ASSESSING THE STRUCTURE OF DIGITAL LITERACY COMPETENCE

AMONG DIFFERENT AGE GROUPS

SCOPE AND DELIMITATION

The scope of this research is to evaluate the structure of digital literacy competence
among different age groups. The study will focus on determining the level of digital literacy
among individuals from various age groups and the factors that influence the development of
digital literacy skills. These factors may include education, socioeconomic status, cultural
background, and access to technology. The research will use a quantitative approach to gather
data on digital literacy competence among different age groups. The study will employ a
standardized digital literacy assessment tool to measure the respondents' digital literacy skills,
which will allow for comparisons to be made between different age groups. Furthermore, the
study will aim to provide recommendations on how digital literacy competence can be improved
among different age groups. These recommendations may include the implementation of digital
literacy training programs, the creation of digital literacy resources, and the promotion of digital
literacy in educational settings. Overall, the scope of the research is to provide a comprehensive
understanding of the digital literacy competence among different age groups, the factors that
influence its development, and the ways in which it can be improved. The findings of the
research may contribute to the development of policies and initiatives that promote digital
literacy, particularly among age groups that are found to be lacking in this area.

This research will be limited to specific age groups, such as children, teenagers, young
adults, and older adults. The research will not cover individuals outside of these age groups.
This limitation aims to provide a detailed understanding of digital literacy competence among
specific age groups. It will solely examine digital literacy competence, which is the ability to use
digital technologies to locate, evaluate, and effectively use information. The study will not
explore other types of literacy, such as media literacy or financial literacy. The study will be
conducted in a specific location, and the results may not be generalizable to other regions or
countries. The results of the research will only be applicable to the location in which it was
conducted. Researchers will use self-reported measures to assess digital literacy competence,
and this may be subject to biases and limitations. The accuracy of the data may be influenced
by the respondents' level of self-awareness or their willingness to report accurately. This study
will focus on the current state of digital literacy competence and may not reflect future changes
or developments in technology and digital literacy. Therefore, the findings of the research will be
limited to the time frame in which the study was conducted.
 RELATED LITERATURE

Factors Affecting Digital Literacy

Digital literacy is a crucial aspect of modern society as it empowers individuals to

effectively engage with digital technologies and navigate the digital world. In recent years, there
has been a growing interest in assessing digital literacy competence among different age
groups to identify potential gaps and develop effective strategies for enhancing digital literacy
skills. Eshet-Alkalai and Chajut (2018) emphasized that digital literacy is not a single skill, but a
combination of various skills that people need to be competent in using digital technologies.
They suggested that digital literacy should be assessed based on different levels and relevant
contexts, rather than just on a single measure. They also discussed how different age groups
may have different levels of digital literacy, and how contextual factors may influence their digital
literacy competence.

Age is an important factor that can influence digital literacy competence, as individuals of
different age groups may have varying experiences with digital technologies and different levels
of exposure to digital content. Kirschner and Karpinski (2018) investigated the digital literacy
skills of older adults compared to younger adults. They found that while older adults
demonstrated lower levels of digital literacy competence than younger adults, the differences
were relatively small and could be partially explained by differences in technology use patterns.
The authors suggested that older adults could benefit from targeted digital literacy training
programs that focus on their specific needs and interests.

Digital literacy competence is also closely related to the development of critical thinking
and information literacy skills. Koltay (2019) argued that digital literacy competence should be
seen as a multidimensional construct that encompasses not only technical skills but also critical
thinking, ethical awareness, and social responsibility. The author proposed a conceptual
framework of digital literacy competence that includes four dimensions: technical competence,
cognitive competence, critical competence, and social competence. The study emphasized the
importance of integrating digital literacy competence into education curricula to equip individuals
with the necessary skills and competencies to thrive in the digital age.

