Digital Literacy
Defining Digital Literacy
When considering digital literacies as autonomous, conceptions relate to skills, proficiencies, fluencies, and competencies. Competencies broadly cover knowledge, skills, attitudes and values (OECD, 2005). Skills and fluencies focus on the mechanics of how to use digital technologies, and knowledge relates to the information required and used when manipulating digital resources. Competencies subsume skills, fluencies and knowledge into a fuller conception that includes attitudes and values (Spante, Hashemi, Lundin, & Algers, 2018). Competencies and literacies are frequently interchanged in the literature, depending on geographic contexts (Spante et al., 2018). Accordingly, some research views digital literacy originating from a “skill-based understanding of the concept and thus relates to the functional use of technology and skills adaptation” (Spante et al., 2018, p. 7).Ideologically, digital literacy is a “complex and socio-culturally sensitive issue” (Lemos & Nascimbeni, 2016, p. 2). Digital literacy shifts into social, collaborative, communication and sense-making actions and interactions using a variety of digital devices (Belshaw, 2011; Lemos & Nascimbeni, 2016; Sharpe & Beetham, 2011). Digital literacy is therefore defined as a dynamic process wherein the “creative use of diverse digital devices to achieve goals related to work, employability, learning, leisure, inclusion and/or participation in society” (Lemos & Nascimbeni, 2016, p. 2) and are integrated into everyday life (Belshaw, 2015). Digital behaviors, practices, identities and citizenship, as well as wellbeing, are incorporated into this definition (Belshaw, 2011; Hoechsmann & DeWaard, 2015; Lankshear & Knobel, 2008; Spante et al., 2018).
The term critical literacy refers to the use of print and other media technologies to “analyze, critique and transform the norms, rule systems and practices governing the social fields of everyday life” (Luke, 2012, p. 5). Critical digital literacies (CDL) acknowledge power differentials, strive for equitable access to diverse resources, and the reconstruction of transformative potentials (Spante et al., 2018). This definition requires that those within a field of study examine how, why, and where norms, rules, ways of doing, ways of being in relationship to topics, processes, procedures, and each other, are critiqued with a social justice view, examining the spaces and places where those who are marginalized and disenfranchised can find intentionally equitable hospitality (Bali, Caines, Hogue, DeWaard, & Friedrich, in press). Luke (2012) further explores how education utilizes “community study, and the analysis of social movements, service learning, and political activism, …. popular cultural texts including advertising, news, broadcast media, and the Internet” (p. 7). CDL are important considerations in course development and the design of learning experiences when infusing MDL into methods and core course requirements in teacher education programs.
The overarching conception of digital citizenship subsumes all layers of skills, fluencies, competencies, literacies, and criticality when using, creating, and communicating with digital technologies and resources (Choi, Cristol, & Gimbert, 2018; Hoechsmann & DeWaard, 2015). Additionally, citizenship infers activism, engagement, and cosmopolitanism (Zaidi & Rowsell, 2017). When focusing on digital citizenship and the responsible use of technology, Ribble (2015) proposes nine elements categorized under three principles of behaviour – respect, educate and protect. Although citizenship is a worthy area of investigation and needs to be recognized for future attention, it is beyond the scope of this literature review.