Digital literacy in education
Aren’t young people already digitally literate?
NO!
It is often assumed that because young people have grown up in the digital world they will automatically have developed digital literacy. This is not borne out in practice.
Firstly, young people might be highly adept at aspects of using technology, but many young people's engagements with digital technologies are through social media and ‘often unspectacular’ in stark contrast to popular portrayals of the digital native’.
Secondly, where young people may have developed a technical facility with digital products, they may lack the knowledge and critical understanding that underpins the effective, safe, and secure use of those products.
All of which supports our belief that digital literacy should be actively taught as part of all young people’s education, becoming more sophisticated as they progress through the key stages.
Digital literacy in the UK national curricula
The National Curriculum for England in Computing includes the statutory requirements for maintained schools in England. These are explored more fully at the NCCE Blog which links to a substantial report produced by the Raspberry Pi Foundation.
The specific requirements for Key Stage 3 are explored here.
UK national curricula
The wider policy context in Scotland is set out in A changing nation: how Scotland will thrive in a digital world.
The Welsh Digital Competency Framework sets out the essential digital competencies that are mandatory within Curriculum for Wales.
Digital literacy in higher education
Higher education is the last stepping stone before employment for those who choose to follow this route.
Educators should possess the relevant digital skills to facilitate their teaching practice and deliver a learning experience that will ensure their learners are work and future ready.
Learners need to develop the knowledge, skills and understanding of technology they need to effectively and successfully:
- engage in their studies
- search and apply for employment
- prepare for life as an adult/citizen (not all do or can access employment)
There are key guidelines and studies providing valuable insights into the key elements of digital literacy in UK higher education and can help institutions and individuals enhance their digital skills.
Jisc Digital Capabilities Framework provides a comprehensive overview of the digital capabilities that learners and staff should possess. It covers areas such as digital identity, digital creation, digital communication, digital learning, and digital scholarship.
UK Digital Strategy: The UK government has outlined its vision for digital skills in higher education through its Digital Strategy. It emphasises the importance of digital skills for employability and sets out initiatives to improve digital capabilities among students and staff.
Jisc NUS Benchmarking tool – the student digital experience: Digital technologies are an increasingly important part of learning and living as a student. The tool is based on findings about how students want their digital experience to be better, both in courses of study and in other aspects of life at university or college. The tool is a starting point for discussions between staff and students about what is working in the digital learning environment.
The Open University Digital and Information Literacy Framework defines digital and information literacy skills needed for successful study. It covers areas such as finding and using information, digital communication, digital scholarship, and digital identity.
Digital literacy within other subjects
BCS endorses the NCCE’s view that ‘Although digital literacy is explicitly mentioned as part of the computing programme of study, its place shouldn’t be limited to the subject of computing.’
Any sufficiently rich approach to digital literacy does not sit simply within the confines of a single subject computing curriculum. It draws on knowledge and skills from other curriculum areas and contributes to young people’s development in those areas.
For example, simply determining the provenance of an information resource on the internet requires some technical understanding of reading URLs and how search engines prioritise, alongside critical thinking skills and domain specific knowledge and understanding.
