Internet skills

Deursen, Alexander Johannes Aloisius Maria van

doi:10.3990/1.9789036530866

Cited by 16 publications

(5 citation statements)

References 122 publications

(202 reference statements)

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“…Van Deursen [32] points out that, regardless of the fact that the expression 'Internet literacy' refers to a specific tool or medium, it underlies a basic understanding of computer functioning, and the ability to understand information, media, and to communicate through the Internet. For Hofstetter & Sine [33], Internet literacy relates to connectivity, security, communication and web page development.…”

Section: Digital Competence At the Convergence Of Multiple Literaciesmentioning

confidence: 99%

Understanding Digital Competence in the 21st Century: An Analysis of Current Frameworks

Ferrari

Punie

Redecker

2012

Lecture Notes in Computer Science

507

369

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Abstract. This paper discusses the notion of digital competence and its components. It reports on the identification, selection, and analyses of fifteen frameworks for the development of digital competence. Its objective is to understand how digital competence is currently understood and implemented. It develops an overview of the different sub-competences that are currently taken into account and builds a proposal for a common understanding of digital competence.

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Section: Digital Competence At the Convergence Of Multiple Literaciesmentioning

confidence: 99%

Understanding Digital Competence in the 21st Century: An Analysis of Current Frameworks

Ferrari

Punie

Redecker

2012

Lecture Notes in Computer Science

507

369

View full text Add to dashboard Cite

show abstract

“…For instance, many conceptualizations addressed information management and problem-solving. The term used often also defines the framework's overarching goal: Thus, van Deursen andvan Dijk (2009, 2014) use the term "Internet skills" and focus on skill-related problems in using the Internet. Eshet-Alkalai ( 2004) asks what so-called "survival skills" are necessary to accomplish Internet-based tasks, identifying highly specific skills such as "branching literacy".…”

Section: Intended Test Score Interpretationmentioning

confidence: 99%

“…Accessing describes "knowing about and knowing how to collect and/or retrieve information" (International ICT Literacy Panel, 2002, p. 17). ICT-specific demands often involve navigating ICT environments in a variety of ways, which creates a risk that users may feel disorientated on the Internet ( van Deursen, 2010; van Deursen and van Dijk, 2014). Unfamiliar navigational structures impede navigation (Chen et al, 2011).…”

Section: Accessingmentioning

confidence: 99%

“…Remaining oriented (cf. van Deursen, 2010; van Deursen and van Dijk, 2014) is an ICTspecific demand related to accessing information and conducting an unstructured search in a browser and might therefore represent an important construct-related aspect. In such a case, clear task instructions should ensure that the intended cognitive processes are indeed evoked despite the relative lack of guidance within the task.…”

Section: Design Principlesmentioning

confidence: 99%

“…Figure 3B (Research Question 2c) compares the time spent on each item among those who solved it incorrectly (bar) compared to the slowest person who solved it correctly (bisecting, dashed van Deursen, 2010;van Deursen and van Dijk, 2014), this behavior does not threaten the validity of test score interpretation. Still, this item could be revised in order to increase efficiency.…”

Section: Test-taking Processmentioning

confidence: 99%

See 2 more Smart Citations

Development and Evaluation of a Framework for the Performance-Based Testing of ICT Skills

et al. 2021

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This paper addresses the development of performance-based assessment items for ICT skills, skills in dealing with information and communication technologies, a construct which is rather broadly and only operationally defined. Item development followed a construct-driven approach to ensure that test scores could be interpreted as intended. Specifically, ICT-specific knowledge as well as problem-solving and the comprehension of text and graphics were defined as components of ICT skills and cognitive ICT tasks (i.e., accessing, managing, integrating, evaluating, creating). In order to capture the construct in a valid way, design principles for constructing the simulation environment and response format were formulated. To empirically evaluate the very heterogeneous items and detect malfunctioning items, item difficulties were analyzed and behavior-related indicators with item-specific thresholds were developed and applied. The 69 item’s difficulty scores from the Rasch model fell within a comparable range for each cognitive task. Process indicators addressing time use and test-taker interactions were used to analyze whether most test-takers executed the intended processes, exhibited disengagement, or got lost among the items. Most items were capable of eliciting the intended behavior; for the few exceptions, conclusions for item revisions were drawn. The results affirm the utility of the proposed framework for developing and implementing performance-based items to assess ICT skills.

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First and Second-Level Digital Divides and Cultural Capital: Framing Digital Lives of Seniors in Portugal and Europe

Lapa,

Martinho,

Reis

2023

Lecture Notes in Computer Science

View full text Add to dashboard Cite

Internet skills

Cited by 16 publications

References 122 publications

Understanding Digital Competence in the 21st Century: An Analysis of Current Frameworks

Understanding Digital Competence in the 21st Century: An Analysis of Current Frameworks

Development and Evaluation of a Framework for the Performance-Based Testing of ICT Skills

First and Second-Level Digital Divides and Cultural Capital: Framing Digital Lives of Seniors in Portugal and Europe

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