Talk:Digital literacy/Archive 2

Archive 1

Archive 2

Archive 3

Tone, Spelling and Grammar Changes and proposed deletion of sections

Hi all. I am going through the entire article and fixing any tone, spelling, and grammar errors. I am fixing the tone to match Wikipedia's standards and any grammar or spelling mistakes. Here is everything I propose updating:

Introduction:

Digital literacy is the knowledge, skills, and behaviors used in a broad range of digital devices such as smartphones, tablets, laptops and desktop PCs, all of which are seen as a network rather than computing devices. Digital literacy initially focused on digital skills and stand-alone computers, but the focus has moved from stand-alone to network devices. Digital literacy is distinct from computer literacy and digital skills. Computer literacy preceded digital literacy. Computer literacy refers to the knowledge and skills in using traditional computers, such as desktop PCs and laptops. Computer literacy focuses on practical skills in using software application packages. Digital skills is a more contemporary term and are limited to practical abilities in using digital devices, such as laptops and smartphones.

A digitally literate individual will possess a range of digital skills, knowledge of the basic principles of computing devices, and skills in using computer networks. The individual has the ability to engage in online communities and social networks while adhering to behavioral protocols. The individual is able to find, capture, and evaluate information. Digital literacy requires the individual to understand the societal issues raised by digital technologies and possess critical thinking skills.

Digital literacy does not replace traditional forms of literacy. It builds upon the foundation of traditional forms of literacy.[1] Digital literacy is the marrying of the two terms digital and literacy. However, it is much more than a combination of the two terms. Digital information is a symbolic representation of data, and literacy refers to the ability to read for knowledge, write coherently, and think critically about the written word. I propose deleting this paragraph below from the introduction, it has no relevance to the article, nor are these concepts mentioned in the following sections of the article. Digital literacy researchers explore a wide variety of topics, including how people find, use, summarize, evaluate, create, and communicate information while using digital technologies. Research also encompasses a variety of hardware platforms, such as computer hardware, cell phones and other mobile devices and software or applications, including web search or Internet applications more broadly. As a result, the area is concerned with much more than how people learn to use computers. In Scandinavian English as well as in OECD research, the term Digital Competence is preferred over literacy due to its holistic use. In 2013, European Commission published a Digital Competence Framework [2] which also includes the notion of digital literacy, but goes further than that, for example, defining problem solving in digital environments as part of the Digital competence.

Academic and pedagogical concepts From a competency perspective, literacy is the lowest level in a progression that spans literacy, fluency, and mastery. From an academic perspective, digital literacy is a part of the computing subject area, alongside computer science and information technology.[3]

Digital literacy is a new literacy and may itself be decomposed into several sub-literacies. One such decomposition considers digital literacy as embracing computer literacy, network literacy, information literacy and social media literacy. Previous conceptualizations of digital literacy focused on the practical skills associated with using computers, now considered computer literacy. These include hardware skills, such as connecting devices, and software skills, such as using application packages. Contemporary conceptualizations of digital literacy add to these traditional skills and embrace knowledge, skills, attitudes, and behaviors, particularly with respect to networked devices, such as smartphones, tablets, and personal computers. Digital literacy differs from computer literacy in a number of significant ways. While it embraces the practical skills that computer literacy incorporates, there is a much greater focus on sociological, political, cultural, economic and behavioral aspects of digital technologies.

As a pedagogical approach in curriculum design, the implementation of digital literacy affords far-reaching advantages. The internet is both a source of information and communication that has increased exponentially internationally. Subsequently, integrating technology into the classroom in a meaningful way exposes students to a range of literacy practices called multi-literacies, which broadens their outlook and widens vistas of information and knowledge which is highly constructive. This methodology embraces the constructivist theory of learning (Bruner, 1978) wherein learners draw from their existing knowledge in order to construct new learning.

I propose deleting this section because there is only 1 source cited in the first 2 sentences. The following paragraphs are not cited, and therefore should be deleted. I didn't bother fixing tone or grammar for this section since there are not any sources supporting it

Values of digital literacy

Schools are continuously updating their curriculum in order to keep up with accelerating technological developments. This often includes computers in the classroom, the use of educational software to teach curriculum and course materials being made available to students online. Some classrooms are designed to use smartboards and audience response systems. These techniques are most effective when the teacher is digitally literate as well.

Teachers often teach digital literacy skills to students for online research. Such skills include verifying credible sources online and how to cite web sites. Google and Wikipedia are used by students to conduct general research.[13]

Educators are often required to be certified in digital literacy to teach certain software and, more prevalently, to prevent plagiarism amongst students.

Digital writing Digital writing is a new type of composition being taught increasingly within universities. Digital writing is a pedagogy focused on technology's impact on writing environments; it is not simply using a computer to write. Rather than the traditional print perspective, digital writing enables students to explore modern technologies and learn how different writing spaces affect the meaning, audience, and readability of text. Educators in favor of digital writing argue that it is necessary because technology affects the ways students can produce and deliver their writing. [14] The goal of teaching digital writing is that students will increase their ability to produce a relevant, high-quality product, instead of just a standard academic paper.[15]

One aspect of digital writing is the use of hypertext. As opposed to printed text, hypertext invites readers to explore information in a non-linear fashion. Hypertext consists of traditional text and hyperlinks that send readers to other texts. These links may refer to related terms or concepts or they may enable readers to choose the order in which they read. The process of digital writing requires the composer to make unique choices in creating hypertext. These decisions lead the reader to question the author's responsibilities and objectivity.[16]

Values in society Digital literacy helps people communicate and keep up with societal trends. Literacy in social network services and Web 2.0 sites helps people stay in contact with others, pass timely information and even sell goods and services. This is mostly popular among younger generations, though sites like LinkedIn have made it valuable to older professionals.

Digital literacy can also prevent people from believing hoaxes that are spread online or are the result of photo manipulation. E-mail frauds and phishing often take advantage of the digitally illiterate, costing victims money and making them vulnerable to identity theft.[citation needed] I propose deleting this sentence since there is no source attached.

Research has demonstrated that the differences in the level of digital literacy depend mainly on age and education level, while the influence of gender is decreasing (Hargittai, 2002; van Dijk, 2005; van Dijk and van Deursen, 2009). Among young people, in particular, digital literacy is high in its operational dimension (e.g. rapidly move through hypertext, familiarity with different kinds of online resources) while the skills to critically evaluate content found online show a deficit (Gui and Argentin, 2011).We should delete this paragraph since the journal article is not cited.

