Developing Students' Digital Literacy Skills

What Is Digital Literacy in the Classroom?

Digital literacy in the classroom encompasses students' ability to critically evaluate, critically evaluate, create digital content, and navigate digital content beyond basic computer skills. It includes developing critical thinking skills for online safety, transforming from passive content consumers to active creators, and building genuine digital citizenship through vocabulary development. This comprehensive approach prepares students for an evolving digital world that requires adaptable technological skills.

With the over the years, and the extensive use of online learning during COVID-19, the education community has been and gadgets. This digital world offers enormous benefits and advantages to both teachers and students, however, without proper use and understanding, the application of digital tools can become overwhelming, or even dangerous, especially when it comes to younger age groups. Children currently live in an evolving digital world that requires increasing abilities and skills to use and adapt digital tools (Knobel & Lankshear, 2010).

While there is agreement that a new set of skills involving technologies is vital for the educational development of students, there is little consensus about precisely what knowledge and abilities are necessary for children to be considered digitally literate. Past definitions of digital literacy describe skills with specific tools, the ability to use a word processor or a search engine, or to configure an input/output device (Adams, 1984; Gilster, 1997; Inskeep, 1982). While such definitions have the virtue of specificity and measurability, they also lack the reality of the current context. Continuous studies have attempted to unfold the meaning and need for digital literacy. Leu et al. (2007) have argued that most literacies, including digital literacy, consist of four assumptions:

• New literacies entail new skills, strategies, and social practices needed when technologies are integrated,
• Digital literacies are central to full and meaningful participation,
• Digital literacies regularly change as technology changes, and
• Digital literacies are multifaceted and benefits from multiple points of view.

As this implies, digital literacy may start with the efficient use of digital tools and communication technologies but it does not stop there. It is a complex set of skills which include knowledge, understanding, application and reflection (Giannikas, 2020). Twenty-first century education bears emphasis on the importance of digital literacy (a synthesis of information literacy, internet literacy, and computer literacy), and on how it can be formally and informally acquired to facilitate students' effective integration (Lau & Yuen, 2014), which can lead to numerous benefits. The present article will look at students' digital literacy and how it is best viewed as a set of habits children use in their interaction with digital tools for learning. Additionally, the article will discuss the benefits and principles of digital literacy, and show examples of how these can be put into practice and in the curriculum.

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What is Digital Literacy?

Bélisle (2006) explains the evolution of literacy concepts in terms of three models:

• The functional model, which views literacy as the mastery of simple cognitive and practical skills i.e. The mechanical skills of reading and writing to a more developed approach.
• The socio-cultural practice model, where the concept of literacy is only meaningful in terms of its social context, and that to be literate is to have access to cultural, economic and political structures of society.
• The intellectual empowerment model, where literacy is not only seen as a means and skills to deal with written texts and numbers, but it brings a profound enrichment and transformation of human thinking capacities.

In viewing literacy within the context of a digital educational community, keeping the functional, socio-cultural and intellectual models in mind, we can see it as a powerful tool for students to comprehend their ownrelationship to the digital. While the word "literacy" alone refers to reading and writing skills, when accompanied by the word "digital", the term encompasses much more. Given the new and ever-changing ways we use digital tools to receive and communicate information, and given its extensive use post COVID-19, undoubtedly digital literacy encompasses a broader range of skills. It is not merely about knowing how a tool or software functions.

As Martin (2005) has argued, digital literacy is the awareness, attitude and ability of individuals to appropriately use digital tools and facilities to identify, access, manage, integrate, evaluate, analyse and synthesise 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 on this process. Buckingham (2010) explains that digital literacy in the classroom is more than just integrating technology into instruction. It is about students learning via digital tools being mentored, applying and creating rich learning systems and developing students' understanding of cultural forms in which they interact in and outside of school. Moreover, digital literacy requires critical thinking skills, awareness of appropriate behaviour expected in online environments, and an understanding of the social issues created by digital technologies and environments. Therefore, one would argue that to develop digital literacy, students need to become accustomed to the following components: 

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• Understand how to use search engines to research topics and to locate information.
• Be able to evaluate the quality, relevance, and comprehensiveness of online information.
• Be able to use information and communication technologies to collaborate with others.
• Understand the ethical and legal issues surrounding the use of digital information.
• Be able to use digital tools to create and share original content.

