First off, I have to admit to having lived under a rock for most of my life, because when it comes to digital literacy, I’ve managed to remain relatively clueless in spite of the many years I’ve spent in the education system. Recently, I’ve concluded that my choices to avoid technology were made mainly for two reasons: first, my upbringing offered little opportunity for interaction with technology, and second, while I’m fairly versed in computers, my own deficiencies in social-media related knowledge make that aspect of technology scary. However, the reality is that we live in a digital age and a university student, or any student for that matter, will be required to interact with and learn new technology on a regular basis. Therefore, if I’m going to become a teacher (which I am committed to doing), one of my tasks is to become more informed about digital literacy.

When I first heard of digital literacy, I thought it was a measure of a person’s proficiency with a computer and computer programs. However, after some inquiry, I found that digital literacy is much more, and the definitions are somewhat different depending on which expert a person may consult. While the lack of a standardized definition can be somewhat confusing, Mohammedyari and Singh (2015) suggest that

While a basic level of digital literacy would include the ability to send e-mails, prepare documents using computers, and search for information on the Web, the competencies required to fulfill this fundamental level of digital literacy increase as the use of technology, particularly mobile technology, expands. Thus, being digitally literate today arguably includes skills such as being able to use messaging applications on smartphones and create digital artefacts using applications such as WordPress and Twitter. (p.12)

This explanation shows that digital literacy is not just knowing how to use computers, but also knowing how to use other devices, like phones and tablets, that can access the internet. Additionally, one needs to know how to use the applications inherent to these devices to communicate, and exhibit the interpersonal, emotional, and cultural awareness that goes with such discourse.

Much like fashion is not just knowing what to wear, but what to wear, when, where, and how, digital literacy is more complex than it first seems. Furthermore, digital literacy is also similar to the media, in that the internet keeps a record, and embarrassing moments can follow a person for the rest of their life. Although “Today’s students are familiar with digital technology and generally know how to access, create, and share digital information,” they “need to acquire planning, monitoring, and controlling skills in relation to information management, as well as critical thinking skills.” (Tang & Chaw, 2016, p.56). Therefore, one needs to know the protocols and expectations that are inherent to online interactions. In the workforce, this knowledge usually comes in the form of a written policy or some kind of official training, and although many adults think it should go without saying, children need to be taught how to use technology appropriately. Although many students have the skills to use current tech, few understand the potential repercussions of what they put out into the digital universe.

So how does one avoid the digital equivalent of wearing socks with sandals?

To propose a solution to this conundrum, Tang and Chaw (2016) indicate that “students can learn to use educational technologies not familiar to them for learning if they are introduced to and given a chance to use these technologies (p.63). So while the question is dauting, the answer is simple: try, play, learn.

But learning can be intimidating. So how will I teach my students?

It occurs to me that focusing on the myriad of positive outcomes of digital learning may increase success. Connolly and Burn (2019) suggest that technology promotes “student choice, and the remote nature of [students’] provision can encourage experimentation and loss of inhibition. (p.37). This shows that because the digital platform is removed from their daily lives, much like video gaming, learners may feel more safe trying something new, or expressing creative avenues that may not come out in regular class activities. I am excited to have students try some creative writing in an online environment for this reason. Additionally, the “online nature… may motivate some students in a way that solely classroom based approach to teaching … may not, (Connolly & Burn, 2019, p.37), showing that students who are disinterested in the classroom setting may become more engaged fully when able to do so over their phones or tablets, when the school work is integrated with their own digital priorities. Thus, it is likely that the online platform works well for tech savvy learners. Additionally, Tang and Chaw (2016) explain that “when planning or delivering blended learning …, [teachers] need to first understand the students in terms of their level of digital literacy for learning” (p.63) so finding out where students are at in their technological learning will be the first step. After that, meeting them where they are at and encouraging growth seems appropriate. That sounds simple, but again, is likely more complicated than it seems.

While there are students who will be able to teach me about technology, I feel that I will be able to reach the ones who struggle with digital literacy, because I’ve gone through the process of addressing my own fears around technology. On a personal level, any time I am faced with the prospect of learning new technology, I feel a sense of loss indicating that the value of what I already know has somehow diminished without my having been aware. For instance, last spring, when a group of middle school students told me that “Facebook is for old people” and “everyone uses TikTok now,” my heart sank. I feel complete overwhelm and anxiety when faced with the prospect of learning a whole new system. I agonize over a Twitter post! I feel awkward because I don’t know what I’m doing and I’m afraid to make a mistake. However, these feelings can be useful as it is likely that students will feel similar emotions. I feel like this insight will help me to validate, connect with, and encourage learners. Further, it may help me to better understand why some students seem to avoid learning situations across disciplines, and thus make me more willing and able to help them.

Overall, from this process of having to consider the relevance of digital literacy, I’ve learned about myself and my own process of learning, likely (and hopefully) making me more able to understand the learning process of others. I’ve also gained some realization of how large an amount of technology I have to catch up on, so I guess, scary as it is, it’s time for me to crawl out from under that rock and quit hiding from digital literacy.

References

Connolly, S., & Burn, A. (2019). The Story Engine: offering an online platform for making “unofficial” creative writing work. Literacy, 53(1), 30-38. https://doi-org.prxy.lib.unbc.ca/10.1111/lit.12138

Mohammadyari, S., & Singh, H. (2015). Understanding the effect of e-learning on individual performance: The role of digital literacy. Computers & Education, 82, 11-25. https://doi-org.prxy.lib.unbc.ca/10.1016/j.compedu.2014.10.025

Tang, C. M., & Chaw, L. Y. (2016). Digital Literacy: A Prerequisite for Effective Learning in a Blended Learning Environment? Electronic Journal of E-Learning, 14(1), 54-65. Retrieved September 23, 2020, from http://www.ejel.org/