Building on digital literacy is the concept of digital creativity which is the expression of creative skills in the digital medium. This can include programming, websites and the generation and manipulation of digital images.This sentence should be deleted, no sources are attached and digital creativity is not relevant to this article.

Social media With the emergence of social media, individuals who are digitally literate now have a major voice online.[17] Websites such as Facebook and Twitter, as well as personal websites and blogs, have enabled a new type of journalism that is subjective, personal and connects readers on a global scale. [18] These online communities foster group interactivity among the digitally literate. Social media also helps users establish a digital identity [19] Without digital literacy or the assistance of someone who is digitally literate, individuals cannot possess a personal digital identity. This is closely allied to Web Literacy.

Values in the workforce

Those who are digitally literate are more likely to be economically secure.[20] Many jobs require a working knowledge of computers and the Internet to perform basic functions. As wireless technology improves, more jobs require proficiency with cell phones and PDAs.

White collar jobs are increasingly performed on computers and portable devices. Many of these jobs require proof of digital literacy to be hired or promoted. Sometimes companies will administer their own tests to employees, or official certification will be required.

As technology has become cheaper and more readily available, more blue-collar jobs have required digital literacy as well. Manufacturers and retailers, for example, are expected to collect and analyze data about productivity and market trends to stay competitive. Construction workers often use computers to increase employee safety.[20]

Job recruiters often use employment websites to find potential employees, thus magnifying the importance of digital literacy in securing a job.

The 2014 Workforce Innovation and Opportunity Act (WIOA) defines digital literacy skills as a workforce preparation activity.[21]

Digital divide Digital literacy and digital access have become increasingly important competitive differentiators.[24] Bridging the economic and developmental divides is in large measure a matter of increasing digital literacy and access for peoples who have been left out of the information and communications technology (ICT) revolutions. I propose deleting this sentence, it has an invalid link.

Professor at UCLA's School of Education and Information Studies Howard Besser argues that the digital divide means more than technology access between the haves and have-nots. The digital divide encompasses aspects such as information literacy, appropriateness of content, and access to content. [25] Beyond access, a digital divide exists between those who have the ability to apply critical thinking to technology. Language and English fluency creates a barrier in the digital divide as well, as most content online is written in English. The digital divide includes a gap between individuals who have the ability to create digital content or are merely consumers.

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.[26] Young people of all races and ethnicities report being connected to the internet at rates of 94-98%.[26] There remains, however, a Civic Opportunity Gap, where youth from poorer families and those attending lower socioeconomic status schools are less likely to encounter opportunities to apply their digital literacies toward civic ends.[27]

Community Informatics overlaps to a considerable degree with digital literacy by being concerned with ensuring the opportunity not only for ICT access at the community level but also, according to Michael Gurstein, that the means for the "effective use" of ICTs for community betterment and empowerment are available.[28] Digital literacy is of course, one of the significant elements in this process.I propose deleting these 2 sentences, ICT and community informatics are irrelevant to the digital divide.

The United Nations Global Alliance for ICT and Development (GAID)[29] seeks to address this set of issues at an international and global level. Many organizations (e.g. Per Scholas for underserved communities in the United States and InterConnection for underserved communities around the world as well as the U.S.) focus on addressing this concern at national, local and community levels.this paragraph should also be deleted, it is linked to an invalid source link.

Digital natives and digital immigrants

Marc Prensky invented and popularized the terms digital natives and digital immigrants. A digital native, according to Marc Prensky, is an individual born into the digital age. A digital immigrant refers to an individual who adopts technology later in life.[30] These terms aid in understanding the issues of teaching digital literacy, however, simply being a digital native does not make one digitally literate.

Digital immigrants, although they adapt to the same technology as natives, possess a sort of accent which restricts them from communicating the way natives do. In fact, research shows that, due to the brain's malleable nature, technology has changed the way today's students read, perceive, and process information.[31] This means that today's educators may struggle to find effective teaching methods for digital natives. Digital immigrants might resist teaching digital literacy because they themselves were not taught that way. Marc Prensky believes this is a problem because today's students speak a new language that educators do not understand.[30]

Statistics and popular representations of the elderly portray them as digital immigrants. For example, Canada in 2010 found that 29% of its citizens 75 years of age and older, and 60% of its citizens between the ages of 65-74 had browsed the internet in the past month. Conversely, internet activity reached almost 100% among its 15 through 24-year-old citizens. [32] Eugene Loos identifies the most common assumptions about digital technologies and the elderly, all of which contribute to portray them as digital immigrants and to perpetuate digital ageism. Senior citizens may be regarded as a homogenous group, however, this group does not want or is not able to make use of digital information sources. Eugene Loos claims this is not a problem because as time passes, these generations will be succeeded by new generations that have no problem at all with digital technologies.[33]

 Digital immigrants: Accrding to Ahn, Juyeon, & Jung, Yoonhyuk]a Digital Native is someone who has grown up with technologies. For example, a pager, the first cell-phone, and an oversized cube computer. They also have different undertsandings of digitcal use. While digital immigrants, who have been exposed to digital technology later in life. (Prensky, 2001) states, "digital natives” indicates the young generation born after the 1980s, “digital immigrants” desig- nates the parent generation of DN. Because DN have been growing with diverse digital technologies, they are inclined to adopt and be favorable to emerging technologies." Ahn, J., & Jung, Y. (2016). The common sense of dependence on smartphone: A comparison between digital natives and digital immigrants. New Media & Society, 18(7), 1236-1256. doi:10.1177/1461444814554902 Cathy ceee (talk) 02:26, 23 November 2016 (UTC)

Digital visitors and digital residents In contrast to Marc Prensky, Dave White from the Department for Continuing Education at the University of Oxford has been publicizing his concept of digital visitors and residents.[35][36] Digital visitors leave no online social trace where as digital residents live a portion of their lives online. These are not two separate categories of people, but rather a description of a continuum of behaviors. It is probable that many individuals demonstrate both visitor and residential behaviors in different contexts. Dave White has developed a mapping tool which explores this concept.[37]

Global impact Government officials around the world have emphasized the importance of digital literacy for their economy. According to HotChalk, an Online resource for educators: "Nations with centralized education systems, such as China, are leading the charge and implementing digital literacy training programs faster than anyone else. For those countries, the news is good."

Many developing nations are also focusing on digital literacy education to compete globally.

