Estimated study time: 40 minutes
Task 1 [5 minutes]
Reading: Why digital literacy should not be limited to ‘operational proficiency’
In educational practice, digital literacy has traditionally been equated with computer literacy, ‘the ability to use specific software applications for well-defined tasks such as word processing, e-mail, spreadsheets, and Internet searches’ (Bers, 2010, p.14). For instance, the Indian government’s ‘Digital India’ programme considers providing access to e-learning sufficient to promote digital literacy (Srivathsani and Vasantha, 2019).
As academic discourse developed from viewing computers as ‘instrumental machines’ to considering them as ‘epistemological tools’, there was an accompanying shift from teaching computer literacy to technological fluency; ‘the ability to use and apply technology in a fluent way, effortlessly and smoothly…’ (Bers, 2010, p.14). This is reflected in efforts to include coding and design skills in curricula worldwide, as in the UK and Australian national curricula respectively (Pangrazio, 2016, p.168). In India, AI was also recently added as a subject (CBSE, 2019).
As academic discourse developed from viewing computers as ‘instrumental machines’ to considering them as ‘epistemological tools’, there was an accompanying shift from teaching computer literacy to technological fluency; ‘the ability to use and apply technology in a fluent way, effortlessly and smoothly…’ (Bers, 2010, p.14). This is reflected in efforts to include coding and design skills in curricula worldwide, as in the UK and Australian national curricula respectively (Pangrazio, 2016, p.168). In India, AI was also recently added as a subject (CBSE, 2019).
The common goal is to make students ‘future ready’, arming them for employability. It is believed that ‘learning to code’ will not only promote individuals’ career prospects but also fuel their countries’ economic growth (Gardiner, 2014 cited in Pangrazio, 2016, p.168). This belief is lent support by the educational initiatives of tech companies. Intel’s courses for K-12 focuses on helping teachers integrate technology into the curriculum rather than engaging critically with digital literacy (Intel Teach Elements, 2019). Similarly, Microsoft focuses on mastery of productivity applications for the workplace, providing industry certification (Microsoft Imagine Academy, 2019).
However, it can be argued that these initiatives stem from the conventional view of digital literacy as ‘mastery or operational proficiency’ (Pangrazio, 2016, p.163) but do not reflect issues associated with the production and consumption of digital technologies like transparency, trust, surveillance and privacy. Such limited conceptions are inadequate in the present moment, ‘the dawn of the deepfake’. Digital literacy amounts to far more than mere mastery of technical skills. Paul Gilster, who popularised the term digital literacy, recognised critical thinking as a core skill to be developed (Martin and Madigan, 2006, pp.18-19). Therefore, educators’ understandings of digital literacy must ‘the role humans play in questioning, challenging and therefore shaping this techno-social system’ (Pangrazio, 2016, p.168).
However, it can be argued that these initiatives stem from the conventional view of digital literacy as ‘mastery or operational proficiency’ (Pangrazio, 2016, p.163) but do not reflect issues associated with the production and consumption of digital technologies like transparency, trust, surveillance and privacy. Such limited conceptions are inadequate in the present moment, ‘the dawn of the deepfake’. Digital literacy amounts to far more than mere mastery of technical skills. Paul Gilster, who popularised the term digital literacy, recognised critical thinking as a core skill to be developed (Martin and Madigan, 2006, pp.18-19). Therefore, educators’ understandings of digital literacy must ‘the role humans play in questioning, challenging and therefore shaping this techno-social system’ (Pangrazio, 2016, p.168).
Task 2 [35 minutes]
Reading: Towards critical digital literacy, media literacy and related concepts
As the idea of digital literacy expands beyond mere technical competence to include evaluation and critique (Pangrazio, 2016, p.164), we arrive at critical digital literacy. This provides ‘opportunities to examine broader issues associated with digital media use’ (ibid, p.169).
You will now read an article from the Nordic Journal of Digital Literacy, which identifies the ‘limitations of previous proposals’ of digital literacy (Buckingham, 2015). The author highlights the importance of adopting critical approaches to digital media. The paper also outlines a framework drawn from key concepts in media education. As you read, consider the following questions:
Buckingham, D., and Knobel, M. 2015. Defining digital literacy: What do young people need to know about digital media? Nordic Journal of Digital Literacy, 2006–2016, p. 21–34.
You will now read an article from the Nordic Journal of Digital Literacy, which identifies the ‘limitations of previous proposals’ of digital literacy (Buckingham, 2015). The author highlights the importance of adopting critical approaches to digital media. The paper also outlines a framework drawn from key concepts in media education. As you read, consider the following questions:
- Why does Buckingham suggest that the prevalent view of digital literacy, one that equates it with instrumental or functional literacy, is inadequate?
- What are the four broad conceptual aspects that on which Buckingham’s framework for critical digital literacy is based?
Buckingham, D., and Knobel, M. 2015. Defining digital literacy: What do young people need to know about digital media? Nordic Journal of Digital Literacy, 2006–2016, p. 21–34.
Additional reading (optional)
1. This article, also from the Nordic Journal of Digital Literacy, identifies why ‘typical mainstream accounts of digital literacy are seriously flawed’ (Lankshear and Knobel, 2006). The authors argue that educators should instead consider diverse digital literacies. The paper also identifies some implications for educational policy, pedagogy and research.
2. Lankshear, C., and Knobel, M. 2006. Digital Literacy and Digital Literacies: Policy, Pedagogy and Research Considerations for Education, Nordic Journal of Digital Literacy 01/2006 (Volume 1). Available through https://www.idunn.no/dk/2006/01/digital_literacy_and_digital_literacies_-_policy_pedagogy_and_research_cons
2. Lankshear, C., and Knobel, M. 2006. Digital Literacy and Digital Literacies: Policy, Pedagogy and Research Considerations for Education, Nordic Journal of Digital Literacy 01/2006 (Volume 1). Available through https://www.idunn.no/dk/2006/01/digital_literacy_and_digital_literacies_-_policy_pedagogy_and_research_cons
Digital literacy for digital futures: Key implications for educators by Neenaz Ichaporia is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.