Factors affecting the acceptance of blog usage, including technology acceptance, social
influence, and knowledge sharing motivation (Hsu, 2018). The results indicate that technology
acceptance and knowledge sharing motivation are significant predictors of blog usage, and
social influence plays a moderating role. It emphasizes the importance of technology
acceptance for digital literacy and the acceptance of digital tools among different age groups.
The effect of social media use on individuals' information behavior, including information
seeking, evaluation, and use. The results show that social media use has a positive effect on
information seeking and evaluation but a negative effect on information use. This highlights the
complex relationship between social media use and digital literacy among different age groups.
(Lee and Wang, 2018)

Digital literacy refers to an individual's ability to use and understand digital technologies.
There are several factors that can impact an individual's digital literacy. One of the most
significant factors is access to technology. The availability and accessibility of digital devices,
internet connectivity, and other technology-related resources can impact digital literacy.
According to the study conducted by Li et al. (2019), access to technology and socioeconomic
status are the two most significant factors that affect digital literacy. They found that students
from lower socioeconomic backgrounds had lower levels of digital literacy than those from
higher socioeconomic backgrounds. The authors suggest that targeted interventions, such as
providing technology training and resources to underserved communities, could help bridge this
digital divide.

The assessment of digital literacy is important in understanding the skills, knowledge,

and attitudes required to effectively use digital devices, applications, and networks. Different
age groups and contexts require different levels of digital literacy competence, which can be
evaluated based on four levels: operational, formal, information, and strategic. Studies have
shown that older adults who are more familiar with digital devices and applications, have
received formal training or education on digital technologies, and possess motivation and self-
efficacy are more likely to possess higher levels of digital literacy. Furthermore, factors such as
personal traits, technology self-efficacy, and digital access also play a role in determining digital
literacy competence.

REFERENCES:

Eshet-Alkalai, Y., & Chajut, E. (2018). Assessing digital literacy: Levels of literacy and
consideration of relevant contexts. Journal of Educational Multimedia and Hypermedia, 27(4),
425-448. LearnTechLib. Retrieved February 16, 2023, from
https://www.learntechlib.org/p/187910/.

Hsu, C.-L., & Lin, J. C.-C. (2018). Acceptance of blog usage: The roles of technology
acceptance, social influence and knowledge sharing motivation. Information & Management,
55(4), 484-495. ScienceDirect. Retrieved February 23, 2023, from
https://doi.org/10.1016/j.im.2017.10.002

Kirschner, P. A., & Karpinski, A. C. (2018). Older adults and digital technology: Factors
influencing digital literacy. Educational Gerontology, 44(9), 535-547. TandFOnline. Retrieved
February 16, 2023, from https://www.tandfonline.com/doi/full/10.1080/03601277.2018.1485418.

Koltay, T. (2019). Critical aspects of digital literacy. In Critical Digital Literacy (pp. 19-33).
Springer, Cham. SpringerLink. Retrieved February 16, 2023, from
https://link.springer.com/chapter/10.1007/978-3-030-18489-7_2.

Lee, C. S., Ma, L., & Wang, Y. (2018). An analysis of the effect of social media use on
individuals' information behavior. Journal of the Association for Information Science and
Technology, 69(3), 441-453. Assist&T. Retrieved February 23, 2023, from
https://doi.org/10.1002/asi.23973

Li, J., Moorman, G. & Chan, K. (2019). Digital literacy and the digital divide: A hierarchical
regression analysis of demographics, digital access, and motivation. Journal of Educational
Computing Research, 57(6), 1469-1486. SAGE Journals. Retrieved February 16, 2023, from
https://journals.sagepub.com/doi/abs/10.1177/0735633118780664.
 RELATED STUDIES

Factors Affecting Digital Literacy

Digital literacy in Africa: Rhetoric and reality. Journal of Development and

Communication Studies

The article "Digital literacy in Africa: Rhetoric and reality" published in the Journal of
Development and Communication Studies delves into the factors that impact digital literacy in
Africa. One of the primary factors discussed is the lack of adequate infrastructure. Many regions
in Africa lack access to basic resources such as electricity, internet connectivity, and computers
or smartphones. As such, it becomes challenging for individuals to develop digital literacy skills.
Socioeconomic status is another crucial factor affecting digital literacy in Africa, with those who
are more affluent having an advantage in accessing technology and internet connectivity.
Education is also identified as a crucial factor in digital literacy, with a need for digital literacy
training to be integrated into the education system at all levels. Language barriers and cultural
factors such as gender-based discrimination can also impact digital literacy in Africa.

