Digital Skill Sets for Diverse Users: A Comparison Framework for Curriculum and Competencies

Wedlake, Stacey; Lothian, Karah; Keyes, David; Coward, Chris

doi:10.2139/ssrn.3427252

Cited by 6 publications

(5 citation statements)

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“…Perhaps it also suggests the pervasiveness of deficit discourses surrounding refugee learners (Ryu & Tuvilla, 2018;Shapiro & MacDonald, 2017). Teaching critical digital literacies also seemed to be particularly challenging when working with beginner level learners which echoes previous research (Waring & Evans, 2015). The framework and guide directed teachers' attention to the importance of critical literacies but there did not seem to be a developed praxis and situated understanding in the case of most of the teachers.…”

Section: Discussionsupporting

confidence: 51%

“…They usually outline various prescribed dimensions of digital competencies that are required for particular contexts and different age groups. Some of them are increasingly used in different learning contexts and are accompanied by free repositories of resources (e.g., Seattle Digital Equity Initiative Skills Framework (Wedlake & Keyes, 2019) and The Digital Skills Library (https://digitalskillslibrary.org/)). Our critical analysis, however, suggested that these frameworks were unsuitable for the AMEP context.…”

Section: Critical Literature Review: Framework and Modelsmentioning

confidence: 99%

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Investigating the efficacy of the AMEP Digital Literacies Framework and Guide for adult EAL settings

Tour,

Creely,

Waterhouse

et al. 2023

J Adolescent & Adult Lit

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The importance of digital literacies for adult language learners from migrant and refugee backgrounds has been widely recognized. However, there is relatively limited conceptual and practical guidance for practitioners. To address this concern, we developed a pedagogical framework and a practical guide for teachers in the Adult Migrant English Program in Australia. The conceptual framework brought together four well‐established bodies of scholarly work and formed the four principles for teaching digital literacies: (1) authentic learning contexts, (2) problem‐based learning, (2) strengths‐based approaches, and (4) multidimensional practices. To unpack the framework for practical use, we then developed a guide, which reflected these principles and offered teaching ideas. This paper describes the conceptualization of the pedagogical framework and reports on a multiple case study which sought to gain insight from five English as an Additional Language (EAL) teachers on the efficacy of the framework and guide. The findings suggest that while there was a reasonable level of understanding of the framework and guide and many rich learning experiences were created , in practice some teachers experienced challenges in actuating some principles of the framework. The article concludes with implications for teachers' self‐directed learning with the help of this resource and future research.

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Section: Discussionsupporting

confidence: 51%

Section: Critical Literature Review: Framework and Modelsmentioning

confidence: 99%

Investigating the efficacy of the AMEP Digital Literacies Framework and Guide for adult EAL settings

Tour,

Creely,

Waterhouse

et al. 2023

J Adolescent & Adult Lit

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“…Another approach emphasizes how ICTs can facilitate digital citizenship by increasing participation and knowledge of city services, such as education, health, and public transport. Other frameworks prioritize 21st century digital skills that allow citizens to leverage ICTs through skills like critical thinking, problem-solving, communication, collaboration, and safety (Economou, 2016;Ferrari, 2012;Iordache, et al, 2017;Law, et al, 2018;Wedlake et al, 2019).…”

Section: Review Of Digital Skills Frameworkmentioning

confidence: 99%

A skills framework in the context of a digital ecosystem: an engine for social inclusion in developing countries

