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Levels of Digital Literacy. From "Digital literacy for the third age: Sustaining identity in an uncertain world", by A. Martin, 2009, eLearning Papers, 12, p. 8.
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New Information and Communication Technologies such as the Internet, online gaming worlds, artificial intelligence, robotics and 3D printing require new literacies. In recent years, digital competence has become a key concept in discussions on the kind of skills and understanding learners need in the Knowledge Society. The concept has been interpre...
Context in source publication
Context 1
... Promoting digital literacy report requested by the European Commission defined digital literacy as "an expression that suggests that the abilities required to use the new technologies are similar in some respects to those required for reading and writing" ( Pérez-Tornero (2004, p. 40)). In the context of the eLearning Programme of the European Commission, the DigEuLit project -the goal of which was to develop a European Framework for Digital Literacy (EFDL) - conceived digital literacy as a convergence of several literacies, including elements of ICT literacy, Information Literacy, Media Literacy and Visual Literacy (Martin, 2005). 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 & Grudziecki, 2006, p. 255). Later, Allan Martin (2009, p. 8) proposed three "levels" or stages for the development of digital literacy (see Figure 1). Martin (2009) argued that this definition suggested discussing digital literacy only at levels II or III; digital competence is a requirement for and a precursor of digital literacy but it cannot be described as digital literacy. According to Nawaz & Kundi (2010), there are two paradigms to digital literacy and two broader theories about the nature and role of ICT in the learning process: Instrumental/Behaviorist and Substantive/Constructivist. The instrumental view considers technology as a 'tool' with no inherent value, while the substantive view argues that technology is not neutral and has positive or negative impacts (Nawaz & Kundi, 2010). Taking this reflective and critical approach, some authors suggest that digital literacy cannot be limited to a purely utilitarian and reductive view of certain digital skills but is linked to a broader, more critical view of society in an era of technological revolution (Buschman, 2010;Kahn & Kellner, ...
Citations
... One step in this direction was when the OECD (The Organisation for Economic Co-operation Development) defined digital competence as a necessary 21st-century skill (OECD 2005). Hereby suggesting that all citizens, and not least younger generations, must acquire a certain level of digital competence to be active in society and find a position in the economy of the future (Ala-Mutka 2011). 2 Digital competence has also been associated with terms such as digital natives, millennium learners, employability, entrepreneurship, and innovation (Gallardo-Echenique et al. 2015). It can also be connected to communication, democracy, and critical thinking, as well as to personal development, happiness, creativity, personal expression, participation, and responsibility (Erstad et al. 2021;Vuorikari et al. 2022). ...
Between 2019 and 2023, media researchers from Södertörn University in UNISINOS and Universidade Federal de Santa Maria (UFSM) in Brazil, engaged in a collaborative effort to explore Scandinavian and South American perspectives on mediatisation, connecting universities from opposite sides of the world.
The project aimed to promote a nuanced understanding of mediatisation theory from different cultural perspectives and media studies traditions, dismantle epistemological barriers, and provide new insights into societies undergoing the process of mediatisation.
The chapters presented in this volume are grounded on the mobility of researchers across both countries where a productive knowledge exchange contributed to diversify epistemological, empirical, and methodological approaches to mediatisation theory, and provide new perspectives on mediatisation theory in contested media scenarios in Sweden, Brazil, and beyond.
... It is underpinned by basic ICT skills, which include the use of computers to retrieve, assess, store, create, present, and exchange information, as well as to communicate and participate in collaborative networks over the Internet (Spante et al., 2018). Then most workplaces require at least basic digital competencies (Gallardo-Echenique et al., 2015). making it appropriate to associate DC with knowledge, skills, and attitudes. ...
Kewirausahaan masih menakutkan dan menimbulkan keraguan dalam penerapannya dalam kehidupan sehari-hari, apalagi dengan semakin majunya digitalisasi yang menghadirkan banyak konten yang membingungkan. Padahal kedua aspek tersebut sangat menjanjikan untuk menunjang kehidupan di masa depan. Tujuan penelitian adalah untuk mengeksplorasi hubungan antara aspek minat berwirausaha, kompetensi digital, berpikir kreatif dan strategis. Subjek penelitian di kota Yogyakarta dan mahasiswa program studi S1 Tata Boga dengan rentang usia 20-24 tahun. Model ex-post facto digunakan sebagai instrumen penelitian dan jalur analisis digunakan sebagai analisis data. Akhirnya ditemukan hasil model dan ditetapkan sesuai berdasarkan kriteria tertentu, meskipun beberapa subaspek dari aspek utama yang diteliti tidak memenuhi kriteria, namun saling mendukung. Kesimpulan penelitian ini adalah aspek minat berwirausaha jika didukung oleh kompetensi digital dan pemikiran kreatif dan strategis telah terbukti secara empiris.