The study by Chiluwa and Samson (2018) examined the rhetoric and reality of digital
literacy in Africa. The study found that although there is growing awareness of the importance of
digital literacy in Africa, there are still significant barriers to achieving widespread digital literacy,
including limited access to technology and lack of relevant skills and training. These findings
suggest that efforts to improve digital literacy in Africa must address both the supply side
(providing access to technology) and demand side (providing relevant skills and training) of the
digital divide. This study by Chiluwa and Samson is relevant to our study on assessing the
structure of digital literacy competence among different age groups. Both studies aim to identify
the factors that affect digital literacy and how they vary across different contexts. However, while
our study focuses on different age groups, Chiluwa and Samson's study examines digital
literacy in the African context.

Furthermore, Chiluwa and Samson argue that digital literacy initiatives in Africa need to
consider the diverse cultural and linguistic contexts of the continent. This is also relevant to our
study as we are examining the factors that contribute to digital literacy among different age
groups, including cultural and linguistic factors that may affect the acquisition and use of digital
technologies. The article stresses that digital literacy development in Africa requires a multi-
faceted approach that addresses the various factors that hinder its progress. This may involve
improving infrastructure, increasing access to technology, integrating digital literacy training into
education systems, and addressing language and cultural barriers.

Digital literacy across the life course

Digital literacy refers to the ability to use technology effectively and appropriately to
accomplish a variety of tasks, from basic functions such as browsing the internet and sending
emails, to more complex activities such as programming and data analysis. The ability to use
digital tools and technologies is becoming increasingly important in today's society, with many
jobs and everyday activities requiring some level of digital proficiency. One factor affecting
digital literacy is age, and the concept of digital literacy across the life course recognizes that
individuals' digital skills and abilities change over time as they age and are exposed to different
technologies.

The study by Hargittai (2018) investigated the relationship between digital literacy and
socioeconomic status (SES) among young adults in the United States. The study found that
individuals with higher SES tended to have higher levels of digital literacy, as measured by
factors such as online skills, media use, and information seeking behavior. These findings
suggest that digital literacy is not only shaped by individual factors such as age and gender, but
also by broader social and economic factors such as SES. Both studies aim to identify the
factors that contribute to digital literacy and how they differ across different age groups.
Hargittai's study examines how digital literacy evolves over time and how it varies across
different life stages, while our study focuses on understanding the components of digital literacy
that contribute to its overall competence level among different age groups.

The study identifies several factors that influence an individual's digital literacy skills.
Firstly, the level of exposure to digital technologies in childhood has a significant impact on
digital literacy skills in later life. Children who have greater access to digital technologies and
are encouraged to use them tend to develop stronger digital literacy skills. Secondly, education
plays a crucial role in the development of digital literacy skills. Formal education can provide
individuals with the necessary knowledge and skills to use digital technologies effectively.
However, informal education and learning through personal experience can also contribute to
the development of digital literacy skills. Thirdly, socio-economic status can impact an
individual's access to digital technologies and their ability to develop digital literacy skills. People
from higher socio-economic backgrounds generally have greater access to digital technologies
and are more likely to have received formal education on digital literacy, whereas those from
lower socio-economic backgrounds may not have the same access to resources and
opportunities. Lastly, age can also influence an individual's digital literacy skills. Younger
generations tend to have grown up with digital technologies and are therefore more comfortable
using them, whereas older individuals may have had less exposure to digital technologies and
may require more support and training to develop their digital literacy skills.

Overall, the research highlights the importance of early exposure, education, socio-
economic status, and age in shaping an individual's digital literacy skills across the life course.
Understanding these factors can help policymakers and educators develop effective strategies
to promote digital literacy and bridge the digital divide.

