Developing Students' Digital Literacy Skills

What Is Digital Literacy in the Classroom?

Digital literacy in the classroom encompasses students' ability to critically evaluate and create digital content, and to work through the digital world beyond basic computer skills. It includes developing critical thinking skills for online safety, transforming from passive content consumers to active creators, and building genuine digital citizenship through vocabulary development. This thorough approach prepares students for an evolving digital world that requires adaptable technological skills.

With the over the years, and the extensive use of online learning during COVID-19, the education community has been and gadgets. The digital world offers enormous benefits to both teachers and students. However, without proper understanding, digital tools can become overwhelming or dangerous for younger age groups. Children currently live in an evolving digital world that requires increasing abilities and skills to use and adapt digital tools (Lankshear & Knobel, 2008).

Experts agree that technology skills are vital for students' educational development. However, they disagree on the exact knowledge children need to be digitally literate. Past definitions of digital literacy focused on skills with specific tools. These included using word processors, search engines, or configuring hardware (Adams, 1984; Gilster, 1997; Inskeep, 1982). While such definitions have the virtue of specificity and measurability, they also lack the reality of the current context. Continuous studies have attempted to unfold the meaning and need for digital literacy. Leu et al. (2004) have argued that most literacies, including digital literacy, consist of four assumptions:

• New literacies entail new skills, strategies, and social practices needed when technologies are integrated,
• Digital literacies are central to full and meaningful participation,
• Digital literacies regularly change as technology changes, and
• Digital literacies are multifaceted and benefits from multiple points of view.

As this implies, digital literacy may start with the efficient use of digital tools and communication technologies but it does not stop there. It is a complex set of skills which include knowledge, understanding, application and reflection (Giannikas, 2020). Twenty-first century education bears emphasis on the importance of digital literacy (a synthesis of information literacy, internet literacy, and computer literacy), and on how it can be formally and informally acquired to help students' effective integration (Lau & Yuen, 2014), which can lead to numerous benefits. This article explores students' digital literacy. It suggests viewing digital literacy as the habits children use when learning with digital tools. Additionally, the article will discuss the benefits and principles of digital literacy, and show examples of how these can be put into practice and in the curriculum.

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What is Digital Literacy?

Bélisle (2006) explains the evolution of literacy concepts in terms of three models:

• The functional model, which views literacy as the mastery of simple cognitive and practical skills i.e. The mechanical skills of reading and writing to a more developed approach.
• The socio-cultural practice model, where the concept of literacy is only meaningful in terms of its social context, and that to be literate is to have access to cultural, economic and political structures of society.
• The intellectual empowerment model, where literacy is not only seen as a means and skills to deal with written texts and numbers, but it brings a profound enrichment and transformation of human thinking capacities.

In viewing literacy within the context of a digital educational community, keeping the functional, socio-cultural and intellectual models in mind, we can see it as a powerful tool for students to comprehend their ownrelationship to the digital. While the word "literacy" alone refers to reading and writing skills, when accompanied by the word "digital", the term encompasses much more. We constantly find new ways to use digital tools for communication. Following its extensive use during COVID-19, digital literacy clearly requires a broader skill set. It is not merely about knowing how a tool or software functions.

As Martin (2008) has argued, digital literacy is the awareness, attitude and ability of individuals to appropriately use digital tools and facilities to identify, access, manage, integrate, evaluate, analyse and synthesise digital resources, construct new knowledge, create media expressions, and communicate with others, in the context of specific life situations, in order to enable constructive social action; and to reflect on this process. Buckingham (2010) explains that digital literacy in the classroom is more than just integrating technology into instruction. Digital literacy involves mentoring students as they learn with digital tools. It helps them build learning systems and understand cultural interactions inside and outside of school. Moreover, digital literacy requires critical thinking skills, awareness of appropriate behaviour expected in online environments, and an understanding of the social issues created by digital technologies and environments. Therefore, one would argue that to develop digital literacy, students need to become accustomed to the following components: 

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• Understand how to use search engines to research topics and to locate information.
• Be able to evaluate the quality, relevance, and comprehensiveness of online information.
• Be able to use information and communication technologies to collaborate with others.
• Understand the ethical and legal issues surrounding the use of digital information.
• Be able to use digital tools to create and share original content.

These components go far beyond being able to simply use a computer or a specific piece of software. They represent a deeper understanding of the digital world and how to work through it safely and effectively. Students who are digitally literate are helped to be active participants in the digital age, able to learn, create, and connect in meaningful ways.

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Benefits of Digital Literacy

Digital literacy offers a multitude of benefits for students, extending far beyond the classroom walls. In an increasingly digital world, these skills are essential for success in higher education, the workforce, and civic life. Some key benefits include:

• Enhanced Learning: Digital tools can provide access to a wealth of information and resources, enabling students to learn in more engaging and personalised ways.
• Improved Communication: Digital literacy helps students to communicate effectively in a variety of digital formats, from writing emails to creating presentations.
• Critical Thinking Skills: Evaluating online sources and identifying misinformation are important skills in the digital age. Digital literacy helps students develop these critical thinking abilities.
• Creativity and Innovation: Digital tools offer opportunities for students to express their creativity and develop effective solutions to problems.
• Career Readiness: Many jobs today require digital literacy skills. By developing these skills, students are better prepared for the workforce.
• Civic Engagement: Digital literacy enables students to participate more effectively in civic life, from accessing government information to engaging in online discussions.

