspect of digit al writ ing is t he use of hypert ext or LaTeX.[72] As opposed t o print ed t ext ,
hypert ext invit es readers t o explore informat ion in a non-linear fashion. Hypert ext consist s of
t radit ional t ext and hyperlinks t hat send readers t o ot her t ext s. These links may refer t o relat ed
t erms or concept s (such is t he case on Wikipedia), or t hey may enable readers t o choose t he
order in which t hey read. The process of digit al writ ing requires t he composer t o make unique
"decisions regarding linking and omission." These decisions "give rise t o quest ions about t he
aut hor's responsibilit ies t o t he [t ext ] and t o object ivit y."[73]

In the workforce
The 2014 Workforce Innovat ion and Opport unit y Act (WIOA) defines digit al lit eracy skills as a
workforce preparat ion act ivit y.[74] In t he modern world employees are expect ed t o be digit ally
lit erat e, having full digit al compet ence.[75] Those who are digit ally lit erat e are more likely t o be
economically secure,[76] as many jobs require a working knowledge of comput ers and t he
Int ernet t o perform basic t asks. Addit ionally, digit al t echnologies such as mobile devices,
product ion suit es and collaborat ion plat forms are ubiquit ous in most office workplaces and are
oft en crucial in daily t asks as many Whit e collar jobs t oday are performed primarily using said
devices and t echnology.[77] Many of t hese jobs require proof of digit al lit eracy t o be hired or
promot ed. Somet imes companies will administ er t heir own t est s t o employees, or official
cert ificat ion will be required. A st udy on t he role of digit al lit eracy in t he EU labour market found
t hat individuals are more likely t o be employed t he more digit ally lit erat e t hey are.[78]

As t echnology has become cheaper and more readily available, more blue-collar jobs have
required digit al lit eracy as well. Manufact urers and ret ailers, for example, are expect ed t o collect
and analyze dat a about product ivit y and market t rends t o st ay compet it ive. Const ruct ion
workers oft en use comput ers t o increase employee safet y.[76]

In entrepreneurship

The acquisit ion of digit al lit eracy is also import ant when it comes t o st art ing and growing new
vent ures. The emergence of World Wide Web and digit al plat forms has led t o a plet hora of new
digit al product s or services[79] t hat can be bought and sold. Ent repreneurs are at t he forefront of
t his development , using digit al t ools or infrast ruct ure [80] t o deliver physical product s, digit al
art ifact s,[81] or Int ernet -enabled service innovat ions.[82] Research has shown t hat digit al lit eracy
for ent repreneurs consist s of four levels (basic usage, applicat ion, development , and
t ransformat ion) and t hree dimensions (cognit ive, social, and t echnical).[83] At t he lowest level,
ent repreneurs need t o be able t o use access devices as well as basic communicat ion
t echnologies t o balance safet y and informat ion needs. As t hey move t o higher levels of digit al
lit eracy, ent repreneurs will be able t o mast er and manipulat e more complex digit al t echnologies
and t ools, enhancing t he absorpt ive capacit y and innovat ive capabilit y of t heir vent ure. In a
similar vein, if Small t o Medium Ent erprises(SME's) possess t he abilit y t o adapt t o dynamic shift s
in t echnology, t hen t hey can t ake advant age of t rends, market ing campaigns as well as
communicat ion t o consumers in order t o generat e more demand for t heir goods and services.
Moreover, if ent repreneurs are digit ally lit erat e, t hen online plat forms like social media can
furt her help businesses receive feedback and generat e communit y engagement t hat could
pot ent ially boost t heir business's performance as well as t heir brand image. A research paper
published in The Journal of Asian Finance, Economics and Business provides crit ical insight t hat
suggest s digit al lit eracy has t he great est influence on t he performance of SME ent repreneurs. 
The aut hors suggest t heir findings can help craft performance development st rat egies for said
SME ent repreneurs and argue t heir research shows t he essent ial cont ribut ion of digit al lit eracy in
developing business and market ing net works.  [84] Addit ionally, t he st udy found digit ally lit erat e
ent repreneurs are able t o communicat e and reach wider market s t han non-digit ally lit erat e
ent repreneurs because of t he use web-management and e-commerce plat forms support ed by
dat a analysis and coding. That said, const raint s do exist for SME's t o use e-commerce. Some of
t hese const raint s include lack of t echnical underst anding of informat ion t echnologies, high cost
of int ernet access(especially for t hose in rural/underdeveloped areas), and ot her const raint s.[85]