Economically, socially and regionally marginalised people have benefited from the ECDL Foundation’s ECDL / ICDL programme through funding and support from Corporate Social Responsibility initiatives, international development agency funding and non-governmental organisations(NGO’s).

The Philippines' Education Secretary Jesli Lapus has emphasized the importance of digital literacy in Filipino education. Jesli Lapus claims a resistance to change is the main obstacle in improving the nation's education in the globalized world. In 2008, Jesli Lapus was inducted into Certiport's Champions of Digital Literacy Hall of Fame for his work to emphasize digital literacy.[39]This last paragraph is the only citation for this section. We should delete the first 3 paragraphs, and keep the last one I revised.Melissaborrego (talk) 21:45, 19 November 2016 (UTC)

Hello Melissa, thank you for taking the time to change the tone for the whole article. After reviewing your proposed cuts for certain sections, I agree with all of your suggestions. The only thing I would recommend is for Global Impact that we expand more on the topic. I read your previous research on South Africa and Europe, but how about we include studies from at least one country from every continent (excluding Antarctica) to show diversity. It would be a great addition to the section. Keykeen (talk) 20:24, 22 November 2016 (UTC)

There are a few sections I didn't delete and would rather have other editors look into making further changes. Our group has made significant changes so far, and here is what we think others should work on: 1. The "academic and pedagogical concepts" section could use more sources. 2. The "global impact" section could use more research from other parts of the world not already mentioned. Melissaborrego (talk) 03:55, 30 November 2016 (UTC)

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"Use in..."

Hi all, I am currently in the middle of reviewing and suggesting ways I believe this article can be fixed, and I had a few suggestions. This article, to me, seems a bit disorganized. Perhaps all the "Use in..." subsections can be grouped together, or at least the "Use in education" subsection can be placed under "Core elements and their educational effects" as it seems to fit in there. I plan on starting with that in the near future, unless anyone disagrees or even has a different suggestion. Thanks. Sarahibrahim (talk) 02:05, 29 October 2016 (UTC)

Hi Sarah, I agree with your organization suggestions. It looks like there are many "uses" subsections that could be grouped together in one area. Perhaps the section could be called "Digital Literacy Uses" and the following subsections could be education, society, and workforce. Unless anyone else disagrees, I think that you should definitely move forward with your idea. Melissaborrego (talk) 04:29, 30 October 2016 (UTC)

Hi Sarah and Melissa. I agree with both of you. There are multiple categories that describe the uses of digital literacy. I feel that the article will be stronger if we were to concise the uses into one category with smaller subcategories. The subcategories could focus on the aforementioned topics Melissa stated. — Preceding Keykeen comment added by Keykeen (talk • contribs) 16:34, 31 October 2016 (UTC)

In the Use in section, there is a subsection titled Social networking. The term "social network" is one that has become replaced by, or rather, has become a part of, social media, which refers to the plethora of online sites (Boyd, 2014, p.6). So, social networking is more of an outdated term, or at least one that has expanded greatly, seemingly used within the realm of social media. I suggest that the title be changed from Social networking to Social media.

Boyd, D. (2014). It's complicated: The social lives of networked teens. New Haven, Connecticut: Yale University Press.

Sarahibrahim (talk) 17:51, 7 November 2016 (UTC)

I just found an article that introduces different "frameworks" in digital literacy. I was thinking this could replace the core elements category or actually just add it to the Use in Education category? It has a more central idea on how digital literacy/media has an impact on the way individuals are informed. Over the past few years there has been a rise in the creation of media platforms. People turn to media to get informed on a plethora of topics or as a way to participate. I wrote a small paragraph explaining the three frameworks in digital literacy and education.

-According to Santo (2011), there are three core ideas between media and literacy that have grown within the past sixty years. The first core idea is associated with how media has impacted individuals of all ages among any issue. The second core idea goes into further explanation from the first core idea. With a plethora media platforms arising since the early 2000s, digital media has been a form to educate individuals and encourage participation. The final core idea wraps up the aforementioned values and states that media are used as tools to reform and participation among social, political, and cultural issues.-

I will post the quote if anyone wants to contribute to my paragraph. "For instance, Santo (2011) distinguishes three frameworks or waves that illustrate the discussion of the relation between literacy and media in the last 60 years. He distinguishes a first wave of critical media literacy characterized by its association with both the explosion of the broadcast media in the 20th century (e.g. TV, radio, film, press) and the emergence of practices that empowered young people in relation to the messages of the mass-media landscape. With the emergence of the Internet, a second wave media literacy framework takes form mainly informed by the work of Gee (2004), Lankshear and Knobel (2007) and Jenkins, Clincton, Purushotma, Robinson and Weigel (2009) in their new media literacy. This framework emphasizes participatory media literacies and explains how people can participate culturally through new media, and become not only consumers of culture but also producers of it (Santo 2011, 2012). If the first wave of media literacy focuses on the criticality of the information spread by mass-media, the second wave encourages participation through media. Elaborating on these two prominent frameworks, Santo (2011) suggests a third wave that he calls “hacker literacies.” Hacker literacies are defined as “empowered participatory practices that are grounded in critical mindsets and that aim to resist, reconfigure and/or reformulate the sociotechnical digital spaces and tools that mediate social, cultural and political participation” (Santo, 2011, p. 2). This third framework addresses technologies and media not only as a means for self-expression and participation but also as sociocultural tools″.- (Pini, M., Musanti, S. I., & Pargman, T. C., 2014, pp.63-64)

Pini, M., Musanti, S. I., & Pargman, T. C. (2014). Youth Digital Cultural Consumption and Education. Designs For Learning, 7(2), 58-79. doi:10.2478/dfl-2014-0063

Keykeen (talk) 17:58, 9 November 2016 (UTC)

The "Use in Education" subsection needs to be expanded. Digital literacy has an substantial effect on education due to the fact that many educators are turning to technology to hone skills in different subjects for students. I found an article that focuses on digital literacy in the classroom. There is a paragraph that discusses the idea of digital composition. I've noticed that digital composition is not brought up once throughout the article. It would be a great addition to this subsection. For those who need a clarification on what digital composition is, it is "The integration of research and writing with the help of technology". Digital technology has had an impact on the way educators present ideas in the classroom. They turn to technology to stay up to date with current events and relevant ideas. With the use in technology rising over the past decade, teachers are not eliminating the traditional foundation in education, but merely are enhancing it with digital literacy through a variety of curriculums.

