Digital Literacy

      Digital Literacy   

   When I was in Grade 11 a new course was offered called Digital Communications. We learned about how to identify reliable sources, the power and strategy behind advertisements, and impact that social media has on our well-being. Alongside this, we were taught alternative ways to use the technology we have access to such as listening to podcasts and using technology to demonstrate our learning. The greater theme of this course was to ensure that our class was becoming digitally literate. In this blog post, I will cover what it means to be digitally literate, and the different components of digital literacy. Digital literacy goes beyond reading and comprehension skills but requires us to consider the effects of consuming media on a personal and professional level.

Often times literacy is directly correlated with language. The term literacy implies that we are able to read and write while referring to the process of competence in a specific subject area. (Oxford Online Dictionary, Accessed October 19, 2023). We can be literate in many different areas beyond reading and writing such as mathematics, music, and digital media. We still need comprehension skills when analyzing digital sources, but an added level of filtration must be applied due to the accessibility of information and the culture that comes along with readiness of technology. To be digital literate, means that we can operate the basic functions of media, protect ourselves as consumers, and being able to interpret and interact effectively with the information we access. In this day and age, we as educators must “encompass the skills that youth must develop to be intentional consumers and users of digital technology” (Lauricella, 2).

David Buckingham argues that “digital media represent[s] the world rather than …reflect[s] it.” (Buckingham, 23). Digital footprint discusses the personal record that we leave online, while digital media reflects upon the world. In order to interpret our world in its current state we must be digitally literate to some degree. With the general access to technology and social media present today, it is arguable that most of us are digitally literate in the sense that we are able to operate and comprehend basic information that we come across. Although this is an important skill in becoming digitally literate and will serve future students well, it is simply not enough to get by on this aspect alone. It leaves us vulnerable to the dangers associated with media involvement.

To be digital literate means that we can acknowledge the true nature that comes along with the world of media. Online safety is closely related to the value of being able to interpret digital information as personal and professional consumers. In his article, David Beckham emphasises the importance of language in all forms of literacy. (Buckingham, 23). Being able to read between the lines will play a significant role in being able to protect ourselves online as well as extending this knowledge unto our students so they will be equipped with these skills throughout their life. Key components in interpreting media are being aware of its production and its intended audience. It is important to note that when dealing with media, everything is purposeful – even the elements that seem accidental. When we scroll seamlessly, everything that we are viewing is intentional. I feel like this is an extremely important fact that students should know. This also allows for time to reflect on the role that digital media plays in our life. Allowing for this space will inevitably play a role in developing our digital literacy skills.

Comprehending digital literacy is about learning more about our relationship with media and what that says about us as individuals and as a collective society. When we are digitally literate we are able to be the captain of our own ship and exercise more agency in how we go about our consumption levels. We also gain knowledge on how to use technology to our benefit, and not only be able to understand the basics, but master our usage. With the introduction of Artificial Intelligence, we will need these skills more than ever. It will be essential for us as future educators to become fully competent in these areas not only for our personal protection, but for the well-being and success of our future students.

Work Cited:

Buckingham, David. “Defining Digital Literacy – What Young People Need to Know About Digital Media”, Nordic Journal of Digital Literacy, 2015, 21 – 35.

Lauricella, Alexis R., Herdzina, Jenna, & Robb, Michael. “Early Childhood Educators Teaching of Digital Citizenship Competencies”, Computers and Education, 2020, 2.

Digital Footprint

A major objective in the realm of education is to prepare our students to take on the “real world”. In this day and age our world revolves around technology. It is critical that we equip our students with the necessary tools to identify their digital footprint and be able to manage it in an appropriate manner.

I have an uncle that works at a firm in Alberta, and he has always said that his first step in hiring someone is searching them up on social media to see what they are about. What they are putting on the internet about themselves plays a major role in whether they will get hired or not. Yesim Surmenlioglu defines a digital footprint as “the process of creating and storing all transactions in the digital environment”. (Surmenglioglu, 49). What we are releasing onto the internet says something about who we are as people whether this is intentional or not. One might consider someone coming across our online profile as an “early introduction” before we have formally met our friends, employers, and colleagues. We may believe that whatever we have searched, sent, or posted will be erased with the click of a button, but it is important for students to note that this is not the case. Surmenlioglu’s study demonstrates that a majority of students had a limited understanding of their digital footprint and little awareness on how to protect themselves online, meanwhile teachers must feel competent in these areas to be able to educate sufficiently. (Surmenlioglu, 57). According to Alexis Lauricella, many teachers do not feel as though they have the skills or experience to equip their students with knowledge surrounding their digital footprint (Lauricella, 3). It is crucial for an “awareness…[to] be raised in digital environment users so they [all] can use these environments consciously.” (Surmenglioglu, 62).

            Technology is inevitably going to play a major role in our future; therefore, it is important to educate ourselves on how to use it to our advantage. Digital footprint in general is a driving force behind social change and interpreting the culture that comes along with these changes is essential. (Surmenglioglu, 49). As teachers it is easy to focus on the distractions that technology in the classroom can bring about, but we do have an opportunity to harness these distractions and create space for innovation. Giving students resources and opportunities to learn how to use technology in a beneficial way gives them a tool they can take with them beyond school walls. In addition to facilitating creativity, we must educate students on the positive and negatives associated with the impacts of having a digital footprint and what this may look like.

The highest chance of success for our students comes from the community collaborating. Education on digital footprint and its impact will require something of all of us. I found this resource that I thought was a great introductory piece to get us thinking of what it means to have a digital footprint.

https://files.eric.ed.gov/fulltext/EJ1092298.pdf

            Conversations surrounding our digital footprint is becoming increasingly relevant in our world today. If it is relevant today it will undeniably relevant when our future students are through with the K-12 system. To conclude this post, our digital footprint is everlasting. This is something that we must be aware of moving forward. What we release onto the internet is interpreted as an extension of who we are. It is important to ask ourselves and ask our future students, “if a stranger were to com across my profile what would they think? Does this accurately represent who I believe I am? Would I lose out on my dream career because of something I posted?” Are the things I choose to share, send, or post potentially harmful to others?

Works Cited:

Lauricella, Alexis R., Herdzina, Jenna, & Robb, Michael. “Early Childhood Educators Teaching of Digital Citizenship Competencies”, Computers and Education, 2020, 158.

Miller Beth. “What to Know About Instructing Teachers and Students on Digital Citizenship, Digital Footprints, and Cybersafety”, American Library Association, (2016), vol. 44, no. 4, 23-29.

Surmenglioglu, Y, & Seferogiu S., “An Examination of Digital Footprint Awareness and Digital Footprint Awareness and Digital Experiences of Higher Education Students”, World Journal on Educational Technology: Current Issues, 2019, vol. 11, no. 1, 48-64.