Digital Literacy components
Wall and Ryan (2012) divide digital literacy into three components: one, Information and Communications Technology (ICT) Literacy; two, Information Literacy; and three, Critical Literacy.
ICT Literacy refers to the ability to use technological tools; Information Literacy refers to the skills to access, use, organise, create, present and evaluate information; while Critical Literacy refers to the ability to think critically and problem-solve in order to learn.
An understanding of these digital literacy components allows students to be capable and knowledgeable users of digital information in a safe and ethically viable manner. Students require the ability to investigate, create and communicate, while managing and operating technology to meet learning needs in both literacy and numeracy experiences. They need to understand the personal, cultural and social implications of appropriate use, along with the notion of lifelong learning – developing confident, creative, active and informed citizens for the 21st century.
The ability to work collaboratively beyond school learning environments is also important, as is the ability to adapt to new technology that is developed over the current student’s life time. The ability to problem-solve, and apply existing knowledge and understanding, will be essential to learners of today so that they remain active, informed and digitally savvy individuals in the future.
Wall, J., & Ryan, S. (2012). Resourcing for curriculum innovation. In Wall, J., & Ryan, S. (Eds.). Digital literacy: A resource for learning. (pp. 31-35). Camberwell: ACER Press.
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