Stages through which an individual, over time, acquires the digital literacy skills necessary to be considered competent at using digital tools and at defining, accessing, understanding, creating, and communicating digital information.
Published in Chapter:
Social Aspects of Digital Literacy
Dragana Martinovic (University of Windsor, Windsor, ON, Canada), Viktor Freiman (Université de Moncton, Moncton, NB, Canada), Chrispina Lekule (University of Windsor, Windsor, ON, Canada), and Yuqi Yang (University of Windsor, Windsor, ON, Canada)
Copyright: © 2015
|Pages: 9
DOI: 10.4018/978-1-4666-5888-2.ch209
Abstract
This article contains findings from the recent literature on the social aspects of how young people use digital technology. To be successful in today's world, youth must be competent at using digital tools and at defining, accessing, understanding, creating, and communicating digital information. However, even the self-defined ‘techno-gurus' can be digitally illiterate, often using technology in ways that compromise their privacy, safety, or integrity. Both optimistic and pessimistic opinions about youth use of technology are presented by age group, and formations of identity, friendship, participatory culture, and political engagement are addressed in the context of information and communication technology use.