The widespread belief is that youth, "digital natives", who live their entire lives in media-rich digital environments and are ubiquitously connected through social networks, naturally develop ...digital competencies. This study investigated digital literacies among 280 junior-high-school students with the aim of comparing participants' perceived digital literacy competencies and their actual performance in relevant digital tasks. The findings showed that only a few of participants' perceived skills were related to their actual performance. Generally, participants displayed high confidence in their digital literacies and significantly over-estimated their actual competencies. This gap was most evident in social-emotional skills, which were, on average, perceived by students as their strongest skills, while their actual level of performance was very low. Positive strong correlations were found between participants' self-reported evaluations of different digital skills, indicating their perception as a single factor, while actual performance tests revealed low-to medium-size correlations between different literacies. For educational decision-makers, the findings highlight the importance of designing training programs aimed to develop students' digital literacies, with a special emphasis on social-emotional competencies. Such training may enhance important competencies needed, reduce unfounded self-perceptions, and thus, develop efficient digital functioning in contemporary society.
•Previous studies mostly explored students' self-report digital literacies.•This study compares six perceived digital literacies with their actual performance.•Students (n = 280, age∼13) significantly over-estimated their digital competencies.•Perceived literacies were high to very-high, while performance was average-low.•This perception-performance gap was most evident in social-emotional literacies.
ZusammenfassungIn diesem Beitrag geht es nicht um fachspezifische Inhalte der Informatik. Um sie kümmern sich viele Lehrende in Forschung und Lehre und seit mehr als einem Jahr unter den erschwerten ...Bedingungen der Pandemie. Es geht um das Innovative der digitalen Transformation, um die Herausforderungen und Potenziale für Gesellschaft, Ökonomie und Umwelt und wie diese Teil der Informatiklehre werden können. Orientierung und Urteilsfähigkeit über den Prozess der digitalen Transformation zu erwerben, sollte im Zentrum von Digital Literacy stehen. Der Beitrag basiert auf Lehrerfahrungen aus mehreren Semestern, über die wir berichten werden.
This study aims to develop a conceptual digital literacy learning for adolescents in remote communities; Designing digital literacy learning activities for youth in remote communities; and knowing ...the evaluation of digital literacy learning This research procedure was carried out by adapting the ILDF (Integrated Learning Design Framework) development procedure model. This model consists of three stages, namely Explorating, Enactment and Evaluation. This research was conducted in Pabuaran Village, Sukamakmur District, Bogor Regency.for adolescents in remote communities.The step of the development model begins with exploring, at this stage the developer identifies the need for distance learning due to the large number of trainees who experience difficulties in participating in learning activities in face-to-face, especially for teenagers who live in remote areas, the selection of the Moodle platform, this is because Moodle has an application in the form of Moodle Mobile which can be accessed via android phone. In the Enactment stage, at this stage the developer begins to design disaster literacy learning using the Mobile Modeling Model, compile prototypes and develop the learning in detail. The last stage is Evaluation, Testing material experts and media experts. Material experts give the results of the percentage of the feasibility of learning materials of 93.75%. Media testing gives the results of the feasibility percentage of 79.9%. The test on the small group test of the trainees got a result of 86.97% which means it is very feasible to use. This study provides suggestions that facilities and infrastructure must be available properly. The required facilities such as an adequate and stable internet network and an android phone with a minimum android version of Lollipop that must be owned by all disaster literacy training participants.
Living in the era of the Internet of things makes students familiar with the use of digital platforms in their daily life. However, several studies show that familiarity with digital platforms does ...not merely indicate that students are digitally literate. Students are still vulnerable to unreliable news, only mastering digital social platforms, and are unfamiliar with specific digital applications of expertise. This study aims to examine chemistry students’ digital skills related to thermochemical content integrated with the global dilemma of using hydrogen fuel. This research utilized a mixed-methods design, a sequential explanatory type. Quantitative data was obtained through surveys and structured interviews to obtain qualitative data. Research participants included 74 chemistry students from seven state universities in Indonesia. The research instrument was a two-tier digital literacy questionnaire (r=0.947) consisting of 13 items, with self-assessment as the first tier and knowledge-based assessment (verification questions) as the second tier. Digital literacy profiles from surveys and interviews show that most students’ skills are at the foundation and intermediate levels. The research implication is that students’ digital literacy skills need to be improved, especially explicitly teaching several competencies related to digital literacy.
We identify three conceptions of digital literacy development populating the literature: digital natives, skill-based, and sociocultural perspectives. We adopt a qualitative approach to examine ...pre-service teachers' beliefs about digital literacy development as aligned with each of these three perspectives. While pre-service teachers were most commonly found to hold skill-based perspectives on digital literacy development, digital natives aligned and sociocultural perspectives were also well-represented. We further identify perspectives on digital literacy development uniquely appearing in students' responses. These include pre-service teachers’ conception of digital literacy development as autonomously developed, technology driven, or project based. We further examine the contexts within which pre-service teachers situate digital literacy as emerging; these include both formal and informal settings. The article concludes with a discussion of implications for instruction.