References: Mckee-Waddell, S. s. (2015). Digital Literacy: Bridging the Gap with Digital Writing Tools. Delta Kappa Gamma Bulletin, 82(1), 26-31.

Keykeen (talk) 18:17, 14 November 2016 (UTC)

I think that the concept of digital composition would be an excellent and informative addition to the current "Use in Education" section! Perhaps you can include specific examples or different types of technology that teachers are using in the classroom. I think that by providing some examples of technology that teachers are using to enhance the ways they present ideas in the classroom would help the reader understand the concept more. Melissaborrego (talk) 20:59, 15 November 2016 (UTC)

I have a suggestion in regard to the wording of "digital literacy uses." Instead of using the word "uses" we should use "digital literacy applications." I think that "applications" sounds more encyclopedic than "uses." The subsections would also be changed. For example, "use in education" would be changed to "applications in education." Let me know what you think before I edit the page. Melissaborrego (talk) 17:52, 16 November 2016 (UTC)

Thank you Melissa for your feedback! I put together a paragraph that covers the main points of digital composition. "According to Suzanne Mckee-Waddell (2015), digital composition is the ability to integrate multiple forms of communication technologies and research to create a better understanding. In order to reach this result, one must use intellectual and practical skills. Digital technology impacted the way educators teach in the classroom. Educators turn to technology to stay up to date with current events. With the use in technology rising over the past decade, educators are not eliminating the traditional foundation in education, but merely enhancing it with digital literacy through a variety of curriculums. With technology on the rise, there are several platforms created for different purposes. For writing tools, Google Docs have allowed students to work together on projects. Prezi is a website that allows one to create presentations with more of a creative twist. Easybib allows individuals to cite any source through a generation in any given format. Educators have even turned to social media platforms like Twitter, Facebook, Edmodo, and even Instagram to communicate and share ideas with one another. New standards have been put into place as digital technology has consumed the classroom. As technology evolves, so does the learner. Digital composition keeps educators and students connected through modern teaching techniques." Any feedback would be greatly appreciated. Keykeen (talk) 17:56, 16 November 2016 (UTC)

Hey Melissa, digital literacy applications does sound more professional; however, I feel one might confuse it with actual applications one might use on the phone or computer. How about Values in Digital Literacy? Keykeen (talk) 18:10, 16 November 2016 (UTC)

I see your point about "applications" being confusing. I will change it to "values of digital literacy." Thank you for your suggestion! Melissaborrego (talk) 22:00, 17 November 2016 (UTC)

Keykeen, here is my feedback for your entry. I suggest including Suzanne Mckee-Waddell's professional title so that the reader knows her qualifications and credibility of the topic. I would possibly remove "According to..." and instead write "Suzanne Mckee-Waddell states/founded/coined/conceptualized the idea of..." so the paragraph flows better and fits Wikipedia's standards. Also, instead of writing "one must use..." try using "individuals must use..." Great job!Melissaborrego (talk) 22:10, 17 November 2016 (UTC)

Thank you Melissa for the suggestions. I agreed with many of your suggestions especially the one about tone. I made a few edits after reading your comments. Here is the updated version to fit more of a encyclopedic tone. "University of Southern Mississippi professor, Dr. Suzanne Mckee-Waddell conceptualized the idea of digital composition. It is the ability to integrate multiple forms of communication technologies and research to create a better understanding of a topic. In order to reach this result, an individual must use intellectual and practical skills. Digital technology impacted the way educators teach in the classroom. Educators turn to technology to stay up to date with current events. With the use in technology rising over the past decade, educators are not eliminating the traditional foundation in education, but merely enhancing it with digital literacy through a variety of curriculums. There are several platforms created for different purposes. For writing tools, Google Docs has allowed students to work together on projects. Prezi is a website that allows individuals to create presentations with more of a creative twist. Easybib allows individuals to generate a citation in any given format. Educators have even turned to social media platforms like Twitter, Facebook, Edmodo, and Instagram to communicate and share ideas with one another. New standards have been put into place as digital technology has augmented classrooms. As technology evolves, so does the learner. Digital composition keeps educators and students connected through modern teaching techniques." Keykeen (talk) 20:03, 22 November 2016 (UTC)

Keykeen, I like the improvements you made to this paragraph. It is fair to say, though, that McKee-Wadell "conceptualized" digital composition? that is a pretty huge claim that puts the emphasis on her rather than on the advent of and educational uses of digital composition. I might start the paragraph with the second sentence, replace the word "it" with "digital composition" and just cite McKee-Waddell at the end of that sentence with a link. I also made a few small grammatical edits. I did not edit your sentence about Prezi, but I want to ask: more creative than what? PowerPoint? Also, you need to make your key terms in this paragraph links to their Wikipedia pages.Cathygaborusf (talk) 00:23, 28 November 2016 (UTC)Cathygaborusf

I'm curious as to the absence of accessibility information in regards to digital literacy, particularly in areas of (dis)ability. I appreciate the information provided on immigrant and SES, but know that digital literacy is integral to the communication for many people who do not communicate in the so-called traditional sense (folks on the spectrum, Deaf people, nonverbal people, etc). This seems to be a significant oversight in regards to fully providing a nuanced understanding of the uses within digital literacy. Lawilson415 (talk) 22:27, 2 February 2018 (UTC)

Potential Improvements

Planning to improve article in the following ways: Update and clarify the actual definition of "digital literacy", and what it entails in the current times. Add more up to date information and elaborate the sections of "values" (in the workplace, education, social media, etc). Shorten the lead section, by removing info and placing it elsewhere under more specific subsections. Potential Sources:

"Computerized Writing Assessment Technology: Business Law Students Weigh in on its Use in the College Classroom for Developing Workplace-ready Writing", https://ac-els-cdn-com.proxy-um.researchport.umd.edu/S8755461515000742/1-s2.0-S8755461515000742-main.pdf?_tid=e911b084-0e78-11e8-8e82-00000aab0f6b&acdnat=1518277499_7ab9835cfc99e3e361f7f490af38d321 "Developing the Concept of Digital Literacy in the Context of Schools and Teacher Education", http://www-tandfonline-com.proxy-um.researchport.umd.edu/doi/full/10.11120/elss.2013.05010025?scroll=top&needAccess=true "Should mobile learning be compulsory for preparing students for learning in the workplace?", http://onlinelibrary.wiley.com.proxy-um.researchport.umd.edu/doi/10.1111/bjet.12134/epdf "Digital Literacy as a Boost Factor in Employability of Students" https://books.google.com/books?id=rMcDDgAAQBAJ&printsec=frontcover&source=gbs_ViewAPI#v=onepage&q&f=false "The Demand for STEM Skills" https://books.google.com/books?id=rB4hDgAAQBAJ&printsec=frontcover&source=gbs_ViewAPI#v=onepage&q=digital%20literacy&f=false "Information Literacy in the Digital Age: Myths and Principles of Digital Literacy" http://scholarworks.sjsu.edu/cgi/viewcontent.cgi?article=1316&context=slissrj