... These individuals are well-prepared for their career paths and they are also drivers for progress and innovation, pushing their organizations toward digital transformation. As stated by Echenique (2015), enhancing and improving digital competency plays an essential role in the development of today's employable graduates. ...
... Effective communication and collaboration are crucial skills for managing client and colleague connections, utilizing digital tools, and improving accounting procedures. This directly correlates with the study of Echenique et al., (2015), stating that enhancing and improving digital competency, in different areas, such as in communication, plays an essential role in the development of employable graduates. Therefore, as the gathered data conveys that the respondents answered in alignment with the expectation of having the competencies required, thus, they acknowledge that they are considerably capacitated to work in the industry. ...
... Consequently, it can be inferred that heightened digital competency corresponds to enhanced career preparedness, as influenced by the fourth industrial revolution. This finding corroborates the study conducted by Echenique (2015), who underscores the essential role that enhancing and improving digital competency plays in fostering graduates' employability. This assertion is further supported by the OECD (n.d.), which emphasizes the critical importance of digital competence as a foundation of career preparedness in today's workforce, highlighting their role in navigating the complex landscape of modern careers. ...
Industry 4.0 continues to revolutionize every sector in the industry, including the accounting profession, requiring a new set of technical skills and competencies from aspiring accountants. A gap exists between what the industry requires and what the academe produces. Thus, the research aims to investigate the role of experiential learning on digital competencies and career preparedness, in the context of Industry 4.0, of the graduating accountancy students at Don Honorio Ventura State University (DHVSU). This study employed a correlational research design. The participants are the 115 graduating accountancy students of DHVSU Main and Mexico Campuses. A three-partsurvey questionnaire was administered through Google Forms. Descriptive statistics, Pearson-r, and multiple regression analysis were used in the analysis of data. The findings indicated a high level of digital competence, career preparedness, and knowledge gained from experiential learning. The variable digital competence significantly corresponded to the students’ career preparedness under Industry 4.0. The effect of experiential learning on digital competency and career preparedness was also found to be significant. The findings carry significant implications for key stakeholders, underlining the importance of students acquiring a higher degree of digital competence to effectively navigate the challenges that Industry 4.0 has brought to the accounting profession.
... Uuden vuosituhannen taitoihin liittyvä keskustelu oli saavuttanut yhteiskunnallisesti merkittävän aseman, mikä johti osaltaan siihen, että suuret instanssit kuten OECD ja Euroopan unioni ryhtyivät muodostamaan erilaisia ohjeistuksia koulutuksen ja elinkeinoelämän toimijoille (OECD, 2018). Toimeenpanoista näkyvimpänä lienee Euroopan unionin lanseeraamat erilaiset hankkeet, joissa digitaalisen osaamisen käsitteellistäminen heijasteli uuden vuosituhannen taitoja koskevaa diskurssia (Ala-Mutka, 2011;Gallardo-Echenique 2015;Falloon, 2020). ...
In this master's thesis, I investigated the perceptions of student teachers (n=63) about their own professional digital competence (PDC) in the context of teacher education. Digital competence is considered in the research literature as a multidimensional concept that describes those skill areas that are changing in an ever digitalising world. In the conceptualisation of professional digital competence, these skill areas are delimited separately to the teaching profession, for which little research is yet available in Finland.
The survey instrument consisted of a total of five different summary variables: technological pedagogical knowledge, subject-specific teaching, digital judgement, ICT self-efficacy and differentiating teaching within the framework of technological competence. In addition to these, a summative variable was also applied to measure respondents' perceptions of the support provided by teacher education. Respondents were categorized according to the year of study they were in at the time of participation in the survey and the major they were studying.
The study employed statistical analysis methods such as Pearson's test of correlation of income moments and the parametric Mann-Whitney U test. The Cronbach's alpha values calculated for the summary variables showed that the instrument performed well and that the data were normally distributed in almost all summary variables.
In contrast to previous studies, it was found that students in later years were more positive about the support provided by teacher education. On the contrary, students in the first year felt that the teacher education programme had not yet provided sufficient resources to support the development of their professional digital competences.
The quantitative analysis of the survey data also suggests that the year of study had some explanatory power on how well respondents rated their own professional digital competences. For example, fifth-year students showed a statistically significant difference from first-year students when the sub-variables compared were technological pedagogical knowledge and digital judgement.
