Opening

Prayer
Lets do it together!
 Name: Millan, Ivy Nicole P.

Age: 20 years old

Birthday: September 20, 1999
Birthplace: Lucena City
Civil Status: Single
Philosophy in life:

“Walk alone to discover your

strenghts and weaknesses, if
you did you are brave enough
in the field of battle.”
Objectives:

At the end of this chapter, you

should be able to:

• Develop a working
understanding of Media and
Cyber/Digital Literacy and
how they relate to one
another:
• Appreciate the importance of developing Media and Cyber/Digital
Literacy both in ourselves and one another in the information age; and

• Realize that practical steps must be taken to develop these literacies

early in the children and cannot wait “until they are older.”
Digital literacy (also called e-literacy, cyber literacy
and even information literacy by some authors) is no
different although now the “text” can actually be
images, sound, video, music or a combination thereof.
Digital Literacy can be defined as
the ability to locate, evaluate,
create and communicate
information on various digital
platforms. Put more broadly, it is
the technical, cognitive and
sociological skills needed to
perform tasks and solve problems
in digital environments (Eshet-
Akalai, 2004).
It finds its origin in information and computer
literacy (Bawden, 2008, 2001; Snavely & Cooper,
1997; Behrens, 1994; Andretta, 2007; Webber &
Johnson, 2000), so much so that the skills and
competencies listed by Sharpiro and Hughes (1996)
in a curriculum they envisioned to promote
computer literacy should sound very familiar to
readers today.
 Tool literacy- competence in using hardware and software tools;

 Resource literacy- understanding forms of and access to

information resources;

 Social-structural literacy- understanding the production and

social significance of information;
 Research literacy- using IT tools for research and scholarship;

 Publishing literacy- ability to communicate and publish

information;

 Emerging technologies literacy- understanding of new

developments in IT; and
Critical literacy- ability to evaluate the benefits of new
technologies (Note that this literacy is not the same as “critical
thinking,” which is often regarded as a component of information
literacy)
Digital Literacy shares a
great deal of overlap with
media literacy; so much
so that digital literacy can
be seen as a subset of
media literacy, dealing
particularly with media in
digital form.
The connection should fairly obvious ---if media literacy is
“the ability to identify different types of media and
understand the messages they are communicating,” then
digital literacy can be seen as “media literacy applied to
the digital media,” albeit with a few adjustments.
The term digital literacy is not new, Lanham (1995) , in one of the
earliest examples of a functional definition of the term describe the
“digitally literate person” as being skilled at deciphering and
understanding the meanings of images, sound, and the subtle uses of
words so that he/she could match the medium of communication to
the kind of information being presented.
Two years later Paul Glister (1997) formally defined digital
literacy as “the ability to understand and use information
in multiple formats from a wide range of sources when it is
presented via computers,” explaining that not only must a
person acquire the skill of finding things, he/she must also
acquire the ability to use these things in life.
Bawden (2008) collated the skills and competencies
comprising digital literacy from contemporary scholars on the
matter into four groups;

1. Underpinnings- This refers to those skills and

competencies that “support” or “enable” everything else
within digital literacy, namely: traditional literacy and
computer/ICT literacy.
2. Background Knowledge- This largely refers to knowing
where information on a particular subject or topic can be
found, how information is kept, and how it is disseminated--- a
skill taken for granted back in the day when information
almost exclusively resided in the form of printed text.
3. Central Competencies- These are the skills and
competencies that a majority of scholars agree on as being
core to digital literacy today, namely;

• Reading and understanding digital and non-digital formats;

• Creating and communicating digital information;
• Evaluating of information;

• Knowledge assembly;

• Information literacy; and

• Media literacy
4. Attitudes and Perspective- Bawden (2008) suggest that it
is these attitudes and perspectives that link digital literacy
today with traditional literacy, saying “it is not enough to have
skills and competencies, they must be grounded in some moral
framework, “specifically:
• Independent learning- the initiative and ability to learn
whatever is needed for a person’s specific situation; and

• Moral/socially literacy- an understanding of correct,

acceptable, and sensible behaviour in a digital environment.
References:

Brown, M. (2017). The challenge of digital literacy: Beyond narrow

skills to critical mindsets. Unpublished manuscript. Retrieved from
https://www.linkedin.com /pulse/challenge/-digital-literacy-beyond-
narrow-skills-critical-mark-brown

Buckingham, D. (2010) Defining digital literacy. In B. Bachmair (Ed.),

Medienbuilding in neuen Kulturraumen (pp. 59-72). Weisbaden: VS
Verlag fur Sozialwissenchaften.