Digital Literacy

I like Josie Fraser’s definition of digital literacy = digital tool knowledge + critical thinking + social engagement. Yoram (2004)defines Digital literacy survival skills in the digital era. Sue Thomas defines Digital Literacy as an important part of transliteracy: to read, write and interact across a range of platforms, tools and media.  The literature varies; some restrict the concept to the technical aspects of operating technologies, while others apply it in the context of cognitive and socio-emotional aspects of work in a digital environment. Digital Literacy it is more than teaching skills it needs new social practices for the skills and strategies to be used effectively. Its relevance to teaching and learning in the classroom is vast as new skills need to be practised for the students to maintain that skill. There are negative and positive attitudes to digital literacy including:
Limitations/Negative attitudes
Teacher skills/attitudes
Skills not taught explicitly to teachers and students
Insufficient hardware
Loss of past work if not backed up or saved correctly
Slow/unreliable internet access
Resourcing digital literacy support in an on-going and sustainable way

Positive/Effective attitudes
Children are familiar with technologies
Supports and helps develop traditional literacies
A life-long practice
Skills, competencies and critical reflection
Social engagement
Recognising and helping learners integrate their prior conceptions and practices
Teacher skills/attitudes/engagement
Children like to receive recognition for work completed and many apps, websites etc have instant rewards that the children respond well to.  This keeps them engaged in the task longer and they enjoy these “games”.
Individual scaffolding and support

http://dx.doi.org.ezproxy.csu.edu.au/10.1108/10748120110424816