Digital literacies are those capabilities which fit an individual for living, learning and working in a digital society (Jisc, 2014, P.1) (1).
Digital technologies now underpin effective participation across many aspects of everyday life and work. In addition to technology access, the skills and competencies needed to make use of digital technology and benefit from its growing power and functionality have never been more essential (Broadband Commission for Sustainable Development, 2017a, p.4) (2).
Compare three different digital literacy frameworks of skills, competencies and critical approaches:
Strength: This visually attractive concept of 'Digital Intelligence' (cognitive, emotional & social abilities), interconnects 8 essential areas of digital life.
Above all, the acquisition of these abilities should be rooted in desirable human values such as respect, empathy and prudence. These values facilitate the wise and responsible use of technology – an attribute which will mark the future leaders of tomorrow. Indeed, cultivating digital intelligence grounded in human values is essential for our kids to become masters of technology instead of being mastered by it (3).
Weakness: Does not explicitly address their theoretical assumptions or foundations—let alone fundamental question of trustworthiness (2).
Strength: Encompassing the wider notion of digital citizenship—that is, ‘the responsible and appropriate use of technology, underscoring areas including digital communication, digital etiquette, digital health and wellness, and digital rights and responsibilities’ (Alexander, Adams Becker & Cummins, 2016, p.1) - it acknowledges that definitions of digital literacy are not static, and related models and frameworks will continue to evolve (2). A useful tool for designing and implementing digital literacy in educational contexts (4).
Not necessarily a weakness: Does not exhaust our understanding of what digital literacy is or can be (4). One major caveat applies: The 3 models of literacy were used in a report based on a survey of 450 educators on their perceptions of digital literacy and how it is being implemented in their fields. However, the report was sponsored by Adobe and although they do not undercut the usefulness of the 3 models, “office productivity software, image manipulation, cloud-based apps and content,” etc. reads suspiciously as if educators should be training students to use Adobe’s cloud-based business model (4).
Strength: Encompass both functional and critical dimensions - including the notions of identity, wellbeing and rights and responsibilities (2). A set of situated practices supported by diverse and changing technologies (Jisc, 2014, P.1) (2).
Weakness: Not a one size fits all - implementation and outcomes may vary across contexts.
Takeaway:
Beyond efforts to produce flashy and visually attractive models how might we reimagine digital literacies to promote critical mindsets and active citizenry in order to reshape our societies for new ways of living, learning and working for a better future—for all? (2)
All the aforementioned are necessary for Net-saviness, safety and well-being and contributing positively in a growing digital world. Not only for our learners and their futures but also for us as educators in our continued professional development and 'better' daily living.
References
(1) Jisc (n.d.) Building digital capabilities: The six elements defined. Retrieved from:
(2) Brown, M. (2017). The Challenge of Digital Literacy: Beyond Narrow Skills to Critical Mindsets. Retrieved from:
(3) World economic Forum, (2016). 8 digital skills we must teach our children. Retrieved from: https://www.weforum.org/agenda/2016/06/8-digital-skills-we-must-teach-our-children
(4) Jones, J. (2016). Exploring 3 Models of Digital Literacy. Retrieved from: https://clalliance.org/blog/exploring-3-models-digital-literacy/
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