What is digital literacy and why is it important?

Digital literacy is a term that is becoming increasingly common in schools, arguably since the new computing curriculum was introduced in 2013, outlining aims to ensure that our pupils become digitally literate. So, what does it mean to be digitally literate? When we think of literacy, reading and spelling immediately come to mind (Underwood and Farrington-Flint, 2015 p.66) and to be literate implies a level of competency is required in these skills. According to the DfE (2013 p.178), this term refers to children being able to express themselves and develop their ideas through using ICT, at a level which will prepare them for their future working life. When discussing this question during yesterday's lecture we comprised 3 levels of literacy; outlining that reading and writing are fundamental skills, speaking and listening is a social competency and that using technology to communicate is the next level in literacy.  

Why is it important to be digitally literate? Technology in education has been said to have a positive effect on both teaching and learning in numerous ways. Leask and Meadows (2000 p.8) suggest that pupils can learn more efficiently where a variety of technology is used and model’s such as Puetendura’s (2008) SAMR model, demonstrates how this use can modify and redefine learning tasks. Technology has formed a significant role within our daily lives that is continuing to increase with time, particularly in the working world, meaning that our children need to be educated and equipped with the correct knowledge and skills to prepare them for the future (Quinlan, 2014 p.41), as with any other area of the curriculum. If children become digitally ‘illiterate’ it will have a significant impact on their learning and they will be denied opportunities.

Teaching and learning within the ‘digital age’ is continuing to evolve with technologies and the future of which is unpredictable, making our job to teach the fundamental skills a difficult task. In relation to the previous post regarding technophobia; this daunting task we face highlights the need for teachers embrace technology and engage with it in order to create the best teaching and learning opportunities.

References:

DfE. (2013) The National Curriculum in England: Key Stages 1 and 2 Framework Document. Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/425601/PRIMARY_national_curriculum.pdf (Accessed: 1 March 2016).

Puentedura, R. (2008) As We May Teach: Educational Technology, From Theory into

Practice. [Podcast]. Dec 22, 2008. Available at:  https://itunes.apple.com/gb/itunes-u/as-we-may-teach-educational/id380294705?mt=10 (Accessed 4 March 2015).

Quinlan, Oliver (2014). The Thinking Teacher. Carmarthan: Independent  Thinking Press.

Underwood, J. and Farrington-Flint, L. (2015). Learning and the e-generation. West Sussex: Wiley Blackwell.