I plan on correcting the organizational structure, adding a clear solid, definition of "Digital Literacy", as well as listing qualities of a digital literate individual. Currently, the article lacks in the following areas. The article contains more than one definition of the term, when it should only include one. A clear definition will give the article its main idea and a better organizational flow. I will use the following references in the bibliography to back up my content. Let me know what you think.

Bibliography

Malani, Melissa. "Entering the Digital Literacy Era: Considerations for Digital Texts in Intervention." Perspectives on School-Based Issues, vol. 14, no. 3, Oct. 2013, pp. 47-54. EBSCOhost, ezproxy.mga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104049182&site=eds-live&scope=site.

This article consists of good information that can expand the introduction paragraph and give the article a better structure and organizational flow. The article provides a well-researched definition of Digital Literacy as well as information on how technology is being used in the workforce, society, as well as the classroom to better students literacy skills, which can be used under the section titled "Applications of Digital Literacy"

Mckee-Waddell, Suzanne, smwaddell@yahoo.com. "Digital Literacy: Bridging the Gap with Digital Writing Tools." Delta Kappa Gamma Bulletin, vol. 82, no. 1, Sept. 2015, pp. 26-31. EBSCOhost, ezproxy.mga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=110364694&site=eds-live&scope=site.

This article includes digital software used in the classrooms to help with writing on digital platforms. This information can be used to provide examples of different technology resources used in the classroom and be placed under "In Education".

Menschel, Brooke. "ONE WEB TO UNITE US ALL: BRIDGING THE DIGITAL DIVIDE♦." Cardozo Arts & Entertainment Law Journal, vol. 29, 01 Jan. 2011, p. 143. EBSCOhost, ezproxy.mga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edslex&AN=edslex31B224D2&site=eds-live&scope=site.

This article discusses the Digital Divide and provides ways that the divide can be diminished.

Goldman, Susan R., et al. "Goldman, Susan R., et al. "Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy." Educational Psychologist, vol. 51, no. 2, Apr-Jun2016, pp. 219-246. EBSCOhost, doi:10.1080/00461520.2016.1168741.." Educational Psychologist, vol. 51, no. 2, Apr-Jun2016, pp. 219-246. EBSCOhost, doi:10.1080/00461520.2016.1168741.

This article will be used to discuss important qualities that make an individual, specifically a student, digitally literate.

Please comment ideas and/or issues with the above sources. Nhuffman (talk) 22:10, 17 February 2018 (UTC)

Title

This page incorrectly redirects to "Computer Literacy." Digital Literacy and Computer Literacy are not identical terms. They are used in different contexts, represent separate industries, and are defined by different interests. Therefore, their literacy (measurements of and disciplines for acquiring competency and comprehension) each have different parameters. The faculties of Universities expanding their Library Sciences programs are concerned with Digital Archiving and Digital Literacy, not Computer Archiving (if there even is such a thing) and Computer Literacy. The usage of these terms is quite distinct, and it is incorrect to colonize the term Digital Literacy under the rubric of Computer Literacy, as has been done here. Computer literacy refers to a competency with respect to a tool. Digital literacy refers to a competency with respect to the production and organization of data and knowledge (i.e., learning) systems, which may include an examination of computers and other tools used in that enterprise. drmjb (talk) 23:26, 25 August 2008 (UTC)

I added some wording edits to better state what digitial literacy is clearer. — Preceding unsigned comment added by Mallorypappas (talk • contribs) 22:52, 10 March 2018 (UTC)

TNT

This article has many, many issues. It appears to have been primarily written by people who neither understand technology nor education (mostly people who failed to upgrade their skills past the "digital divide", and are trying to document what few technologies they actually understand), it really needs the attention of some people in the IT sector.

More than half of this article documents the digital divide, which is a separate topic onto itself, and should not have its body, except for a short synopsis documented herein. The remainder seems to primarily document failed educational technologies, which were implemented because they were novel, and topics which are out of scope but do little to establish notability. Quite a few of the citations are comments made by people in the 70s, which to be frank is an unfathomably long time ago, based on the speed at which technology advances (see Moore's Law), and if anything belongs in a "History" section. As a computer scientist and future STEM educator I believe it should be entirely rewritten. If there are no objections, I will start a major rework soon. Ethanpet113 (talk) 00:18, 9 December 2018 (UTC)

Lifting TNT, completed overhaul.Ethanpet113 (talk) 21:23, 9 December 2018 (UTC)

Dubious

A statement in the article claims that those with the most digital literacy have the biggest voice online. I find this to be dubious due to the sheer volume of available information. The consensus in SEO is that it's more a matter of driving traffic for bots, than actually making your information pretty, though of course if the information is incomprehensible that's a different story. Additionally most information posted online is from users screaming into the ether and will not get any engagement, not matter how pretty its presentation. Anyway, it seems suspect, but a (dubious) citation is provided so I've left it in.Ethanpet113 (talk) 22:33, 9 December 2018 (UTC)

Definition

Please explain how the current definition is better sourced than the one you keep deleting. I am citing the first person to use the term, the highest cited piece, and multiple theoretical perspectives. --Jgmac1106 (talk) 15:51, 16 August 2019 (UTC) I fixed the definition but it keeps getting reverted back,. --Jgmac1106 (talk) 13:46, 16 August 2019 (UTC) I don't like the opening paragraph of this page. There is no accepted definition of digital literacy and the one provided is a lot closer to a definition of information literacy than digital literacy. I plan to revise the first paragraph and make some changes to make it much more nuanced that it is at present. — Preceding unsigned comment added by Bobbyelliott (talk • contribs) 14:03, 7 July 2014 (UTC)

The introduction to digital literacy comes off as too redundant. There are too many unnecessary links that lead to other pages. Why does there need to be a link for "digital" or "smartphones"? For this topic, so many links may stray off topic and take the focus off the actual article and lead one to believe it is a page for different kinds of technology. Keykeen (talk) 18:16, 16 November 2016 (UTC)

With the help of Melissaborrego, I was able to edit some of the introduction paragraph.

