Computer Literacy - Science topic

In addition to Rudra Tiwari perfect response, i think there is need to encourage more 'Social Integration' among the populace. The world is fast evolving and becoming a global village and there is need for everyone join the train. There is need to turn down the believe that education is a scam, technology will end cultural heritage and/or encourage crime by giving access to education(rural areas) through public enlightenment among other.

There is no digital literacy possible without advanced literacy and technical skills, i.e. tech-know-logical education and enlightenment operate as information selection system In the digitized cosmos of virtual reality. Am in line with

Jebunnesa Jeba and Áurea Gabriel , but I see digital literacy as tech-know-logical icing on the cake, with respect to advanced literacy and technical skills In physical reality.

I think so

I consider ScratchJr as a developmentally appropriate mobile application (but run also in PC as an open source initiative) for preschoolers to teach and learn CT, maths but literach as well through projects.

Great suggestion Ari Tuhkala and thank you for the link to the publications page! I will definitely have a look for studies here.

The official version of the article is freely available via this link 'till March 23rd 2019

httpss://authors.elsevier.com/a/1YWPF7t9Unpqzl

There is a brilliant book by John Gall called "Systemantics: How Systems Really Work and How They Fail"

On the surface it looks like an elaborate Murphy's Law joke, but after a long engineering career I still consider it the most important book on engineering I have ever read.

From https://en.wikipedia.org/wiki/Systemantics

"General Systemantics (retitled to Systemantics in its second edition and The Systems Bible in its third) is a systems engineering treatise by John Gall in which he offers practical principles of systems design based on experience and anecdotes.

It is offered from the perspective of how not to design systems, based on system engineering failures. The primary precept of the treatise is that large complex systems are extremely difficult to design correctly despite best intentions and so care must be taken to design smaller less complex systems and to do so with incremental functionality based on close and continual touch with user needs and measures of effectiveness."

" The term systemantics is a commentary on prior work by Alfred Korzybski called General Semantics which conjectured that all systems failures could be attributed to a single root cause—a failure to communicate. Dr. Gall observes that, instead, system failure is an intrinsic feature of systems. He thereby derives the term 'General Systemantics' in deference to the notion of a sweeping theory of system failure, but attributed to an intrinsic feature based on laws of system behavior. He observes as a side-note that system antics also playfully captures the concept that systems naturally "act up."

質問を理解することはぜんぜんできません。翻訳エンジンを使用しましたか？日本語と英語の語順があんまり異なっています。ですから，文章を小さな部分に分かれて，次に翻訳するほうがいいと思います。

On the surface it seems like a relatively simple question. But like most ......it begs more questions.

"Digital literacy" like technology itself can really only be considered in its wider socio-technical context. The term is often conflated with "Computer skills", which was current in the 1980s as the PC appeared on every desk. More recently much of the popular debate surrounding the NC PoS has seen "Digital literacy" as the capacity to use "Office software", often to complete work related tasks.

In my view this narrow and anachronistic psudo-definition has failed to accommodate the emerging complexities of the relationship between the individual - society - digital technologies.

If we examine the emerging nature of the above relationship we find that we need to move beyond the narrow vocationally based notion of "digital literacy" to a broader and more inclusive model of what it means to be a "digitally empowered" individual.

In seeking to consider such a complex socio-technical paradigm I try to use a relatively simple PETS framework. This is useful in that it provides a model of engagement which allows us to disentangle the various aspects of the issue - but!! we also have to be aware that the "boxes" of the framework don't entirely do justice to the inextricably entwined nature of the soci-technical realities of our real engagement with technologies.

Four PETS headings are:

Political - e.g. How do digital technologies impact on our political engagement e.g. discursive democracy and the issue of Jurgan Habermass's 'public sphere'.

Economic - e.g. How do digital technologies impact on our relationship with the economic world e.g. the formation of 'human capital' through technology supported education.

Technological - e.g. What is the "nature" of this particular technology in terms of it's capacity to feedback into itself e.g. AI .... which suggests that our "digital literacy" has a moral and ethical dimension.

Social - e.g. How do digital technologies support the formation and realisation of social capital......or we might even conjecture that Castells notion of a "network society" points in the direction of a new sub-divide of "network capital".

So - "digital literacy" can really only be dealt with in a wider socio-economic-political context where our question in relation to the school curriculum is "What is it in this 'digital world' that we need our citizens to know, understand and be able to do? 

Elena, first I think you must define what exactly you mean by evaluating the learning of software programming. In Primary School, as in other levels of school, you cannot base a curriculum solely on software. How would software learning fit into the program. For example, there are some excellent programs which help students to learn ABCs, to learn numbers, shapes, etc., through practice. Content subjects are really not appropriate until 4th grade (student 9-10 years old), because this learning requires sound reading and numerary ability for readiness.

Thanks for the valuable comment

UNESCO has initiated a number of studies regarding media literacy along with their information literacy campaigns. At least some aspects of media (i.e. multimedia) competency should be measurable after you have a model of what you want to include.

I second Paul here; don't expect a definitive study on what the metrics of media competency are.

Thank you Martin for your perspective here. I am in the first instance interested in 'basic' everyday IT product skills (amongst Academic staff), as even these are sadly lacking in many staff teaching sometimes highly ITC skilled students (though I acknowledge not all students are skilled in this way). In terms of more specialist skills, which are rapidly becoming much more necessary in a wider setting such as you describe, yes, there is certainly a place for approaching the teaching of coding (javascript, PhP etc) and other multimedia content creation skills (video/web development) to much wider sets and subsets of subject areas. This way at least, as we go froward, new lecturers or researchers will have much better developed approaches to technical aspects of their work.