The difference between digital literacy and digital fluency
Digital literacy – A digitally literate person knows how to use digital technologies and what to do with them. (NZ Ministry of Education)
Here is what others say about digital literacy:
“There is no one set of agreed definitions for digital literacy, ‘with the literature referring variously to digital ‘skills’, ‘competencies’, ‘aptitudes’, ‘knowledges’, ‘understandings’, ‘dispositions’ and ‘thinking’.” (UNESCO 2017)
“The language of digital literacies in both the popular and more scholarly academic literature is often described using different terms—such as:
· digital skills
· digital fluency
· digital capabilities
· digital competencies
· digital intelligence.”
(Mark Brown 2017)
Alexander, Adams Becker and Cummins (2016) enumerate three models of digital literacy:
· Universal literacy: a familiarity with using basic digital tools such as office productivity software, image manipulation, cloud-based apps and content, and web content authoring tools.
· Creative literacy: includes all aspects of Universal literacy and adds more challenging technical skills that lead to the development of richer content. e.g. video editing; audio creating; animation; together with digital citizenship and copyright knowledge.
· Literacy across disciplines: diffused through different classes in appropriate ways that are unique to each learning context.
Importantly this model acknowledges that definitions of digital literacy are not static; related models and frameworks will continue to evolve.
Six (originally seven) Elements in the Model of Digital Literacies (JISC) UK
1. ICT proficiency
2. information data and media literacies
3. digital creation, problem solving and innovation
4. digital communication, collaboration and participation
5. digital learning and development
6. digital identity and wellbeing
DigComp 2.1 (European Union) identifies five key components:
1. information and data literacy
2. communication and collaboration
3. digital content creation
4. safety
5. problem solving
(Carretero, Vuorikari & Punie, 2017).
Digital fluency – A digitally fluent person can decide when to use specific digital technologies to achieve their desired outcome. They can articulate why the tools they are using will provide their desired outcome. (NZ Ministry of Education)
“A student with technology fluency navigates programs or apps quickly, completing tasks correctly and deliberately.” (Beth Holland, 2013)
“The following suggested topics for a digital fluency K-12 subject have been listed in alphabetical order. (White; Australian Council for Educational Research)
• Acceptable behaviour
• Collaboration, communication, problem solving and research skills
• Community involvement
• Critical thinking
• Design skills
• Digital commons and copyright
• Digital fluency
• Ethics
• History of the Internet
• Identity and privacy
• Project management
• Safety
• Technology terms”
Miller and Bartlett (2012) define digital fluency in terms of more complex, higher-level heuristic skills:
· Net-savviness with a practical understanding of the way the internet works.
· Critical evaluative techniques, where you can apply critical thinking skills together with specific online skills such as how filter programmes work, how to make videos and Wikipedia’s process of peer editing.
· Diversity; the extent to which users’ online consumption is broad, varied and diverse.
In moving beyond information-centric views of education, Resnick (2002) stressed the importance of being fluent in using multimedia, when he stated that digital fluency would become a prerequisite for obtaining jobs, participating meaningfully in society, and learning throughout a lifetime. Resnick went on to say that students would need to be fluent online, with the web, text, audio, animation, video, remixing, design, downloading and uploading, and fluent in critical thinking, collaboration and deciding relevancy.
My thoughts on Digital literacy vs Digital fluency:
Digital Literacy (sometimes called web literacy, information literacy, internet literacy or media literacy), simply enumerates new ways of learning through social, community and work activities. Digital devices such as smartphones, tablets, laptops, and desktop PCs allow individuals to connect with others. Digital fluency, on the other hand, emphasises the need to acquire competence at a higher level, particularly with regard to critical thinking skills. Users need to be able to effectively interpret information, discover meaning, produce effective visual content, construct knowledge, and communicate original ideas. We also need to be mindful of the need to respect the intellectual property of others when using the internet.
Three different literacy frameworks of skills, competencies and critical approaches; one strength and weakness for each framework.
DIGCOMP2.0 (European Union)
Strength: As this framework evolves, it will be responsive to the dramatic changes that taking place with digital technology; those changes will continue into the appreciable future.
Weakness: By adopting a European-wide approach will all countries be equal? Just as many individuals are being left out of the digital revolution, many countries are behind others in terms of the development of technology and infrastructure.
Miller and Bartlett (2012) define digital fluency in terms of more complex, higher-level heuristic skills:
· Net-savviness with a practical understanding of the way the internet works.
· Critical evaluative techniques, where you can apply critical thinking skills together with specific online skills such as how filter programmes work, how to make videos and Wikipedia’s process of peer editing.
· Diversity; the extent to which users’ online consumption is broad, varied and diverse.
Strength: I like the way that the process is scaffolded; as students become more technologically savvy they are able to apply their skills in a more complex way.
Weakness: I worry about those with gaps in their knowledge base; often not of their choosing. Many years ago I taught a young man who had been to seven primary schools. At the age of 14 he was unable to read or write. How do we ensure equity for these students?
The New Zealand Curriculum has invested heavily in technology; the adoption of the new digital technologies curriculum in 2020 reflects this commitment to technology. There are two new technological areas:
(a) Computational thinking for digital technologies – students will develop an understanding of computer science principles that underlie all digital technologies. They will learn core programming concepts so that they can become creators of digital technology, not just users.
(b) Designing and developing digital outcomes – students will learn how to design quality, fit-for-purpose digital solutions.
Strength: I like the way we are acknowledging the need to move from using devices to understanding the technology that leads to the creation of the apps that we use every day. I also like the fact that students will be encouraged to develop their own software rather than being consumers.
Weakness: The issue of equity is one that we confront in different aspects of school life. This is no different. Will all students have access to the same technology at home and at school? Is reliable internet access a given? It is claimed that fast, reliable internet is available in 95% of New Zealand. This relates to population, not geography. The reality is that those that live in rural areas are missing out on technological innovation every step of the way. Finally, do we have the qualified staff needed to deliver meaningful content in every school in every community?
Select a digital fluency definition or framework and then (aligned to your choice) define 10 specific skills, competencies and critical approaches you would want to see developed in your specific context. Choose a digital tool you have not used before to create an artefact to represent your findings.
I created a padlet to share my ideas: https://padlet.com/rwc2/5eswlufgcwmfze6j
Alternatively, here are my thoughts below:
(Graphic from Core Education)
I need to be able to use the appropriate technologies for specific purposes. I currently default to what I am comfortable with.
I need to be more aware of the need to protect my valuable data. The school is good in that it requires me to change my password every six weeks. Am I that careful at home?
I need to be more conversant with the Harmful Digital Communications Act (2015) and remind my students of the harm that can result from thoughtless comments made online.
I need to be mindful of the need to always check my sources; to ensure that I always gauge the accuracy of what I am reading and to always be critical in my reading of sources.
I am comfortable with expressing myself verbally; not so visually. I need to discover tools online that may make me appear to be more competent in that area!
I need to develop programmes of work that take advantage of the many software programmes that are freely available. I also need to be mindful of others that are less effective and discourage my students from using these as they actually inhibit creativity.
I am comfortable with using Google Classroom. I could, however, use this more imaginatively with my seniors; I also avoid using it as extensively with juniors. Why is this?
I have initiated some student-led learning opportunities but this is not currently standard practice for me. My goal should be to allow all students at all levels to have the opportunity to propose their own areas for further study.