"Digital literacy is the knowledge, skills, and behaviors used in a broad range of digital devices such as smartphones, tablets, and desktops all of which are seen as network rather than computing devices. Digital literacy initially focused on digital skills and stand-alone computers, but the focus has moved from stand-alone to network devices. Digital literacy is distinct from computer literacy and is considered one of the nine components of digital citizenship.

The last two sentences of this paragraph needed some edits. I made a few, but please continue to improve them. I condensed two sentences and deleted the last one altogether. I think the idea it conveyed about critical and ethical thinking are explained more clearly in the paragraph below. However, the one element from the deleted sentence that is not represented in the paragraph below is the ethical element. If you want to insert that idea here or in the next paragraph, I think your best course is to find a source to summarizeCathygaborusf (talk) 00:10, 28 November 2016 (UTC)Cathygaborusf

A digitally literate individual will possess a range of digital skills, knowledge of the basic principles of computing devices, and skills in using computer networks. The individual has the ability to engage in online communities and social networks while adhering to behavioral protocols. The individual is able to find, capture, and evaluate information. Digital literacy requires the individual to understand the societal issues raised by digital technologies and possess critical thinking skills. These skills can be possessed through digital experiences that pushes individuals to think in a variety of ways through a multitude of media platforms. The evolution of digital media has quickly integrated into literacy. Digital literacy does not replace traditional forms of literacy. It builds upon the foundation of traditional forms of literacy. It allows individuals to communicate and learn in through a plethora of ways. Different kinds of skills ranging from social to critical thinking enable individuals to interpret the meanings of digital devices."

The introduction has been condensed and many links have been removed to keep the focus on the main topic. However, there should be another paragraph or a few more sentences discussing the importance of digital literacy. I am having some trouble on putting this together since there are too many ideas that can be written into this paragraph. Any suggestions on what should be written for the concluding paragraph to make the introduction stronger? Keykeen (talk) 09:41, 22 November 2016 (UTC)

I think the wikilinks can be kept, but maybe having only one of each existing link would be best. There are a couple of links that appear more than once or twice, so I can go ahead and have only one for each. The phrase "learn to use computers" links to the computer literacy page, and while it does make sense, I think it should be un-linked, as the computer literacy page is already linked within the introduction. Any thoughts? Sarahibrahim (talk) 18:07, 28 November 2016 (UTC)

Hi Sarah. I agree! Please move forward with your suggestions. Melissaborrego (talk) 18:17, 28 November 2016 (UTC)

Some really good editing here, but, as you note, there is room for improvement.

First, you deleted the best passage from the original intro (in my opinion): Digital literacy is the marrying of the two terms digital and literacy; however, it is much more than a combination of the two terms. Digital information is a symbolic representation of data, and literacy refers to the ability to read for knowledge, write coherently, and think critically about the written word.

Then, you keep in the idea that digital literacy builds on traditional literacy, but you seem to have cut out the Henry Jenkins citation. You need to leave that in.

I agree that the intro seems redundant and that you can slim it down. However, I disagree that the links harm the flow of the intro. One principle of Wikipedia is providing links to readers so that they can go check out related terms that they may not know. Using links lets the reader decide if s/he wants to click away and get info needed to understand the “Digital literacy” entry or if s/he wants to ignore the links and just keep reading. So, cut out the redundancy but do not eliminate the links.Cathygaborusf (talk) 23:43, 27 November 2016 (UTC)Cathygaborusf

I made changes to the intro based on feedback, please let me know what you all think:

Digital literacy is the marrying of the two terms digital and literacy; however, it is much more than a combination of the two terms. Digital information is a symbolic representation of data, and literacy refers to the ability to read for knowledge, write coherently, and think critically about the written word.

A digitally literate individual will possess a range of digital skills, knowledge of the basic principles of computing devices, and skills in using computer networks. The individual has the ability to engage in online communities and social networks while adhering to behavioral protocols. The individual is able to find, capture, and evaluate information. Digital literacy requires the individual to understand the societal issues raised by digital technologies and possess critical thinking skills. These skills can be possessed through digital experiences that pushes individuals to think in a variety of ways through a multitude of media platforms. The evolution of digital media has quickly integrated into literacy.

However, digital literacy does not replace traditional forms of literacy. Digital literacy builds upon the foundation of traditional forms of literacy. [2] Digital literacy allows individuals to communicate and learn in through a plethora of ways. Different kinds of skills ranging from social to critical thinking enable individuals to interpret the meanings of digital devices.

In addition to critical thinking skills, digital literacy involves ethical norms and standards of behavior in online environments. Every online community has its individual sets of norms and rules in regard to creating and circulating information. [2] Behavioral protocols are required in the digital age where there is no longer a clear distinction between online consumers and producers. [2]

Digital literacy is one of the nine core elements of digital citizenship. A digital citizen has the ability to be active citizens in online environments and possesses the technical literacy skills necessary to effectively engage with the web. [3] The internet is accessible in their homes and individuals use the internet daily.[3]Melissaborrego (talk) 04:29, 28 November 2016 (UTC)

Hello Melissa and Cathy, thank you both for your feedback. Melissa, your revisions fit Wikipedia's criteria and sets an unbiased tone that will be easy to read. Great job!Keykeen (talk) 17:27, 28 November 2016 (UTC)

Hello, Im new to this, but shouldn't the end of the first paragraph where the artical describes where "digital literacy" came from should be near or part of the third paragraph because the name and what the name is comprised of fit together more. Then the order would go from the end of the first paragraph bing about the internet, then into why its not computer literacy, then into what digital literacy is and why it is called that. Foxx Molinari (talk) 07:07, 25 May 2017 (UTC)

I would agree with others that said that the lead section seems too long. Often times, there are points where the article tries to differentiate "digital literacy" with other terms, but instead, comprises the clarity of its meaning. Similarly, I believe that there were too many points mentioned in the beginning which can attribute to its length as well. I believe that if it can have more concise language, it can help foreshadow the rest of the article and have less repetition. Perhaps there can be a separate section detailing the differences mentioned in the lead as well. --Mary Mijares (talk) 05:51, 14 February 2018 (UTC)

The Academic and Pedagogcial section I think is not only unecessary, but it doesn't make much sense. But, I do not want to cut our someone else's work if there is a valid point behind it. — Preceding unsigned comment added by Mallorypappas (talk • contribs) 23:25, 10 March 2018 (UTC)

Proposed merge with Web literacy

The following discussion is closed. Please do not modify it. Subsequent comments should be made in a new section. A summary of the conclusions reached follows.