These components go far beyond being able to simply use a computer or a specific piece of software. They represent a deeper understanding of the digital world and how to navigate it safely and effectively. Students who are digitally literate are helped to be active participants in the digital age, able to learn, create, and connect in meaningful ways.

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Benefits of Digital Literacy

Digital literacy offers a multitude of benefits for students, extending far beyond the classroom walls. In an increasingly digital world, these skills are essential for success in higher education, the workforce, and civic life. Some key benefits include:

• **Enhanced Learning:** Digital tools can provide access to a wealth of information and resources, enabling students to learn in more engaging and personalised ways.
• **Improved Communication:** Digital literacy helps students to communicate effectively in a variety of digital formats, from writing emails to creating presentations.
• **Critical Thinking Skills:** Evaluating online sources and identifying misinformation are crucial skills in the digital age. Digital literacy helps students develop these critical thinking abilities.
• **Creativity and Innovation:** Digital tools offer opportunities for students to express their creativity and develop effective solutions to problems.
• **Career Readiness:** Many jobs today require digital literacy skills. By developing these skills, students are better prepared for the workforce.
• **Civic Engagement:** Digital literacy enables students to participate more effectively in civic life, from accessing government information to engaging in online discussions.

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Principles of Digital Literacy in Practice

Several key principles can guide educators in effectively integrating digital literacy into the curriculum. These include:

1. **Relevance:** Connect digital literacy skills to real-world contexts and tasks that are meaningful to students.
2. **Authenticity:** Provide opportunities for students to use digital tools to create authentic products and solve real-world problems.
3. **Collaboration:** Encourage students to collaborate with each other and with experts using digital tools.
4. **Reflection:** Promote reflection on the use of digital tools and the impact they have on learning and communication.
5. **Ethical Considerations:** Address the ethical and social implications of using digital technologies, including issues such as privacy, copyright, and online safety.

For example, instead of simply teaching students how to use a word processor, have them create a blog post about a topic they are passionate about. Instead of just showing them how to use a search engine, challenge them to research a controversial issue and evaluate different sources of information. By integrating digital literacy into meaningful learning experiences, educators can help students develop the skills they need to thrive in the digital age.

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Conclusion

developing students' digital literacy skills is no longer optional but a fundamental necessity in today's educational landscape. It extends beyond basic computer skills, encompassing critical evaluation, content creation, and responsible online navigation. By embracing the principles of digital literacy and integrating them into the curriculum, educators can helps students to become active, informed, and engaged citizens of the digital world.

The benefits of digital literacy are far-reaching, impacting not only academic achievement but also future career prospects and civic participation. As technology continues to evolve, the need for digitally literate individuals will only intensify. Therefore, it is imperative that we prioritise the development of these skills in our students, equipping them with the tools they need to succeed in an increasingly digital society. By developing a culture of digital literacy in our classrooms, we can ensure that all students have the opportunity to thrive in the 21st century and beyond.

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Further Reading

Digital literacy research

Digital competence in schools

For educators seeking to deepen their understanding of digital literacy, the following research papers offer valuable insights:

1. Buckingham, D. (2010). Defining digital literacy. In *Digital visions for education: What it could be* (pp. 263-276). Peter Lang.
2. Lankshear, C., & Knobel, M. (2008). *Digital literacies: Concepts, policies and practices*. Peter Lang.
3. Leu, D. J., Jr., Kinzer, C. K., Coiro, J., & Cammack, D. W. (2004). Toward a theory of new literacies emerging from the Internet and other digital technologies. In R. B. Ruddell & N. J. Unrau (Eds.), *Theoretical models and processes of reading* (5th ed., pp. 1570-1613). International Reading Association.
4. Martin, A. (2008). Digital literacy and the ‘digital society’. In C. Lankshear & M. Knobel (Eds.), *Digital literacies: Concepts, policies and practices* (pp. 151-176). Peter Lang.
5. Bélisle, C. (2006). Literacy in the digital age. In A. B. Jones (Ed.), *The Blackwell handbook of language and literacy* (pp. 663-682). Blackwell Publishing.