Digital literacy

Digital literacy refers to an individual's ability to find, evaluate, and compose clear information through writing and other mediums on various digital platforms. Digital literacy is evaluated by an individual's grammar, composition, typing skills and ability to produce writings, images, audio and designs using technology. While digital literacy initially focused on digital skills and stand-alone computers, the advent of the Internet and use of social media, has caused some of its focus to shift to mobile devices. Digital literacy does not replace traditional forms of literacy, instead building upon the skills that form the foundation of traditional forms of literacy. Digital literacy refers to an individual's ability to find, evaluate, and compose clear information through writing and other mediums on various digital platforms. Digital literacy is evaluated by an individual's grammar, composition, typing skills and ability to produce writings, images, audio and designs using technology. While digital literacy initially focused on digital skills and stand-alone computers, the advent of the Internet and use of social media, has caused some of its focus to shift to mobile devices. Digital literacy does not replace traditional forms of literacy, instead building upon the skills that form the foundation of traditional forms of literacy. Digital literacy built on the expanding role of anthropological research in the field of literacy as well on concepts of visual literacy , computer literacy , and information literacy, Overall digital literacy shares many defining principles with other fields that use modifiers in front of literacy to define ways of being and domain specific knowledge. The term has grown in popularity in education and higher education settings and can be found used in International and national standards . Similar to other expanding definitions of literacy that recognize cultural and historical ways of making meaning digital literacy does not replace traditional forms of literacy, instead building upon the skills that form the foundation of traditional forms of literacy. Digital literacy is often discussed in the context of its precursor media literacy. Media literacy education began in the United Kingdom and the United States as a result of war propaganda in the 1930s and the rise of advertising in the 1960s, respectively. Manipulative messaging and the increase in various forms of media further concerned educators. Educators began to promote media literacy education in order to teach individuals how to judge and access the media messages they were receiving. The ability to critique digital and media content allows individuals to identify biases and evaluate messages independently. danah boyd stresses the importance of critical media literacy, especially for teens. She advocates that critical media literacy skills are the first step in identifying biases in media content, such as online or print advertising. Technical skills and knowledge of navigating computer systems further helps individuals in evaluating information on their own. Barriers in acquiring technical skills and computer knowledge set forth a limit for individuals in fully participating in the digital world. In order for individuals to evaluate digital and media messages independently, they must demonstrate digital and media literacy competence. Renee Hobbs developed a list of skills that demonstrate digital and media literacy competence. Digital and media literacy includes the ability to examine and comprehend the meaning of messages, judging credibility, and assess the quality of a digital work. A digitally literate individual becomes a socially responsible member of their community by spreading awareness and helping others find digital solutions at home, work, or on a national platform. Digital divide refers to the disparities among people - such as those living in developed and developing world - concerning access to and the use of information and communication technologies (ICT), particularly computer hardware, software, and the Internet. Individuals within societies that lack economic resources to build ICT infrastructure do not have adequate digital literacy, which means that their digital skills are limited. The divide can be explained by Max Weber's social stratification theory, which focuses on access to production rather ownership of the capital. The former becomes access to ICT so that an individual can accomplish interaction and produce information or create a product and that, without it, he or she cannot participate in the learning, collaboration, and production processes. Digital literacy and digital access have become increasingly important competitive differentiators for individuals using the internet meaningfully. Increasing digital literacy and access to technology for peoples who have been left out of the information revolution is of common concern. Research published in 2012 found that the digital divide, as defined by access to information technology, does not exist amongst youth in the United States. Young people report being connected to the internet at rates of 94-98%. There remains, however, a civic opportunity gap, where youth from poorer families and those attending lower socioeconomic status schools are less likely to have opportunities to apply their digital literacy. Also, existing research on digital divide reveal the existence of personal categorical inequalities between young and old people. An interpretation also identify digital divide between technology accessed by the youth outside the school and inside the classroom.