Talk:Digital literacy/Archive 3

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Archive 1

Archive 2

Archive 3

Proposal to add more information under "Global Impact" section.

Latest comment: 3 years ago3 comments1 person in discussion

The United Nations included digital literacy in its 2030 Sustainable Development Goals, under thematic indicator 4.4.2, which encourages the development of digital literacy proficiency in teens and adults to facilitate educational and professional opportunities and growth.[77] International initiatives like the Global Digital Literacy Council (GDLC) and the Coalition for Digital Intelligence (CDI) have also highlighted the need for, and strategies to address, digital literacy on a global scale.[78][79] The CDI, under the umbrella of the DQ Institute, created a Common Framework for Digital Literacy, Skills, and Readiness in 2019 that conceptualizes eight areas of digital life (identity, use, safety, security, emotional intelligence, communication, literacy, and rights), three levels of maturity (citizenship, creativity, and competitiveness), and three components of competency (knowledge, attitudes and values, and skills; or, what, why, and how).[80] The UNESCO Institute for Statistics (UIS) also works to create, gather, map, and assess common frameworks on digital literacy across multiple member states around the world.[81][82]

Although there is a concerted effort to narrow the Digital Divide within developing nations, there is still a significant amount of people that do not have access to the internet. For example, in 2015, roughly 33% of households in South Africa claim they didn't use the internet because they saw no relevance in doing so. Additionally, these responses generally came from impoverished areas wherein a significant amount of the population were not formally employed.^[1] Similarly in China, internet use has slowly declined due to a lack of knowledge in using the internet. ^[2] Moreover, in 2016, 132.7 million out of 256.2 million Indonesians were connected to the internet.^[3]Roha102 (talk) 23:36, 3 May 2021 (UTC)

works cited: Weibo network, information diffusion and implications for collective action in China", The Internet, Social Networks and Civic Engagement in Chinese Societies, Routledge, pp. 96–114, 2016-04-14, ISBN 978-1-315-74411-7, retrieved 2021-05-03 Sariwulan, Tuty; Suparno, Suparno; Disman, Disman; Ahman, Eeng; Suwatno, Suwatno (2020). "Entrepreneurial Performance: The Role of Literacy and Skills". The Journal of Asian Finance, Economics and Business. 7 (11): 269–280. doi:10.13106/jafeb.2020.vol7.no11.269. ISSN 2288-4637.Roha102 (talk) 23:44, 3 May 2021 (UTC)

The Philippines' Education Secretary Jesli Lapus has emphasized the importance of digital literacy in Filipino education. He claims a resistance to change is the main obstacle to improving the nation's education in the globalized world. In 2008, Lapus was inducted into Certiport's "Champions of Digital Literacy" Hall of Fame for his work to emphasize digital literacy.[83]

A study done in 2011 by the Southern African Linguistics & Applied Language Studies program observed some South African university students regarding their digital literacy.[84] It was found that while their courses did require some sort of digital literacy, very few students actually had access to a computer. Many had to pay others to type any work, as they their digital literacy was almost nonexistent. Findings show that class, ignorance, and inexperience still affect any access to learning South African university students may need.[84]

In a similar vein, On September 26th, 2018, the Senate Foreign Relations Committee passed legislation to aid in providing access to the internet in developing worlds via H.R.600 Digital Global Access Policy Act. The legislation itself was based on Senator Markey's Digital Age Act, which was first introduced to the senate in 2016. In addition, Senator Markey provided a statement after the act was passed through the senate: “American ingenuity created the internet and American leadership should help bring its power to the developing world,” said Senator Markey. “Bridging the global digital divide can help promote prosperity, strengthen democracy, expand educational opportunity and lift some of the world’s poorest and most vulnerable out of poverty. The Digital GAP Act is a passport to the 21st century digital economy, linking the people of the developing world to the most successful communications and commerce tool in history. I look forward to working with my colleagues to get this legislation signed into law and to harness the power of the internet to help the developing world."^[4]Roha102 (talk) 04:39, 3 May 2021 (UTC)

References

^ "Bridging the digital divide: measuring digital literacy — Economics E-Journal". www.economics-ejournal.org. Retrieved 2021-05-03.
^ Cite error: The named reference :4 was invoked but never defined (see the help page).
^ Cite error: The named reference :7 was invoked but never defined (see the help page).
^ "Senator Markey Praises Senate Passage of His Legislation to Help Expand Internet Access and Increase Digital Literacy in Developing Countries | U.S. Senator Ed Markey of Massachusetts". www.markey.senate.gov. Retrieved 2021-05-03.