The study also examined whether the field of study or the minor choice had any relationship with the respondents' perception of their own professional digital literacy skills in different areas. The most significant finding was that classroom teacher students perceived their technology pedagogical skills in particular as slightly better than those of craft teacher students. In addition, classroom student teachers rated the support provided by teacher education as more adequate compared to the student teachers in early childhood education. The results also showed that respondents with a minor in digital learning and teaching rated their own ICT self-efficacy as higher than respondents who did not have this minor.
Descriptors: digital competence, professional digital competence, teacher education, teacher trainees, pre-service teachers, student teachers
... Moreover, Universities should also integrate digital skills development into their curricula and prepare students for the digital workplace, including offering courses in data literacy, coding, and emerging technologies (Gallardo-Echenique et al., 2015). Creating immersive learning experiences is particularly beneficial for disciplines that require practical skills or conceptualization of complex concepts (Elmqaddem, 2019). ...
... La elección del término también obedece a otras razones que se explican a continuación: la primera es que términos como «Alfabetización Digital» se pueden considerar políticamente incorrecto (Aguilar Trejo et al, 2014), en tanto que, si hay alfabetización, en consecuencia, hay analfabetas. Por otra parte, «Competencia Mediática» dentro de la comunidad científica tiene un uso, más centrado en el alumno y en el trabajo dentro del aula (Spante et al, 2018), y en otros ámbitos tiene una connotación más orientada a salvar o responder a un requisito específico (Gallardo-Echenique et al, 2015). Lo anterior es relevante debido a que la Literacidad Digital tiene una característica peculiar difícil de describir. ...
El cierre de las escuelas presentó grandes desafíos para continuar con la educación en todos los niveles. Una forma muy extendida de hacer frente a la pandemia fue a través de las tecnologías digitales. Por esa razón el estado de la Literacidad Digital tanto de alumnos como docentes jugó un papel decisivo. Este trabajo recopila varias definiciones del término Literacidad Digital para conocer la evolución del concepto. También recoge datos de dos investigaciones relacionadas, una previa a la pandemia y otra realizada en las primeras semanas del cierre de escuelas. Se encontró que la percepción de los estudiantes sobre su propio estado de Literacidad
... Knowledge of digital technology is a prerequisite for a digital citizen to effectively, safely and securely operate as a consumer and producer in the digital economy [1]. Digital literacy is a mentality and understanding of digital technology, starting from a functional competency level of using digital technologies, to eventually participating as a responsible digital citizen who grasps the human and social impact of digital actions [3,4]. The learning to progress along the levels described by Gallardo-Echenique et al. [3] requires learning in digital multimodal environments. ...
... Digital literacy is a mentality and understanding of digital technology, starting from a functional competency level of using digital technologies, to eventually participating as a responsible digital citizen who grasps the human and social impact of digital actions [3,4]. The learning to progress along the levels described by Gallardo-Echenique et al. [3] requires learning in digital multimodal environments. Such learning is supported by the concept of multimodality where visualization of knowledge through various modes are integral to learning and knowledge transfer [3,5]. ...
... The learning to progress along the levels described by Gallardo-Echenique et al. [3] requires learning in digital multimodal environments. Such learning is supported by the concept of multimodality where visualization of knowledge through various modes are integral to learning and knowledge transfer [3,5]. ...
Industry 4.0 brought digital technology changes at a rate unparalleled to the past. Consequential to such change, the importance of a digitally literate society is emphasized. Digital literacy is, however, vast and subject to the fast-paced changes of Industry 4.0. The challenge then lies in learning and developing digital literacy. Knowledge visualization (KV) is considered a means to address this challenge, through its use of visual mechanisms to transfer complex insights. The purpose of the study was to identify factors of KV that, if addressed, can facilitate successful knowledge creation and transfer in a digital literacy learning and development process. We employed a systematic review of existing literature to reveal several critical success factors (CSFs) of KV towards digital literacy learning and development. The KV CSFs were presented in an online questionnaire to respondents to rank and possibly expose additional CSFs. The study produced 20 KV CSFs toward digital literacy learning and development, that can serve as a guide for KV in future digital literacy learning and development endeavors.
... La educación social no es ajena a estos cambios y ha de velar por la igualdad de oportunidades de acceso al conocimiento. En este sentido, y unido al desarrollo profesional, la adquisición de la competencia digital profesional es de obligado cumplimiento, comenzando por la universidad e incidiendo en la actualización constante en el conjunto de habilidades y conocimientos que implican ser competente digital, tales como: conocimientos técnicos, la gestión de la información, la interacción, la netiqueta, la creación y compartición de contenidos, etc. (Gallardo-Echenique et al., 2015;Gisbert y Esteve, 2011;Vuorikari et al., 2016). En relación con los conceptos teóricos abordados en el estudio, la Web 2.0 se define por el avance de internet como espacio social a partir de la primera década del siglo XXI, considerándose un concepto "paraguas" bajo el que destacan los blogs y las redes sociales entre otros (Anderson, 2007;Hunter & Hall, 2018). ...