Factors influencing digital literacy among university students in Saudi Arabia: An

empirical investigation

The research paper "Factors influencing digital literacy among university students in
Saudi Arabia: An empirical investigation" examines the factors that impact digital literacy among
university students in Saudi Arabia. Digital literacy is the ability to effectively navigate and utilize
digital technologies for communication, information access, and knowledge creation. The study
is conducted using an empirical investigation approach, which involves collecting data through
surveys and interviews with a sample of university students in Saudi Arabia. The study explores
various factors that may affect the digital literacy of students, such as access to technology,
exposure to digital media, digital skills, motivation, and cultural factors.

The study by Alzahrani and Alshehri examined the relationship between digital literacy
and demographic factors such as age and gender, which are also key factors that may influence
digital literacy among different age groups. The study found that older students had lower digital
literacy scores, and females had lower scores than males. These findings are consistent with
previous research that has shown age and gender to be significant predictors of digital literacy
(e.g., Gilster, 1997). They also examined the relationship between digital literacy and academic
majors. They found that students majoring in computer-related fields had higher scores than
those in other majors.

The findings of the study suggest that access to technology and exposure to digital
media are significant predictors of digital literacy among university students in Saudi Arabia.
Students who have access to technology and are exposed to digital media are more likely to
develop digital literacy skills. The study also finds that digital skills and motivation play a crucial
role in enhancing digital literacy among university students in Saudi Arabia. Students who
possess digital skills and have a strong motivation to learn and use digital technologies are
more likely to be digitally literate. Finally, the study highlights the influence of cultural factors on
digital literacy among university students in Saudi Arabia. Factors such as gender, age, and
cultural background may impact the way students perceive and utilize digital technologies.

In conclusion, the research paper sheds light on the factors affecting digital literacy
among university students in Saudi Arabia. The study provides valuable insights into the key
determinants of digital literacy and can help educational institutions and policymakers to design
effective strategies to enhance digital literacy among university students in the country.

The digital divide shifts to differences in usage

"The digital divide shifts to differences in usage" is a research that explores the factors
affecting digital literacy, specifically the differences in how people use digital technology. The
study suggests that while access to digital technology is still an issue for some communities, the
digital divide has shifted towards differences in how people use digital technology, including the
purpose for which it is used, the types of devices used, and the level of proficiency in using
them.

The study by Van Deursen and Van Dijk (2015) examined the relationship between
digital skills and social integration among older adults in the Netherlands. The study found that
older adults with higher levels of digital skills were more socially integrated, as measured by
factors such as participation in social activities and perceived social support. These findings
suggest that digital skills can play an important role in promoting social integration among older
adults, and that interventions aimed at improving digital literacy skills may have broader social
benefits beyond just improving digital skills.

The study highlights that people who have access to digital technology may not
necessarily have the same level of digital literacy as others. For example, some individuals may
use digital technology only for basic tasks, such as email and browsing the internet, while others
may use it for more complex tasks, such as online collaboration and content creation.
Furthermore, the study emphasizes the importance of understanding the context in which
people use digital technology. For instance, people from different socio-economic backgrounds
may use digital technology differently due to factors such as income, education, and access to
resources. The research also highlights the role of digital literacy programs in bridging the digital
divide. Such programs aim to provide people with the skills and knowledge necessary to use
digital technology effectively and efficiently. However, the study suggests that these programs
need to take into account the differences in how people use digital technology and the context in
which they use it to ensure their effectiveness.

In conclusion, "The digital divide shifts to differences in usage" underscores the need for
a more nuanced approach to digital literacy that recognizes the differences in how people use
digital technology and the context in which they use it. The study suggests that addressing
these differences can help bridge the digital divide and ensure that everyone has the skills and
knowledge necessary to participate fully in the digital world.

The relationship between digital literacy and academic achievement among college
students: Evidence from a Taiwanese university

The study titled "The Relationship between Digital Literacy and Academic Achievement
among College Students: Evidence from a Taiwanese University" provides insight into how
digital literacy affects academic achievement. It shows that students who have higher digital
literacy skills are more likely to perform well academically. The study suggests that digital
literacy plays a crucial role in academic success, which is directly related to our study on
assessing the structure of digital literacy competence among different age groups. This
examines the impact of digital literacy on academic performance among college students. The
study was conducted in a Taiwanese university and sought to determine the correlation
between digital literacy and academic achievement.