To not merge as the topics are sufficiently disctinct and independently notable. Klbrain (talk) 11:31, 29 February 2020 (UTC)

---

Web literacy is distinct from digital literacy in name only. It happens to have some works which treat it as a special topic, but those are primarily bodies with a WP:COI with the subject matter. It should be merged as a subtopic of digital literacy. Ethanpet113 (talk) 02:37, 10 December 2018 (UTC)

I vote yes - Web literacy is a subset of Digital literacy Mapmaker345 (talk) 19:15, 25 January 2019 (UTC)

Merge - Web literacy seems to be a concept mainly pushed by Mozilla. The parts of that article that don't reference Mozilla are basically covered by this part of the Digital literacy article. I'm not sure Web literacy even meets WP:N, for that matter. klɛz (talk) 20:17, 20 March 2019 (UTC)

I vote no and the reason that web literacy was pushed by Mozilla and is still a major initiative of Internet health warrants a separate page. As someone who has developed taxonomies of online reading comprehension, digital literacies, and web literacy they are also ontologically different.

Why not just collapse them all under literacy?Jgmac1106 (talk) 15:13, 3 July 2019 (UTC)

I vote NO. Merging into Literacy would create a huge article. Better to keep it separate as is, with a cross-link to Literacy. Bellagio99 (talk) 15:44, 3 July 2019 (UTC)

I agree Bellagio. I should avoid sarcasm. I was saying if we are collapsing web literacy into digital literacy should we not logically keep collapsing until everything fits under literacy --Jgmac1106 (talk) 11:38, 17 August 2019 (UTC)

I also agree with Bellagio. Huge articles are difficult to manage and update. Alvarosinde (talk) 08:36, 8 November 2019 (UTC)

I am also voting No. The proposed merge is based on the claim that the difference is in name only, which is not the case. Web literacy is also no longer about the Mozilla initiative. The body of literature now refers to it not only as a capability to use various Web tools but as a requirement to information literacy and media literacy (e.g. the capability to evaluate social messages). Web literacy has its own history, methodologies, and implications that are distinct from those found in digital literacy. Darwin Naz (talk) 23:53, 6 February 2020 (UTC)

The discussion above is closed. Please do not modify it. Subsequent comments should be made on the appropriate discussion page. No further edits should be made to this discussion.

Propose on removing the Academic and Pedagogical concepts section

Deleting the whole Academic and pedagogical concepts section- After reading the Academic concepts and 21st-century skills section, the information underneath were mostly contradicting with Application of digital literacy.EmilyW295 (talk) 21:58, 21 April 2021 (UTC)

Deleting Digital Equivalents Section

The section seems to border on just listing down the digital equivalents of analog skills without any relation to how digital literacy plays a role with these equivalences. JayMFern (talk) 21:58, 21 April 2021 (UTC)

Proposal to create a new section Digital Citizenship

Digital citizenship refers to the "right to participate in society online," which means being a responsible and "aware" online user. It is often determined by the place you were born and one's socioeconomic implications.
Remember not to use "you" in encyclopedic writing. Also make sure to insert your source for the quotation in the first sentence. Cathygaborusf (talk) 04:35, 26 April 2021 (UTC)
I changed you to "one" It is heavily influences by state-based and commercial actors as well as being supported by governments all around the world. In this new section the relationship between digital citizenship and digital literacy will be explored as well as how digital citizenship can hinder or enhance digital literacy or vice versa. — Preceding unsigned comment added by Cbarboza21 (talk • contribs) 06:07, 23 April 2021 (UTC)
This plan for the section looks really interesting. I think explaining the relationship between digital citizenship and digital literacy will enhance the entry. Question: is there a Wikipedia entry for Digital Citizneship? If so, be sure to link to it. Cathygaborusf (talk) 04:35, 26 April 2021 (UTC) I included how these two topics relate and I found a wiki link for digital citizen

References

Proposal for Moving Digital Divide, Participation Gap, and Digital Rights under New Section Titled "In Society"

Although "In Society" already has its own subsection under Application of Digital Literacy, we think it would make more sense for it to have its own section as well as move Digital Divide, Participation Gap, and Digital Rights under proposed "In Society" section as they don't really coincide with the history of Digital Literacy. Likewise, we could use the content already included within "In society" subsection as an intro for the new section.Roha102 (talk) 09:02, 26 April 2021 (UTC) Whoever suggested this should remember to sign it by typing in four tildes Cathygaborusf (talk) 04:16, 26 April 2021 (UTC)

Proposing to expand upon education section and society section

-adding 2 parts to go more in depth on social media aspect and new learning models in education section

Since many students are already using social media to share their areas of interests, this is especially helpful in boosting their level on engagement with educators.
I'm not sure what you mean by "this" in the previous sentence; can you clarify? Plus, claiming that something is "helpful" sounds a bit like you are making an argument. Is there a source you can cite that claims it is helpful?Cathygaborusf (talk) 04:19, 26 April 2021 (UTC)
The speed of access and enormous amounts to data that can be found from these group communities has made it an invaluable cognitive tool.
Again, I'd like to see more clarity; what does "it" refer to in the previous sentence? Cathygaborusf (talk) 04:21, 26 April 2021 (UTC)
Studies have shown that a combination of social media use and activities guided by educators have boosted the level of performance in students. By using social media as part of a school curriculum it has been confirmed that students' academic performance has benefitted under the supervision of teachers with its use. Skills in communication and social networks boosted cognition levels in learning.
Can you give a little bit more detail about what the studies mean by "cognition levels" and what age/grade students were in these studies? Was it mostly elementary school? College? And, of course, be sure to cite these studies. Cathygaborusf (talk) 04:24, 26 April 2021 (UTC)

(Social media and social networks have become a crucial part of the information landscape. Many students are using social media to share their areas of interests, which has been shown to be helpful in boosting their level of engagement with educators. A study on 268 eighth graders from two Moscow schools have shown that a combination of social media use and activities guided by teachers boosted the level of performance in students. The students were encouraged to search and develop their social network skills to solve educational issues and boost cognition. The speed of access and enormous amounts of data found from these networks has made social media an invaluable cognitive tool. [1] )

I revised the paragraph and cited source for academic performance study for more clarity. Also clarified who the study was on.Smhtut (talk) 02:08, 30 April 2021 (UTC)

New models of learning are being developed with digital literacy in mind. Other countries have based their models with the emphasis of finding new digital didactics to implement as they find more opportunities and trends through surveys conducted with educators and college instructors.
By using the phrase "other countries," you are implying that one country is at the center. It would be better to say something like "several countries are finding new digital . . ." Cathygaborusf (talk) 04:26, 26 April 2021 (UTC)
It has been found that teachers from higher levels of educational institutes see digital literacy and digital competency as more important than ever when advancing the movement of society into a digitized one.

