Digital Literacy for the 21st Century

2019 ◽  
pp. 12-21 ◽  
Author(s):  
Hiller A. Spires ◽  
Casey Medlock Paul ◽  
Shea N. Kerkhoff
Keyword(s):  
21St Century ◽  
Cognitive Processes ◽  
Digital Literacy ◽  
Digital Content ◽  
Motion Graphics ◽  
Reading And Writing ◽  
Multiple Media ◽  
K 12 ◽  
Audio Video ◽  
Affective Dimensions

Digital literacy involves any number of digital reading and writing techniques across multiple media forms. These media include words, texts, visual displays, motion graphics, audio, video, and multimodal forms. There are myriad cognitive processes at play, along a continuum from consumption to production when a reader is immersed with digital content as well as with print text. The purpose of this chapter is to (1) define digital literacy from multiple theoretical viewpoints, (2) illustrate how the definition continues to evolve in light of emerging technologies, and (3) discuss the cognitive, social, and affective dimensions of digital literacy as it is a key requirement in contemporary K-12 education.

Digital Literacy for the 21st Century

2018 ◽  
pp. 2235-2242 ◽  
Author(s):  
Hiller A. Spires ◽  
Casey Medlock Paul ◽  
Shea N. Kerkhoff
Keyword(s):  
21St Century ◽  
Digital Literacy ◽  
The Internet ◽  
Motion Graphics ◽  
Reading And Writing ◽  
Wide Range ◽  
Multiple Media ◽  
K 12 ◽  
Audio Video ◽  
Affective Dimensions

Before the Internet was an integral part of life, Paul Gilster (1997) defined digital literacy as the “ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers” (p. 1). Thus, digital literacy involves any number of digital reading and writing techniques across multiple media forms. These media include words, texts, visual displays, motion graphics, audio, video, and multimodal forms. There are myriad cognitive processes at play, along a continuum from consumption to production when a reader is immersed with digital content as well as with print text. The purpose of this chapter is to (a) define digital literacy from multiple theoretical viewpoints, (b) illustrate how the definition continues to evolve in light of emerging technologies, and (c) discuss the cognitive, social, and affective dimensions of digital literacy as it is a key requirement in contemporary K-12 education.

scholarly journals Managing Teacher’s Digital Literacy in Responding to the Challenges of 21st Century Skills

2021 ◽  
Vol 13 (3) ◽  
pp. 2249-2255
Author(s):  
Lukman Hakim
Keyword(s):  
Information Literacy ◽  
21St Century ◽  
Digital Technology ◽  
Digital Literacy ◽  
School Environment ◽  
Digital Content ◽  
Research Approach ◽  
Islamic School ◽  
Content Creation

Digital technology has become a very important part of the implementation of education. Therefore, the purpose of this research was to find out the need for a digital literacy framework for teachers in facing the challenges of 21st-century education. The participants were 30 class teachers and principals from the Karang Baru State Islamic Madrasah, Al-Ittihadul Islamiyah Islamic School Ampenan, and the Integrated Integrated Elementary School Sekarbela. Data were taken using observation, interviews, questionnaires, and documentation. This study uses a descriptive qualitative research approach. The results of the study indicate that teachers need to increase digital literacy in aspects of Information and Information literacy, communication and collaboration, digital content creation, digital security, and digital problem-solving. The implications of this research can be seen in understanding the concept of improving the quality of teacher digital literacy according to the needs of teachers and the situation of the school environment 

Changing Perspectives for the 21st Century

2020 ◽  
pp. 331-346
Author(s):  
Karen L. Kritzer ◽  
Chad E. Smith
Keyword(s):  
21St Century ◽  
Cognitive Processes ◽  
Hard Of Hearing ◽  
Digital Literacy ◽  
Deaf Education ◽  
Computational Thinking ◽  
Digital Tools ◽  
Web Browsers ◽  
Present Information ◽  
Complex Activities

A changing perspective on education for deaf and hard-of-hearing (DHH) students in the 21st century must incorporate a focus on digital literacy and computational thinking. Digital literacy refers to the skills required to digitally work with information (i.e., communicate, disseminate, create, manage), to use Internet-based tools (i.e., web browsers, Internet search engines, email), and to present information clearly (e.g., using spreadsheets). Computational thinking refers to problem-solving using cognitive processes like representing and organizing data, working with algorithms, analyzing information, and generalizing solutions that can be applied to multiple areas of learning. In an era when many hearing digital natives use digital tools for complex activities at school and home, there is a noticeable void of similar behaviors by DHH students. This chapter explores issues surrounding the need for a changed perspective for the 21st century and a rationale for including digital literacy and computational thinking in deaf education classrooms.

scholarly journals A Revaluation of Computational Thinking in K–12 Education: Moving Toward Computational Literacies