Global impact

The Unit ed Nat ions included digit al lit eracy in it s 2030 Sust ainable Development Goals, under
t hemat ic indicat or 4.4.2, which encourages t he development of digit al lit eracy proficiency in
t eens and adult s t o facilit at e educat ional and professional opport unit ies and growt h.[86]
Int ernat ional init iat ives like t he Global Digit al Lit eracy Council (GDLC) and t he Coalit ion for Digit al
Int elligence (CDI) have also highlight ed t he need for, and st rat egies t o address, digit al lit eracy on
a global scale.[87][88] The CDI, under t he umbrella of t he DQ Inst it ut e, creat ed a Common
Framework for Digit al Lit eracy, Skills, and Readiness in 2019 t hat concept ualizes eight areas of
digit al life (ident it y, use, safet y, securit y, emot ional int elligence, communicat ion, lit eracy, and
right s), t hree levels of mat urit y (cit izenship, creat ivit y, and compet it iveness), and t hree
component s of compet ency (knowledge, at t it udes and values, and skills; or, what , why, and
how).[89] The UNESCO Inst it ut e for St at ist ics (UIS) also works t o creat e, gat her, map, and assess
common frameworks on digit al lit eracy across mult iple member st at es around t he world.[90][91]

In an at t empt t o narrow t he Digit al Divide, on Sept ember 26, 2018, t he Unit ed St at es' Senat e
Foreign Relat ions Commit t ee passed legislat ion t o help provide access t o t he int ernet in
developing count ries via t he H.R.600 Digit al Global Access Policy Act . The legislat ion it self was
based on Senat or Markey's Digit al Age Act , which was first int roduced t o t he senat e in 2016. In
addit ion, Senat or Markey provided a st at ement aft er t he act was passed t hrough t he senat e:
“American ingenuit y creat ed t he int ernet and American leadership should help bring it s power t o
t he developing world,” said Senat or Markey. “Bridging t he global digit al divide can help promot e
prosperit y, st rengt hen democracy, expand educat ional opport unit y and lift some of t he world’s
poorest and most vulnerable out of povert y. The Digit al GAP Act is a passport t o t he 21st
cent ury digit al economy, linking t he people of t he developing world t o t he most successful
communicat ions and commerce t ool in hist ory. I look forward t o working wit h my colleagues t o
get t his legislat ion signed int o law and t o harness t he power of t he int ernet t o help t he
developing world."[92]

The Philippines' Educat ion Secret ary Jesli Lapus has emphasized t he import ance of digit al
lit eracy in Filipino educat ion. He claims a resist ance t o change is t he main obst acle t o improving
t he nat ion's educat ion in t he globalized world. In 2008, Lapus was induct ed int o Cert iport 's
"Champions of Digit al Lit eracy" Hall of Fame for his work t o emphasize digit al lit eracy.[93]

A st udy done in 2011 by t he Sout hern African Linguist ics & Applied Language St udies program
observed some Sout h African universit y st udent s regarding t heir digit al lit eracy.[94] It was found
t hat while t heir courses did require some sort of digit al lit eracy, very few st udent s act ually had
access t o a comput er. Many had t o pay ot hers t o t ype any work, as t hey t heir digit al lit eracy was
almost nonexist ent . Findings show t hat class, ignorance, and inexperience st ill affect any access
t o learning Sout h African universit y st udent s may need.[94]

See also

Comput er lit eracy

Cyber self-defense

Dat a lit eracy

Informat ion lit eracies

Web lit eracy

Media lit eracy

Digit al int elligence

Digit al rhet oric

Digit al right s

Digit al cit izen

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External links

Wikiversit y has learning resources about Digital literacy

digit allit eracy.gov (ht t ps://www.digit allit eracy.gov/) An init iat ive of t he Obama Administ rat ion
t o serve as a valuable resource t o pract it ioners who are delivering digit al lit eracy t raining and
services in t heir communit ies.

digit allit eracy.org (ht t p://www.digit allit eracy.org/) A Clearinghouse of Digit al Lit eracy and
Digit al Inclusion best pract ices from around t he world.

Digit alLit eracy.us (ht t p://www.digit allit eracy.us/) A reference guide for public educat ors on
t he t opic of digit al lit eracy.

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title=Digital_literacy&oldid=1068178004"

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