Digital Learning Literacies – A Validation Study

Abstract

This paper presents a validation research of seven Digital Learning Domains (DLDs) and sixty-five performance statements (PSs) as perceived by students with experience in learning via ICT. The preliminary findings suggest a statistical firmness of the inventory. The seven DLDs identified are Social Responsibility, Team-based Learning, Information Research and Retrieval, Information Management, Information Validation, Processing and Presentation of Information, and Digital Integrity. The 65 PSs will enable a teacher to identify the level of competency the learner has in each DLD, thus identifying students’ strengths and weaknesses that must be addressed in order to facilitate learning in the current era. As can be concluded from the findings, most of the participants evaluate themselves as digitally literate with regard to the basic information research and retrieval skills, validation and information management. But when it comes to PSs that require complex decision making or higher order thinking strategies, it seems that a large number of participants lack these skills. Also, social responsibility and digital integrity domains are perceived as known by the participants but not very well taken in terms of pro-active action to enforce appropriate digital behavior, or avoiding illegally obtained music or movies.

Pre-service teacher’s self-perception of digital literacy: The case of Israel

“…A further evaluation of students’ digital readiness is based on Horrigan’s ( 2016 ) work. For the purpose of this study, we categorize the original seven domains of the digital literacy questionnaire (Kurtz and Peled 2016a ) into four types of digital readiness: (a) basic order readiness (information collection, information processing); (b) advanced order readiness (information management, information evaluation); (c) preparedness for teamwork (teamwork); and (d) ethical readiness (integrity awareness, social responsibility). The background characteristics of the participants are examined using the following questions: (a) school of study; (b) degree; (c) gender; (d) age; and (e) sense of control of Internet technologies.…”

“…Considering the above, we present a conceptual framework which assesses pre-service educators’ digital readiness and digital literacy, as this is crucial to increase educators’ awareness and digital competences for facilitating accurate digital literacy to future generations. Our study is based on the Seven Domains of Digital Literacy model (SDDL), which was developed and validated by Kurtz and Peled ( 2016a ), which enables the identification of levels of digital readiness and competence.…”

“…In Israel, studies have been conducted to assess the digital skills of various population groups (Eshet-Alkalai and Chajut 2010 ). Most of them examine specific issues related to the ethnic digital division in the country (Lissitsa and On 2014 ), the use of the Internet by different ethnic groups (Lissitsa and Chachashvili-Bolotin 2014 ), or the development of a DL measuring tool (Kurtz and Peled 2016a ). Nonetheless, none has examined the broad aspect of DL as the current research does.…”

“…More specifically, this research employs a valid and reliable measure of digital literacy. The Self-Report Digital Literacies (SRDL) is based on a previous research by Kurtz and Peled ( 2016a ), who as we saw earlier identify seven digital literacy domains (SDDLs).…”

Exploring Digital Literacy: How Do Undergraduate Students Evaluate Digital Video for Inclusion in Assignment Work?

“…Similarly, the DigiComp framework (Vuorikari et al 2016) proposes that learners should be able to filter through digital information by evaluating the content, before incorporating this data into their work. In Kurtz and Peled's (2016) seven domains of digital literacy, information evaluation is also defined in terms of evaluating the quality, relevance, and usefulness of digital resources. This study focuses specifically on analysing students' ability to evaluate and utilise digital video for a practical academic task.…”