Proposal to add more information under "In the Workforce Section"

Latest comment: 3 years ago1 comment1 person in discussion

The 2014 Workforce Innovation and Opportunity Act (WIOA) defines digital literacy skills as a workforce preparation activity. In the modern world employees are expected to be digitally literate, having full digital competence. Those who are digitally literate are more likely to be economically secure, as many jobs require a working knowledge of computers and the Internet to perform basic tasks. Additionally, digital technologies such as mobile devices, production suites and collaboration platforms are ubiquitous in most office workplaces and are often crucial in daily tasks^[1]. Likewise, many White collar jobs are today performed primarily on computers and portable devices. Many of these jobs require proof of digital literacy to be hired or promoted. Sometimes companies will administer their own tests to employees, or official certification will be required. A study on the role of digital literacy in the EU labour market found that individuals are more likely to be employed the more digitally literate they are.^[2]Roha102 (talk) 05:36, 4 May 2021 (UTC)

References

^ Cascio, Ramiro Montealegre, Wayne F. "Technology-Driven Changes in Work and Employment". cacm.acm.org. Retrieved 2021-05-04.{{cite web}}: CS1 maint: multiple names: authors list (link)
^ Bejaković, Predrag; Mrnjavac, Željko (2020-01-01). "The importance of digital literacy on the labour market". Employee Relations: The International Journal. 42 (4): 921–932. doi:10.1108/ER-07-2019-0274. ISSN 0142-5455.

Possible Topics for Future Research

Latest comment: 3 years ago1 comment1 person in discussion

Possibly look up relationship between Fake News, Social Media and Digital Literacy. Would also be interesting to look at the role digital literacy plays in technological development especially within certain technologies like deep faking. Would also be interesting to see what the effects the Covid-19 Pandemic had on digital literacy in society after we(hopefully) return to some degree of normalcy in the future. Did the Pandemic have a long run effect on the way we interact within digital workplaces, classrooms, etc.? What role does digital literacy play in cyberbullying? Roha102 (talk) 22:31, 4 May 2021 (UTC)

Proposal on adding a new COVID-19 section

Latest comment: 3 years ago1 comment1 person in discussion

Under COVID section or adding to education

- Those in bold are information being added later on editing section.

The COVID-19 virus that started in late 2019 had spread to over multiple countries within months, forcing the World Health Organization to declare an international public health emergency and a pandemic. (a) The outbreak has pushed education into a more digital and online experience where teachers must adopt to new levels of digital competencies in software to continue the education system as academic institutions discontinued all in-person activity and platforms were made available for the sake of encouraging digital literacy. (b) An estimated 84% of the global student body have been affected by this sudden closures due to the pandemic (d) Because of this sudden transition, there had been a clear disparity in student and school preparedness for digital education due in large part to a divide in digital skills and literacy that both the students and educators experience, different online meeting platforms are being used for better communications e.g: Skype, Zoom, Cisco Webex, Google Hangouts, Microsoft Teams, BlueJeans and Slack. Two major formats of online learnings: Asynchronous allow students to have more collaborative space and build up involvement. Synchronous learnings mostly take on live video format for better communications. (c) The switch to online learning has also brought about some concerns about learning effectiveness and exposure to cyber-risks and lack of socialization, prompting the need to implement changes to how students are able to learn much needed digital skills and develop digital literacy (d) As a response, the DQ (Digital Intelligence) Institute, designed a common framework for digital literacy, digital skills and digital readiness. (e) The outbreak of COVID-19 also brought attention and focuses on the development of digital literacy on higher education. An interesting fact discovered through the process of digital learning is those who were born as Generation Z (born between the years 1996 and 2000) are "natural skills of digital native learners". These young adults tend to have a higher acceptability on digital learning.

A study in Spain measured the digital knowledge of 4883 teachers of all education levels during the 2020 school year and found that their digital skills required further training in order to advance new learning models for the digital age. Training programs have been proposed favoring the joint framework of INTEF (Spanish acronym for National Institute of Educational Technologies and Teacher Training) as reference. INTEF is an institution that belongs to the Ministry of Education, Culture, and Sport of the Spanish government and is in charge of improving the digital skills of teachers. Surveys taken in Spain, Italy and Ecuador asking questions related to local student's online learning experience, 86.16% of students in Italy said they felt less accommodated, following with 68.8% in Italy, and 17.39% in Ecuador.

Over in Europe the Digital Competence of Educators (DigCompEdu) has developed a framework to address and promote development of digital literacy. It is divided into six branches (professional engagement, digital sources resources, teaching and learning, assessment, empowering learners & facilitating learners’ digital competence). (f) Moreover, the European Commission has developed the Digital Education Action Plan (2021-2027) which focuses on using the COVID-19 pandemic as a learning point, when technology is being used at a large scale for education, and being able to adapt education and training systems towards the digital age. The framework is divided into two main strategic priorities (fostering the development of a high-performing digital education ecosystem & enhancing digital skills and competences for the digital transformation. (g) EmilyW295 (talk) 11:27, 5 May 2021 (UTC)