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Principles of Digital Literacy in Practice

Several key principles can guide educators in effectively integrating digital literacy into the curriculum. These include:

1. Relevance: Connect digital literacy skills to real-world contexts and tasks that are meaningful to students.
2. Authenticity: Provide opportunities for students to use digital tools to create authentic products and solve real-world problems.
3. Collaboration: Encourage students to collaborate with each other and with experts using digital tools.
4. Reflection: Promote reflection on the use of digital tools and the impact they have on learning and communication.
5. Ethical Considerations: Address the ethical and social implications of using digital technologies, including issues such as privacy, copyright, and online safety.

For example, instead of simply teaching students how to use a word processor, have them create a blog post about a topic they are passionate about. Instead of just showing them how to use a search engine, challenge them to research a controversial issue and evaluate different sources of information. By integrating digital literacy into meaningful learning experiences, educators can help students develop the skills they need to thrive in the digital age.

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Conclusion

Developing students' digital literacy skills is no longer optional but a fundamental necessity in today's educational landscape. It extends beyond basic computer skills, encompassing critical evaluation, content creation, and responsible online navigation. By embracing the principles of digital literacy and integrating them into the curriculum, educators can helps students to become active, informed, and engaged citizens of the digital world.

The benefits of digital literacy are far-reaching, impacting not only academic achievement but also future career prospects and civic participation. As technology continues to evolve, the need for digitally literate individuals will only intensify. Therefore, it is imperative that we prioritise the development of these skills in our students, equipping them with the tools they need to succeed in an increasingly digital society. By developing a culture of digital literacy in our classrooms, we can ensure that all students have the opportunity to thrive in the 21st century and beyond.

Written by the Structural Learning Research Team

Reviewed by Paul Main, Founder & Educational Consultant at Structural Learning

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Frequently Asked Questions

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What does digital literacy mean in the classroom?

Digital literacy involves the ability to critically evaluate and create digital content instead of simply using basic computer tools. It includes understanding how to work through online spaces safely and using technology to construct new knowledge. Teachers focus on helping students transition from passive users to active participants in the digital world.

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How do teachers use digital literacy skills in current lessons?

Teachers can integrate these skills by embedding critical thinking tasks into daily lessons. For instance, students might assess the reliability of search engine results or use digital tools to present their research. This method ensures that technology supports the wider curriculum rather than being treated as a separate, isolated task.

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What are the benefits of digital literacy for student learning?

Students with strong digital literacy skills are better prepared to manage the complexity of the modern information environment. They develop the habits required to identify bias and misinformation, which supports their academic progress. These abilities also help children prepare for future careers where adaptable technological skills are a requirement.

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What does the research say about digital literacy models?

Research indicates that digital literacy is a complex set of habits involving knowledge, application, and reflection. Scholars such as Bélisle suggest that moving beyond mechanical skills to an intellectual approach leads to deeper understanding. Evidence highlights that students who reflect on their use of digital tools show higher levels of cognitive engagement.

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What are common mistakes when using digital tools in schools?

One frequent error is focusing entirely on technical skills like word processing or using search engines. This approach ignores the critical thinking and social awareness needed to work through online spaces effectively. Another mistake is assuming children are naturally literate because they use devices, when they actually require formal guidance to use them safely.

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Why is digital citizenship important for younger learners?

Digital citizenship helps younger learners understand how their online behaviour affects themselves and their peers. It creates a foundation of vocabulary and habits that promote safety and responsible communication. By starting early, schools help students avoid the risks linked to the extensive use of online learning and social platforms.

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Further Reading

For educators seeking to deepen their understanding of digital literacy, the following research papers offer valuable insights:

1. Buckingham, D. (2010). Defining digital literacy. In *Digital visions for education: What it could be* (pp. 263-276). Peter Lang.
2. Lankshear, C., & Knobel, M. (2008). *Digital literacies: Concepts, policies and practices*. Peter Lang.
3. Leu, D. J., Jr., Kinzer, C. K., Coiro, J., & Cammack, D. W. (2004). Toward a theory of new literacies emerging from the Internet and other digital technologies. In R. B. Ruddell & N. J. Unrau (Eds.), *Theoretical models and processes of reading* (5th ed., pp. 1570-1613). International Reading Association.
4. Martin, A. (2008). Digital literacy and the ‘digital society’. In C. Lankshear & M. Knobel (Eds.), *Digital literacies: Concepts, policies and practices* (pp. 151-176). Peter Lang.
5. Bélisle, C. (2006). Literacy in the digital age. In A. B. Jones (Ed.), *The Blackwell handbook of language and literacy* (pp. 663-682). Blackwell Publishing.
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