Objetivo.
La educación social no es ajena a los cambios de la sociedad actual cada vez más tecnologizada. En este sentido, el objetivo de este estudio es proporcionar un panorama actualizado del estado de la cuestión a partir de una revisión sistemática de la bibliografía científica sobre educación social, conceptos clave (profesionalización, identidad y desarrollo profesional) y la Web 2.0.
Metodología.
Se realizó una investigación cualitativa basada en una revisión sistemática de la bibliografía internacional tomando como referencia la herramienta PRISMA-P entre los años 2012 y 2021. Concretamente se ha llevado a cabo un análisis del contenido a través del software Nvivo 12 versión Release 1.5, realizando búsquedas de texto, mapas jerárquicos y matrices de codificación, entre otros. La selección definitiva contenía 22 artículos que fueron revisados y categorizados de manera inductiva-deductiva.
Resultados.
Los medios sociales tienen una repercusión notoria en aspectos fundamentales de la educación social como son la profesionalización, la identidad y el desarrollo profesional. Destaca la necesidad del desarrollo competencial de las educadoras y educadores sociales para un desempeño ético de su labor en el espacio virtual.
Conclusión.
En la actual sociedad tecnologizada el uso de los medios sociales continúa su ascenso exponencial y la profesión de la educación social debe buscar su espacio también en el ámbito virtual, reconociendo que la profesión tiene que dar respuesta a una sociedad en la que internet es un espacio de comunicación. En este sentido, se aboga por una mayor definición de las competencias digitales en la educación social.
... If children are digital literate, they can more easily learn and develop their language, cognition, social emotion, physical development, motoric skills, ethics, and religious principles. "Digital literacy" is the capacity to comprehend, access, modify, integrate, assess, and synthesize digital resources using the right virtual resources and tools (Gallardo-Echenique et al., 2015;Ifdil et al., 2018;Rangka et al., 2018). ...
The purpose of this study was to analyze how blended learning could enhance the students’ digital literacy skills. The mix of methodologies employed in this study was based on the sequential transformative strategy paradigm. Participants in this study were 7 teachers and 80 students from three Madrasah Ibtidaiyah located in Cirebon City, West Java, Indonesia. The data for this study were gathered using both qualitative and quantitative methods, including interviews, observations, triangulation, documentation, and questionnaires. Then, both qualitative and quantitative techniques were used to analyze the data. The findings revealed that the teachers had utilized blended learning stages according to the six existing criteria. However, not all schools had implemented the same blended learning concept. According to the quantitative data, 74.1% of students said their teachers had successfully used blended learning on average. Additionally, a simple linear regression calculation with a significant value of 0.000
... Your capacity to use computer-based technology (Denton & Peace, 2003;Prastiyono et al., 2021;Yuliati & Lestari, 2018) to execute various activities is referred to as technological skills. Computer literacy (Bahit et al., 2021;Gallardo et al., 2015;Ricaurte & Viloria, 2020), database administration, website creation, digital marketing, project management, and cybersecurity are some of the most crucial technological skills to have. When you learn about keyboard shortcuts, debug programs, or improve traffic to your website, you will not only increase your confidence, but your productivity will rise. ...
... All of the talents that allow you to engage with the digital environment around you are referred to as technology skills. Being technologically proficient means having knowledge of digital or technical media (Gallardo et al., 2015). Anyone who aspires to do their business efficiently in the present day should brush up on their technological expertise (Al-Fraihat et al., 2017;Esteve-Mon et al., 2020;Zarei & Mohammadi, 2021). ...
There are many teachers do not have skill on operating computer specially to make materials interesting for their students. This study was to improve the technological skills of students, particularly those who teach online. In this study, we attempted to determine how students may utilize YouTube as a medium to strengthen their technological skills. This study was carried out by us with the help of students who took the Education Management Course as the subject of study. The data collection technique used in this study was observation sheets, which were then used to answer the formulation of how the student responses related to the video-making project in the Education Management Course uploaded on YouTube; then, to answer the formulation of how the student’s activities on Education Management, we asked students to complete their video projects and upload them on YouTube; and to answer the formulation of whether the use of YouTube can develop technological skills of students, observation sheets was used. This study concludes that respondents are able to edit and upload video about Education Management on YouTube.
