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Digital Literacy

Article · September 2018

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Ramdas Tekale
Shri Shivaji college, Parbhani
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 The South Asian Academic Research Chronicle
ISSN 2454 - 1109
A Peer Reviewed Refereed and Indexed International Inter Disciplinary Open Access Monthly e-Journal

Digital Literacy

Dr. Ramdas B.Tekale

Librarian, Shri Shivaji College, Parbhani
Ramdastekale1@gmail.com

Abstract:

Today, laptops, tablets, cell phones, email, e-Readers, and social media reign supreme.
While these devices have brought a tremendous amount of value to learners of every age, the
digital world is one with its own set of rules and risks. Furthermore, for students to get the most
out of technology and the benefits it offers, they need to know how to use it to process, deliver
and receive digital information most effectively. Digital literacy for today’s students is crucial. It
is necessary to develop digital literacy skills with which students can communicate and express
their ideas effectively using digital media. The educational sectors around the world are
beginning to incorporate digital literacy into the curriculum. The paper deals with the
introduction of digital literacy, Components of DL and some basic tools useful in digital literacy
programme.

Introduction:

Literacy skills have always been important. People communicated via letters, these letters
soon turned into telegraphs, from there we advanced to the telephone… bringing us to the
present digital age. With continual rapid advances in digital technologies, the importance of
digital literacy has never been more apparent. Evolution of Literacy, Communications and
Technologies, The development of information and communication technologies (ICTs) and
their integration in all spheres of people’s life and work gave for the first time a possibility for a
fast and unlimited access to vast information which is constantly enriched, transformed and
actualized. This new model of society needs citizens who possess the necessary skills and
competences to take advantage of the potential of new technologies and take active part in the
economic, social and cultural life (Shopova, 2014). With the ascent of digitization, database and

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A Peer Reviewed Refereed and Indexed International Inter Disciplinary Open Access Monthly e-Journal

networks; information has become fluid and transcendental, and is available in variety of
formats.

In the process of obtaining information in higher education, while the use of more traditional
sources of information, such as books and printed articles, is still valid, the search for digital
documentation through the Internet is an increasingly relevant resource, either for its quality or
for the fact that physical sources are increasingly fewer, or also, and not less important, because
digital publishing is much faster than physical publishing, which makes access to published
information more current (Santos and Serpa, 2017).

Digital Literacy:

The term ‘digital literacy’ was coined in 1997 by Paul Gilster who defined it as “The ability to
both understand and use digitized information” (Gilster 1997) The concept, which had been
discussed widely throughout the 1990s, was built upon the discourses of visual literacy (using
non-textual symbols and images to make sense of knowledge); technological literacy (the ability
to use a particular technology or technologies); computer literacy (which had developed in the
1980s as a response to the launch of personal computers and which described the computer as a
means to achieving a specified outcome); and information literacy (finding, evaluating, using and
sharing information) (Belshaw 2012).

The Gilster’s concept was also used by other authors seeking to provide a more accurate
understanding of digital literacy which includes a combination of different kinds of literacy
based on computer/ information competences focused on the skills to evaluate information and
gather knowledge together with a set of understanding and attitudes.

In another more scientifically reasoned proposal for the definition of DL, Digital Literacy is the
awareness, attitude and ability of individuals to appropriately use digital tools and facilities to
identify, access, manage, integrate, evaluate, analyze and synthesize digital resources, construct
new knowledge, create media expressions, and communicate with others, in the context of
specific life situations, in order to enable constructive social action; and to reflect upon this
process (Martin, 2006, p. 155). Digital literacy changes from time to time.

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ISSN 2454 - 1109
A Peer Reviewed Refereed and Indexed International Inter Disciplinary Open Access Monthly e-Journal

In this sense, for Martin (2006) the concept of DL encompasses a set of competencies and their
use in individuals’ everyday situations; the fact that such competencies may be at the service of
lifelong learning and may be used in specific contexts with which individuals are confronted;
various types of literacies such as information literacy, media literacy and visual literacy; and
that all these competencies and their mobilization not only allow them to be put at the service of
everyday tasks but also to promote “the ability to reflect on one’s own digital literacy
development” (p. 155).

The American Library Association's digital-literacy task force offers this definition: "Digital
literacy is the ability to use information and communication technologies to find, evaluate,
create, and communicate information, requiring both cognitive and technical skills."
(Heitin,1996).

Examples of Digital Literacy:

 Understanding how to use web browsers, search engines, email, text, wiki, blogs,
Photoshop, PowerPoint, video creation/editing software, etc. to showcase learning.
 Evaluating online resources for accuracy/trustworthiness of information.
 Using online classes to enhance learning in the classroom.
 Choosing appropriate media to showcase learning - understand what platforms will best
illustrate your message and learning to peers and educators.
 Using an interactive whiteboard in the classroom for lessons and allowing students to use
the interactive whiteboard on a daily basis.
 Encouraging students to use technology to showcase their learning.
 Using the web (web sites video, music) to enhance the learning of your students.
 Students and teachers creating online content to be utilized both in and out of the
classroom.