2021 ◽  
pp. 0013189X2110579
Author(s):  
Yasmin B. Kafai ◽  
Chris Proctor
Keyword(s):  
21St Century ◽  
Computational Thinking ◽  
Creative Expression ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Computing Education ◽  
The Past ◽  
College And Career ◽  
The World ◽  
K 12

Over the past decade, initiatives around the world have introduced computing into K–12 education under the umbrella of computational thinking. While initial implementations focused on skills and knowledge for college and career readiness, more recent framings include situated computational thinking (identity, participation, creative expression) and critical computational thinking (political and ethical impacts of computing, justice). This expansion reflects a revaluation of what it means for learners to be computationally-literate in the 21st century. We review the current landscape of K–12 computing education, discuss interactions between different framings of computational thinking, and consider how an encompassing framework of computational literacies clarifies the importance of computing for broader K–12 educational priorities as well as key unresolved issues.

scholarly journals Concept of Digital Literation Based on Value of Local Wisdom Piil Pesenggiri in History Learning in the Industrial Revolution 4.0

2020 ◽  
pp. 12-20
Author(s):  
Regiano Setyo Priamantono ◽  
Warto . ◽  
Akhmad Arif Musadad
Keyword(s):  
Data Collection ◽  
21St Century ◽  
Digital Literacy ◽  
Industrial Revolution ◽  
Participant Observation ◽  
Primary Data ◽  
Public High School ◽  
Distinctive Character ◽  
History Learning ◽  
The Impact

Literacy is one of the abilities that are considered important in facing the 21st-century world. The distinctive character of the 21st-century world is the industrial revolution of 4.0. The impact of the industrial revolution 4.0 has been felt by anyone in every aspect of life, including aspects of education. The low condition of Indonesia's digital literacy capability must be overcome immediately. For this reason, this study aims to propose a thesis on the concept of digital literacy based on value of local wisdom piil pesenggiri in learning history in the era of the industrial revolution 4.0. Local wisdom piil pesenggiri is the behavior and outlook on life of Lampung people who are still held firm to this day. It is hoped that through this strategy the historical awareness of the students at Public High School 2 Kalianda in Lampung Province will increase amidst the current of Industrial Revolution 4.0. This study used qualitative research methods. Data collection was conducted in January and February 2020 with natural conditions, primary data sources and more data collection techniques in participant observation, in-depth interviews, and documentation. The results show that there must be a change in conventional history learning resources to a digital history book that can understand current students without losing their cultural identity.

scholarly journals Digital Literation Models Development Based School Culture to Improve Students' Life Skill in the 21st Century

2021 ◽  
Vol 13 (1) ◽  
pp. 307-316
Author(s):  
Mandra Saragih ◽  
Habib Syukri Nst ◽  
Rita Harisma ◽  
Ismail Hanif Batubara
Keyword(s):  
School Culture ◽  
Research And Development ◽  
Digital Media ◽  
21St Century ◽  
Digital Literacy ◽  
Literacy Programs ◽  
Life Skill ◽  
Model Design ◽  
Implementation Evaluation ◽  
Assessment Program

This research aims to develop digital literacy model through a school culture-based. Digital literacy was chosen considering the development of information through digital media. This study used Research and Development (RD). The research step was to collect data and design a product in a literacy model design based on school culture. The components of developing a school culture-based digital literacy model consist of participants, select participants, a digital literacy program in the form of training, the content of digital literacy programs in the form of exercise, media, teaching materials, assessment, program socialization, implementation, evaluation and mentoring. This research is the design of a guideline for implementing a school culture-based digital literacy model that can be used in digital literacy activities in schools.

Why we need a new approach to teaching digital literacy

2018 ◽  
Vol 99 (6) ◽  
pp. 27-32 ◽  
Author(s):  
Joel Breakstone ◽  
Sarah McGrew ◽  
Mark Smith ◽  
Teresa Ortega ◽  
Sam Wineburg
Keyword(s):  
Higher Education ◽  
Presidential Election ◽  
Digital Literacy ◽  
Web Searching ◽  
Main Approach ◽  
New Approach ◽  
Approach To Teaching ◽  
K 12 ◽  
Shed Light ◽  
The Web

In recent years — and especially since the 2016 presidential election — numerous media organizations, newspapers, and policy advocates have made efforts to help Americans become more careful consumers of the information they see online. In K-12 and higher education, the main approach has been to provide students with checklists they can use to assess the credibility of individual websites. However, the checklist approach is outdated. It would be far better to teach young people to follow the lead of professional fact-checkers: When confronted by a new and unfamiliar website, they begin by looking elsewhere on the web, searching for any information that might shed light on who created the site in question and for what purpose.

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