Arbeláez Rendón,

Lotero Vélez,

Loaiza

2023

latinoamericana

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Colombia has experienced a remarkable economic expansion in recent times, but it is still a country with a high level of inequality. The Gini index evidenced that fact with 51.3% in 2019, which shows that Colombia has one of the highest levels of inequality in Latin America, particularly in certain regions. Furthermore, in 2020, 42.5% of the population lived in poverty, around 21.02 million individuals, and this figure increased by 3.6 million due to the COVID-19 pandemic. These levels are similar to those recorded 20 years ago (Balakrishnan et al., 2021). Besides, Colombia experienced a peak unemployment rate of 43% during the peak of the pandemic in 2020. By the end of that year, the rate had decreased to 15.9%, but this still represents an increase of 1.3 million people who were unemployed compared to 2019. Colombia has pursued the transformation of its commodity-based economic system to knowledge based assets; therefore, information and communication technologies (ICTs) are essential to foster the economic growth of the country and also play an essential role in meeting the sustainable development objectives proposed by the United Nations (Bogdan-Martin, 2017; United Nations, 2018; United Nations, 2015; United Nations Conference on Trade and Development, 2018). Several ICT applications have been implemented to reduce the gaps among individuals, including the use of Big Data to analyze marginalized communities, improve government services, provide farmers with relevant information, promote education and telemedicine, facilitate the purchase and sale of goods and services, offer financial services, and foster collaborative networks (Bauer, 2018, p. 6; Bogdan-Martin, 2017; Nielsen et al., 2018). Governments invest significant budgets in infrastructure such as Internet and computers to achieve this aim. Nonetheless, some Latin American do not achieve the same outcomes as developed nations. According to the ICTs Development Index, the highest-ranked Latin American country is Uruguay at the 42nd place, followed by Argentina (51st) and Chile (56th) (International Telecommunication Union (ITU), 2017b). In the IMD World Digital Competitiveness Ranking of 2019, out of 63 economies, Chile ranked 42nd, Mexico ranked 49th, Brazil ranked 57th, Colombia ranked 58th and Argentina ranked 59th (Brits and Cabolis, 2019) Internet is crucial in aspects such as the acquisition of new and improved skills, better employment opportunities, and the expansion of productive activities (ITU, 2017a; Organization for Economic Cooperation and Development (OECD), 2016b, p. 8; ITU, 2018a). The Internet also plays a crucial role in supporting innovation and entrepreneurship because it promotes information sharing, stimulates the creation of new businesses, facilitates the commercialization of new ideas, and explores new sources of income (OECD, 2016b, p. 9).

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“…These frameworks and indexes classify DS to usage levels as academic studies. For example, Wedlake et al (2019) categorize the DS as communication, creation, gateway, information, online living, privacy and security skills with device ownership, and lifelong learning. According to Motyl et al (2017), DS consists of all technology-linked skills, from main skills for all employees to special skills for ICT professionals.…”

Section: Conceptual Framework 21 Digital Skillsmentioning

confidence: 99%

Determination of Digital Density Efficiency by Data Envelopment Analysis: EU Member States

Kaygısız

2022

Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi

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This study aims to determine the digital intensity levels, which are an indicator of the digital transformation performance of the countries. In this direction, the digital intensity efficiency levels of the European Union member countries were calculated by data envelopment analysis. The input-oriented Charnes Cooper and Rhodes (CCR-O) Model has been used to determine the digital intensity of the countries. The input criteria of the DEA model were obtained from the digital skills data in The Digital Economy and Society Index-2021 (DESI), and the output criteria were obtained from the digital intensity data of the same index. Digital content creation communication and collaboration, online information and communication, information and data literacy, problem-solving, and safety skills are used as input criteria for digital skills. Very low, low, high, and very high data were used as output criteria of digital intensity. According to the findings, it was seen that Hungary, Spain, Slovakia, and Ireland are not at the full efficiency level. It has been determined which input variables should be directed to reach the full efficiency level of the countries that are not at the full efficiency level. In this direction, it can be said that although countries that are not at the full efficiency level have digital skills, their digital density is not high and these skills are not used enough.

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Digital Skill Sets for Diverse Users: A Comparison Framework for Curriculum and Competencies

Cited by 6 publications

References 0 publications

Investigating the efficacy of the AMEP Digital Literacies Framework and Guide for adult EAL settings

Investigating the efficacy of the AMEP Digital Literacies Framework and Guide for adult EAL settings

A skills framework in the context of a digital ecosystem: an engine for social inclusion in developing countries

Determination of Digital Density Efficiency by Data Envelopment Analysis: EU Member States

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