Developing Digital Literacy Practices in Yogyakarta Elementary Schools

Abstract

The expansion of digital technology presents both obstacles and opportunities, particularly for young people. Consequently, educational institutions have been developing digital literacy curriculums. Since digital literacy is not yet included in the national curriculum as a compulsory subject, private schools have constructed digital literacy programmes based on local resources. This study investigates how digital literacy practices are carried out in selected private elementary schools in Yogyakarta, Indonesia, based on ICT learning, an information and media literacy approach, educators' role, and learning points. The data were collected in interviews with: (1) principals, (2) Information and Communication Technology (ICT) teachers, (3) librarians and (4) classroom teachers because, according to previous research, they are the main actors of digital literacy in school. The structured interviews use research instruments derived from two earlier studies and are tailored to the study's needs. This study demonstrates that (a) the digital literacy approach is implemented mainly through an ICT learning and media literacy approach while the information literacy approach is undermined; and (b) principals, classroom teachers, and ICT teachers are the three actors who play the most important roles in digital literacy, while librarians play a minor one. The majority of digital literacy training takes place in computer laboratories, while training in classrooms and libraries is less frequent. The study recommends the school blend ICT learning, information literacy, and media literacy pedagogy more comprehensively, with the library serving as the primary locus. In parallel, school principals should encourage school librarians to collaborate with the computer and class teachers to enhance the inclusive digital literacy curriculum.

Educational supply chain sustainability

“…Moreover, DL is important to understand the fundamental ethical and legal problems surrounding the digital ecosystem, understand the meanings behind the notions distributed through multiple media and focus on information misuse (Martínez-Bravo et al ., 2022). This is because digital media is being used to create a new learning environment (Suwarto et al ., 2022). Utilization of digital media can cause changes in reading behaviors, with an increasing number of people preferring the web and wireless solutions to meet their information demands (Samsuddin et al ., 2021).…”

Sense-making of Digital Literacy for Future Education Era: A Literature Review

“…Another thing from the findings of this study is that in ICT classes, students are directed to learn productivity and creativity. Students' creativity in grades 1-3 is directed at image processing, while in grades 4-5, creativity is aimed at processing words, numbers, and sounds (Suwarto et al, 2022). Digital literacy also has a positive influence on online risk and student self-control.…”

Tuntutan Digital Literasi pada Kurikulum Pendidikan IPS

“…Literasi digital adalah seperangkat pengetahuan yang melibatkan literasi media, literasi informasi, dan literasi komputer/komunikasi teknologi informasi (Suwarto et al, 2022). Teknologi digital jarang digunakan sebagai alat pembelajaran utama, dan siswa mungkin tidak diajarkan tentang pentingnya menggunakan teknologi digital dalam memahami, menganalisis, dan berpartisipasi dalam masyarakat yang semakin terhubung secara digital.…”

“…Selain itu, penggunaan teknologi digital dalam pembelajaran IPS, seperti penggunaan multimedia, perangkat lunak interaktif, atau platform pembelajaran online mampu meningkatkan hasil performa siswa dalam pembelajaran di kelas (Suwarto et al, 2022). Teknologi dapat membantu siswa dalam mengembangkan keterampilan penelitian, analisis data, dan kritis terhadap informasi yang mereka temui di dunia digital (Sariyatun et al, 2021).…”