The study revealed that there was a positive correlation between digital literacy and
academic achievement among college students. Students with higher levels of digital literacy
tended to have better academic performance compared to those with lower digital literacy
levels. Furthermore, the study found that digital literacy had a significant impact on academic
performance even after controlling for other factors such as gender, age, and academic major.

The findings of the study have important implications for educators and policymakers
who seek to improve academic performance among college students. The authors suggest that
efforts to enhance students' digital literacy skills could lead to improved academic performance.
Therefore, it is crucial for universities to provide students with opportunities to develop their
digital literacy skills through various educational programs and initiatives. The study also
highlights the importance of integrating technology in teaching and learning to enhance
students' digital literacy and ultimately improve academic performance.
 SYNTHESIS

Factors Affecting Digital Literacy

Digital literacy in Africa: Rhetoric and reality. Journal of Development and

Communication Studies

The study highlights the gap between rhetoric and reality in digital literacy initiatives in
Africa. Despite efforts to promote digital literacy in Africa, the study suggests that there is still a
significant digital divide in terms of access, usage, and skills. This is directly related to our study
as we are examining how the components of digital literacy contribute to overall competence
levels among different age groups, and how these components are influenced by factors such
as education and training.

Overall, both studies provide important insights into the factors that affect digital literacy
and how they vary across different contexts. Our study on assessing the structure of digital
literacy competence among different age groups contributes to the broader discussion on digital
literacy, while Chiluwa and Samson's study highlights the need to consider the specific
challenges and opportunities related to digital literacy in Africa. Both emphasize the importance
of understanding the context and factors that shape digital literacy. Our study focuses on
different age groups, while Chiluwa and Samson's study examines digital literacy in the African
context. Together, these studies provide valuable insights into the challenges and opportunities
related to promoting digital literacy and bridging the digital divide.

Digital literacy across the life course

Hargittai argues that digital literacy is a dynamic process that evolves over time as
individuals gain experience and knowledge in using digital technologies. The study suggests
that there are different stages of digital literacy that correspond to different life stages, such as
childhood, adolescence, and adulthood. This is directly related to our study on assessing the
structure of digital literacy competence among different age groups because we are examining
how the components of digital literacy differ across different age groups and how they contribute
to overall competence levels.

In addition, both studies emphasize the importance of understanding the context in

which digital literacy is acquired and used. Hargittai's study highlights the role of social factors,
such as family, peers, and institutions, in shaping digital literacy across the life course. Similarly,
our study examines how social factors, such as education and training, influence the
components of digital literacy among different age groups.

To conclude, both studies provide valuable insights into the factors that contribute to
digital literacy and how they differ across different age groups and life stages. Understanding
these factors is essential for promoting digital inclusion and bridging the digital divide. As
technology continues to advance, digital literacy skills are becoming increasingly important, and
our study, along with Hargittai's study, provides valuable insights into the context and factors
that shape digital literacy across the life course.
Factors influencing digital literacy among university students in Saudi Arabia: An
empirical investigation

This finding is particularly relevant to our study, as it suggests that different age groups
may have varying levels of digital literacy depending on their academic background. For
example, older adults who did not have access to digital technology during their formal
education may have lower levels of digital literacy compared to younger adults who were
exposed to digital technology early in their academic careers.

Moreover, the study highlights the importance of considering demographic factors when
designing interventions aimed at improving digital literacy skills. This is particularly relevant to
our study, as it suggests that interventions aimed at improving digital literacy skills among
different age groups may need to be tailored to address specific demographic factors that
influence digital literacy. For example, interventions aimed at improving digital literacy skills
among older adults may need to consider factors such as access to technology, prior exposure
to digital technology, and cognitive aging.