Most important digital literacy components

Some of these are strongly overlapping among themselves; some only partly related to
digital literacy but are being related.

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A Peer Reviewed Refereed and Indexed International Inter Disciplinary Open Access Monthly e-Journal

 Computer literacy: Be able to use computers and related devices as well as various
softwares.

 Network literacy: Be able to use computer networks (get it working and making use of it).
According to Wikipedia, Network literacy is an emerging digital literacy that deals with
computer network knowledge and skills. It is linked to computer literacy and information
literacy.

 Informatics literacy: Be able to write computer programs and understand principles behind
computation

 On-line reading literacy, also called online research comprehension: Be able to solve an
inquiry problem

 Media literacy: repertoire of competencies that enable people to analyze, evaluate, and create
messages in a wide variety of media modes, genres, and formats
 Web literacy: “comprises the skills and competencies needed for reading, writing and
participating on the web.

[1] It has been described as "both content and activity" - web users should not just learn
about the web but also how to make their own website.

[2] Web Literacy is closely related to Digital Literacy, Information Literacy, and Network
literacy but differs in taking a more holistic approach.

 Communication and collaboration literacy, very closely related to some "networking"

components of digital illiteracies and social literacy
 Social literacy: a range of social skills, in particular: social perception, social cognition and
social performance.

 Information literacy: ability to locate, evaluate, and use effectively needed information.
Basic Technology in the Classroom Tools

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ISSN 2454 - 1109
A Peer Reviewed Refereed and Indexed International Inter Disciplinary Open Access Monthly e-Journal

Digital literacy implies the same reading-writing skills, but without paper, pencils, books, or
lectures. Its purpose-built and student-driven. As a teacher, you'll want to provide the following:

 Digital devices: such as laptops, iPads, Chrome books, or desktops, for daily use.

 A digital class calendar: with due dates, activities, and other events.

 An annotation tool (like Acrobat, Notability, or iAnnotate), to take notes.

 A class Internet start page: to curate websites, widgets, and other digital tools used for
learning.

 A backchannel device: to assess student learning while it's happening (with tools such as
Socrative, Today's Meet, or Google Apps).

 A class website or blog: to share class activities with parents and other stakeholders.

 Student digital portfolios: to curate and collect student work for viewing and sharing.

 Student e-mail: some method of communicating quickly with students outside class time.
This can be messaging, Twitter, or a dedicated forum.

 Vocabulary tool: students can quickly decode words they don't understand in their
reading. Make this dictionary tool easily accessible from any digital device being used.

 Social Media: it has become the communication method-of-choice for both parents and
students where users share information, collaborate on ideas, and update deadlines
(Murry, 2015).

Conclusion

Present day information users and learners are trying to navigate virtual environment
without an essential set of skills to formulate new knowledge, to sharpen critical thinking skills,
and to make decisions. This situation can be remedied through the collaborative efforts between
library and information professionals to take necessary actions and provide digital literacy

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A Peer Reviewed Refereed and Indexed International Inter Disciplinary Open Access Monthly e-Journal

training to the library users. Today, Librarians have to play multiple evolving and expanding
roles to face many new challenges in the dynamic technological environment. A library and
information professional must be a professional expert, techno literate, web usability expert,
knowledge manager, navigator, trainer, educator, marketer, service provider and many more.
Collaboration is the key to success is yet to be realized by library and information science
professionals.

References:

 Bawden, D. (2008). Digital Literacy. SciTopics. December 29.( Retrieved from

http://www.scitopics.com/Digital_Literacy.html)
 Belshaw, D. (2014). The Essential Elements of Digital Literacies [Internet]. (Available
from: http://digitalliteraci.es/ [17 Sept 2018]).
 Gilster, Paul (1997). Digital Literacy. New York: Wiley Computer Publishing.

 Heitin, Liana (2016). Digital Literacy: An Evolving Definition, Education Week, Vol. 36,
Issue 12, Pages 5-6.
 Martin, A. (2006). A European framework for digital literacy. Nordic Journal of Digital
Literacy, 2(1), 151-161.
 Murry, Jacob(2015). Technology in the Classroom: What is Digital Literacy? (Available
at http://www.teachhub.com/technology-classroom-what-digital-literacy. accessed on
19/09/2018)
 Santos, Ana Isabel and Serpa, Sandro (2017). The Importance of Promoting Digital
Literacy in Higher Education, International Journal of Social Science Studies Vol. 5, No.
6 (URL: https://doi.org/10.11114/ijsss.v5i6.2330)
 http://edutechwiki.unige.ch/en/Digital_literacy

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