Basic Digital Literacy – Requirements and Elements

Abstract

Participation in society requires not only literary and mathematical basic education but also basic digital literacy (COULDRY & HEPP, 2016; BMBF & KMK, 2016). Current research indicates that low literary and low digital competences are linked (Wolf & Koppel, 2017; BUDDEBERG, 2019). 6.2 million adults with low literality live in Germany (GROTLÜSCHEN et al., 2019). These people may be able to write and understand words or simple sentences when reading, but neither longer sentences nor coherent texts. However, this results in a considerable risk of exclusion from participation in various areas of life (work, finance, housing, informed decision) (BUDDEBERG, 2019). Due to technological developments, people with a low level of digital literacy are systematically (partially) excluded from participation in society in most parts of the world. This leads to the question of what it is that defines digital literacy in order not to be excluded from society because of low digital literacy. In this article we discuss what digital literacy is - including the concept of competence - and what elements basic digital literacy encompasses.

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“…Koppel and Langer [125], following Reder [126], propose that to succeed, the road to digital inclusion should consist of four pivotal stages:…”

“…Hence, digital literacy is a central concept in the process of dealing with/using/mobilizing digital competences in a world with increasing possibilities of obtaining information but also of manipulation [2,71,74,79,119,120,125,[127][128][129][130][131]. Digital literacy could then be understood as "[ .…”

“…The model of basic digital literacy offered by Koppel and Langer [125] and depicted in Figure 1 can be a synthesis of what the notion of digital literacy entails. The authors distinguish between basic digital literacy, which encompasses basic ICT competences, and digital literacy, which requires a higher level of competences in digital technologies and an attitude of independent learning on the part of the users.…”

“…The results of the research developed allow it to be concluded that digital literacy is transversal, complex and socio-culturally sensitive. Koppel and Langer [125], following the European Literacy Policy Network, offer a pertinent synthesis of what digital literacy is and the role it plays in the lives of individuals: Digital Literacy is part of everyday literacy: that is to say, it can be viewed as both similar to and different from traditional literacy. To read and write digitally, students and teachers must learn to create and interpret texts in diverse modes (such as static and moving images and icons, spoken and written language, screen layout etc.…”

“…), and to navigate texts across diverse digital platforms which offer a variety of learning opportunities, formats for creation, and spaces for expression that were not previously available. [125] (pp. 337 and 338, according to the European Literacy Policy Network) Given the above, it is concluded that digital literacy is, and can only be, the result of a complex process of various literacies [134], which start from literacy as a set of written information processing competences in everyday life.…”