Overall, the study by Alzahrani and Alshehri provides valuable insights into the factors
that influence digital literacy among university students in Saudi Arabia and highlights the
importance of considering demographic factors when designing interventions aimed at
improving digital literacy skills among different age groups. These insights can inform our study
on assessing the structure of digital literacy competence among different age groups under
factors affecting digital literacy and may help to guide the development of effective interventions
aimed at improving digital literacy skills among different age groups.

The digital divide shifts to differences in usage

The study by Van Deursen and Van Dijk complements our research by highlighting the
importance of usage in digital literacy. They argue that access to digital technologies alone is
not enough to bridge the digital divide. It is equally important to understand how to use digital
technologies effectively. This includes knowing how to search for information, communicate,
collaborate, and create using digital tools. Our study aims to identify the different components of
digital literacy that contribute to its overall competence level among different age groups. The
study by Van Deursen and Van Dijk complements our research by showing how the usage of
digital technologies has become a critical aspect of digital literacy. It is no longer enough to
have access to digital technologies; it is equally important to understand how to use them
effectively.

Therefore, our study and the study by Van Deursen and Van Dijk show that digital
literacy is a multifaceted concept that goes beyond just having access to digital technologies. It
includes knowing how to use digital technologies effectively, as well as having the necessary
skills, knowledge, attitudes, and values related to their use. By understanding these different
components of digital literacy, we can develop targeted interventions and policies to promote
digital literacy and bridge the digital divide among different age groups.

In summary, both studies emphasize the importance of digital literacy today and
highlight how differences in usage can lead to a digital divide. Our study on assessing the
structure of digital literacy competence among different age groups and the study by Van
Deursen and Van Dijk on the shifting digital divide provide valuable insights into the factors that
contribute to digital literacy and its impact on society. As technology continues to advance,
understanding the different components of digital literacy and its usage among different age
groups will be crucial for promoting digital inclusion and bridging the digital divide.

The relationship between digital literacy and academic achievement among college
students: Evidence from a Taiwanese university

The findings of both studies are essential for policymakers, educators, and other
stakeholders to promote digital literacy and develop strategies to enhance digital literacy skills
among different age groups. As technology continues to advance and transform the world,
digital literacy skills are becoming increasingly important, and our study, along with the study on
digital literacy and academic achievement, provides valuable insights into the relationship
between digital literacy and academic success. Overall, these studies contribute to the growing
body of research on digital literacy and its implications for education, workforce development,
and society as a whole.

REFERENCES:

Alzahrani, F., & Alshehri, M. (2021). Factors influencing digital literacy among university
students in Saudi Arabia: An empirical investigation. Education and Information Technologies,
26(1), 139-154. SpringerLink. Retrieved February 23, 2023, from
https://link.springer.com/article/10.1007/s10639-020-10289-3

Chiluwa, I., & Samson, M. (2018). Digital literacy in Africa: Rhetoric and reality. Journal of
Development and Communication Studies, 7(2), 61-77. Retrieved February 23, 2023, from
https://journals.sfu.ca/jdcs/index.php/jdcs/article/view/281/191

Hargittai, E. (2018). Digital literacy across the life course. In R. J. Sternberg & S. T. Fiske (Eds.),
Cambridge Handbook of Intelligence (2nd ed., pp. 731-745). Cambridge University Press.
ResearchGate. Retrieved February 23, 2023, from
https://www.researchgate.net/publication/324588901_Digital_Literacy_Across_the_Life_Course

Van Deursen, A. J. A. M., & Van Dijk, J. A. G. M. (2015). The digital divide shifts to differences
in usage. New Media & Society, 17(3), 507-526. SAGE Journals. Retrieved February 23, 2023,
from https://journals.sagepub.com/doi/10.1177/1461444813520470

Wang, Y.-T., & Chiu, Y.-T. (2020). The relationship between digital literacy and academic
achievement among college students: Evidence from a Taiwanese university. Interactive
Learning Environments, 28(2), 202-217. Taylor & Francis Online. Retrieved February 23, 2023,
from https://www.tandfonline.com/doi/abs/10.1080/10494820.2018.1483305