•Pre-service teachers' beliefs about digital literacy development are investigated in reference to the extant literature.•Pre-service teachers' beliefs reflected digital natives, skill-based, and sociocultural perspectives.•Additional conceptions of digital literacy development were identified (e.g., technology driven).•The contexts within pre-service teachers situate their digital literacy development were further examined.
The impact of the Covid-19 pandemic on the education system has altered from face-to-face learning to online learning. The sudden pandemic made teachers underprepared either psychologically or ...pedagogically to teach online learning. Many teachers often faced psychological pressure while preparing for online teaching due to the lack of digital literacy. Teachers now have to overcome pressures for understanding digital literacy. Teachers have issues with: 1) the lack of digital literacy mastery and/or the utilization of digital learning platforms, and 2) the lack of teachers’ ability in creating meaningful learning through the use of digital technology and/or interactive multimedia. By providing the 33 teachers with support and training in digital literacy, those issues could be resolved. The assistance is focused on how to use digital learning platforms and produce android learning and interactive multimedia videos to support the learning process in the classroom. The findings showed that teachers are becoming more knowledgeable about digital literacy, particularly as it relates to the utilization of digital learning platforms and the creation of android learning videos and interactive multimedia learning videos to support the learning process in the classroom. Through the use of digital learning platforms in the classroom, teachers can provide meaningful learning experiences to students and students can actively engage in the learning process. In addition, digital literacy helps teachers increase students’ enthusiasm in the classroom, and students’ autonomous learning.
This article proposes a theoretical framework for how critical digital literacy, conceptualized as incorporating Internet users’ utopian/dystopian imaginaries of society in the digital age, ...facilitates civic engagement. To do so, after reviewing media literacy research, it draws on utopian studies and political theory to frame utopian thinking as relying dialectically on utopianism and dystopianism. Conceptualizing critical digital literacy as incorporating utopianism/dystopianism prescribes that constructing and deploying an understanding of the Internet’s civic potentials and limitations is crucial to pursuing civic opportunities. The framework proposed, which has implications for media literacy research and practice, allows us to (1) disentangle users’ imaginaries of civic life from their imaginaries of the Internet, (2) resist the collapse of critical digital literacy into civic engagement that is understood as inherently progressive, and (3) problematize polarizing conclusions about users’ interpretations of the Internet as either crucial or detrimental to their online engagement.
Background
In today's society, a growing body of literature attests to the importance of young children's early digital literacy skills in their home environments and how acquisition of these digital ...literacy skills relates to their future learning and digital literacy.
Objectives
Research on young children's digital literacy practices at home was reviewed to explore the positive and negative influences on early learning. This is important due to the children's rapid uptake of online digital technologies over the past decade.
Methods
Peer‐reviewed research articles on home digital literacy practices of children (aged 0–8 years old) published between 2010 and 2021 from four education databases were carefully selected based upon pre‐determined criteria and examined using content analysis.
Results and Conclusion
A high proportion of studies (29 of the 31; 93.5%) demonstrated significant benefits of young children gaining a range of skills, including digital operational, early literacy and language, socio‐emotional, and STEM, through the use of digital technologies at home. Five of the 31 (16.12%) studies reported negative effects of digital technologies in the home context, including distraction, aggressive behaviour, and false self‐confidence. Tablets and smartphone use gained greater momentum in the home context, especially between 2015 and 2021, and there was a positive shift in parental mediation, family involvement, and the children's home digital literacy practices.
Implications
By leveraging children's acquisition of digital literacy skills in the home and taking into account the sociocultural context, we can enhance young children's preparation for the future and provide opportunities for skill development across various learning domains.
Lay Description
What is already known about this topic
The literature shows use of tablets in the home by children have gained momentum.
Parents have different attitudes towards using digital technologies in the home context.
Parents have used different mediation strategies to control, supervise and support their children's home digital literacy practices.
What this paper adds
Within the past decade, parents have extended their mediation strategies to support their children's home digital literacy practices.
Young children move from early digital literacy to proficient digital literacy within the home.
Home digital literacy practices can foster important skills in young children such as language and literacy, operational, socio‐emotional, and STEM.
Artificial intelligence devices such as smart robots are extending children's home digital literacy practices.
Implications for practice and/or policy
Understanding the sociocultural differences of young children can help parents, teachers, and policymakers to facilitate digital literacy skill acquisition.
Fostering young children's basic language literacy, operational, socio‐emotional, and STEM skills through technology use in the home before formal education is essential.
Extending young children's home digital literacy practices to other contexts such as the classroom is necessary.
Research on digital inequality tends to collapse people above a certain age into one “older adults” category, seemingly assuming that this is one homogeneous group when it comes to internet uses. ...Drawing on national survey data of adults in the United States, this article examines the online skills and behaviour of this group. Findings reveal diversity among older adults in internet skills and uses. Those with higher education and higher income have higher-level Web-use skills. While those of higher socioeconomic status are also more likely to use the internet for diverse types of activities from which they may benefit, once controlling for skills, these differences are less pronounced.
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