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The digital divide
\"Contrary to optimistic visions of a free internet for all, the problem of the 'digital divide' has persisted for close to twenty-five years. Jan van Dijk considers the state of digital inequality and what we can do to tackle it\"-- Provided by publisher.
Book
Digital Citizenship During a Global Pandemic: Moving Beyond Digital Literacy
In this commentary, the authors move beyond digital literacy and take up the question of what digital citizenship means and looks like in the context of the COVID‐19 pandemic. To engage with questions of ethical practice, the authors begin with the International Society for Technology in Education framework for digital citizenship. They expand on these standards to argue for an awareness of the ethical questions facing citizens online that are difficult to encompass as a set of skills or competencies. The authors then take these considerations into a set of practical steps for teachers to nurture participatory and social justice–oriented digital citizenship as part of the curriculum. The authors conclude by noting the digital divide and social inequities that have been highlighted by the current crisis.
Journal Article
Climate Justice Literacy: Stories‐We‐Live‐By, Ecolinguistics, and Classroom Practice
Literacy educators can guide students to examine the stories we live by, or the larger narratives that guide individual and collective sensemaking about relationships between humans and the environment. Drawing from the field of ecolinguistics, the authors consider two ecologically destructive stories we live by: Humans are the center of existence, and consumerism is a main pathway to happiness and fulfillment. The authors also explore three intersecting beneficial stories we live by that center on indigenous perspectives, feminist foundations of climate justice, and youth activism. This work is rooted in three essential understandings about climate change: It is a complex socioscientific topic and escalating problem, engaging with climate change is mediated primarily by a complicated array of motivated digital texts and motivated readers, and climate change is about climate (in)justice. The authors conclude with ideas about being a climate justice literacy educator.
Journal Article
Middle School Students’ Analysis of Political Memes to Support Critical Media Literacy
Political memes are argumentative visual texts commonly encountered on social media. Through the strategic combination of imagery and captions, a political meme presents information as fact about a topic, an individual, or a specific group. The power of political memes can be attributed to their viral nature and their effects on public discourse and perceptions. To critically read a political meme, students must be equipped with critical media literacy skills. This article describes how action researchers engaged 56 middle school students in the rhetorical analysis of political memes with the goal of supporting critical media literacy skills through practical application. The two-week study took place in the Southeastern United States at a rural school. Students determined that the political memes created false binaries, appealed to group identities, drew on macro and micro sociopolitical contexts, and used strategic visual arrangements to form an argument. Critical media literacy is imperative given the prevalent and viral nature of media and its effects on people and public policy.
Journal Article
Navigating the digital world: development of an evidence-based digital literacy program and assessment tool for youth
The rapid expansion of digital connectivity has provided youth with wide-ranging access to digital platforms for communication, entertainment, and education. In light of this profound shift, there have been growing concerns about online safety, data privacy, and cybersecurity. A critical factor influencing the ability of youth to responsibly navigate digital platforms is digital literacy. While digital literacy programs have been implemented in various regions worldwide, significant disparities remain not only in overall digital literacy levels, but also the assessment of digital literacy initiatives. To address these challenges, an environmental scan and literature review were conducted to identify existing digital literacy programs in Canada developed specifically for youth, as well as digital literacy assessment tools, respectively. The search encompassed peer-reviewed articles, organizational curricula, and assessment measures indexed in various databases and organization websites. The environmental scan identified 15 programs targeting key components of digital literacy such as data safety, cyberbullying, and digital media. The literature review identified 12 digital literacy assessment tools. Based on the findings, data were synthesized from shortlisted programs and assessment tools to inform the development of both a new digital literacy program and assessment tool to complement the youth-focused program. The new program focuses on four key components: (1) digital fluency, (2) digital privacy and safety, (3) ethics and empathy, and (4) consumer awareness. A 15-item assessment tool was also developed consisting of 4–5 questions specific to each program component. Given the growing importance of digital competencies, a youth-focused program and assessment tool are crucial for understanding and addressing digital literacy among this vulnerable cohort. This program's adaptability allows for customization across sociodemographic target groups, including culturally diverse and geographically remote communities—an aspect that has the potential to enhance digital literacy across settings. Implementing digital literacy programs can better prepare youth for an increasingly digital world, while minimizing potential risks associated with technology use.
Journal Article
Key factors in digital literacy in learning and education: a systematic literature review using text mining
This research aims at providing an overview of the research field of digital literacy into learning and education. Using text mining, it reviews 1037 research articles published on the topic between 2000 and 2020. This review reveals that there is a plurality of terms associated with digital literacy. Moreover, our research identifies six key factors that define the literature, which are information literacy, developing digital literacy, digital learning, ICT, social media, and twenty-first century digital skills. These factors can be grouped into three main streams, which are 1) digital literacy, 2) digital learning and 3) twenty-first century digital skills. These three streams are supported by informational and technological foundations. These results provide research avenues and offer a framework for digital literacy in education.
Journal Article