(New models of learning are being developed with digital literacy in mind. Several countries have based their models with the emphasis of finding new digital didactics to implement as they find more opportunities and trends through surveys conducted with educators and college instructors. It has been found that teachers from higher levels of educational institutes see digital literacy and digital competency as more important than ever when advancing the movement of society into a digitized one.[2])

Changed "other countries" to "several countries."Smhtut (talk) 02:22, 30 April 2021 (UTC)

Adding an example of new modes of learning- virtual field trips: Additionally, these new models of learning through technology in the classroom has aided in promoting global connectiveness and for students it has enabled them to become globally minded citizens. According to the study Building Digital Literacy Bridges Connecting Cultures and Promoting Global Citizenship in Elementary Schools through School-Based Virtual Field Trips by Stacy Delacruz, Virtual Field Trips (VFT) a new form of multimedia presentation have gained popularity over the years in that they offer the "opportunity for students to visit other places, talk to experts and participate in interactive learning activities without leaving the classroom". They have also been used as a vessel for supporting cross-cultural collaboration amongst schools which include: "improved language skills, greater classroom engagement, deeper understandings of issues from multiple perspectives, and an increased sensitivity to multicultural differences". It also allows students to be the creators of their own digital content, a core standard from The International Society for Technology in Education (ISTE).

-adding example on how COVID-19 has affected digital literacy in education section

The COVID-19 outbreak has pushed education into a more digital and online experience where teachers must adopt to new levels of digital competencies in software to continue the education system. A study in Spain measured the digital knowledge of 4883 teachers of all education levels over the last school years and found that their digital skills required further training in order to advance new learning models for the digital age.
Instead of writing "last school year," state the actual year. Cathygaborusf (talk) 04:29, 26 April 2021 (UTC)
Training programs have been proposed favoring the joint framework of INTEF (Spanish acronym for National Institute of Educational Technologies and Teacher Training) as reference.
Why is this important? I'm not saying it is not important, but I am saying that you have not shown why this joint framework is important to refer to in this entry. Cathygaborusf (talk) 04:29, 26 April 2021 (UTC)

The COVID-19 outbreak has pushed education into a more digital and online experience where teachers must adopt to new levels of digital competencies in software to continue the education system. A study in Spain measured the digital knowledge of 4883 teachers of all education levels during the 2020 school year and found that their digital skills required further training in order to advance new learning models for the digital age. Training programs have been proposed favoring the joint framework of INTEF (Spanish acronym for National Institute of Educational Technologies and Teacher Training) as reference. INTEF is an institution that belongs to the Ministry of Education, Culture, and Sport of the Spanish government and is in charge of improving the digital skills of teachers.

Changed "last school year" to the actual year. Stated the importance of why the joint framework is used.Smhtut (talk) 02:22, 30 April 2021 (UTC)

-adding information on digital safety under society section

With the rise of digital connectivity amongst young people, concerns of digital safety are higher than ever. A study conducted in Poland, commissioned by the Ministry of National Knowledge measured the digital literacy of parents in regards to digital and online safety. It concluded that parents often overestimate their level of knowledge, but clearly had an influence on their children’s attitude and behavior towards the digital world. It suggests that with proper training programs parents should have the knowledge in teaching their children about the safety precautions necessary to navigate the digital space. — Preceding unsigned comment added by Smhtut (talk • contribs) 02:22, 23 April 2021 (UTC)

References

Participation Gap vs Digital Divide

Although both Digital Divide and Participation gap are discussed and defined within the article in separate sections, I find it is still easy to conflate the terms' definitions with one another. As such, I propose adding a new section titled Digital Divide vs Participation that will compare and contrast their meanings. I'm also open to the idea of placing this information under the Participation Gap section itself. Regardless, the content will be brief and will look as follows:

Participation Gap vs Digital Divide

As mentioned before, when Henry Jenkins coined the term participation gap, he did so with the expressed purpose of differentiating it from Digital divide.  According to Jenkins, the participation gap refers to people who have sustained access to and competency with digital technologies are exist due to Media Convergence, whereas the Digital Divide simply distinguishes the gap from people who have internet access from those who don't.  An example of this would be someone who uses public resources such as the public library(wherein there is limited access to certain websites, software, and ability to store and upload information) and someone who owns their own PC and has more sustained and uninhibited access to content that the internet has to offer.Roha102 (talk) 03:33, 3 May 2021 (UTC)

References

Adding more information to "In Entrepreneurship" Section

Under "In Entrepreneurship" Section, I will add the following in bold:

The acquisition of digital literacy is also important when it comes to starting and growing new ventures. The emergence of World Wide Web and digital platforms has led to a plethora of new digital products or services[72] that can be bought and sold. Entrepreneurs are at the forefront of this development, using digital tools or infrastructure[73] to deliver physical products, digital artifacts,[74] or Internet-enabled service innovations.[75] Research has shown that digital literacy for entrepreneurs consists of four levels (basic usage, application, development, and transformation) and three dimensions (cognitive, social, and technical).[76] At the lowest level, entrepreneurs need to be able to use access devices as well as basic communication technologies to balance safety and information needs. As they move to higher levels of digital literacy, entrepreneurs will be able to master and manipulate more complex digital technologies and tools, enhancing the absorptive capacity and innovative capability of their venture. Likewise, if Small to Medium Enterprises(SME's) possess the ability to adapt to dynamic shifts in technology, then they can take advantage of trends, marketing campaigns as well as communications to consumers in order to generate more demand for their goods and services. As such, if entrepreneurs are digitally literate, then online platforms like social media can help businesses receive feedback and generate community engagement that could potentially boost their business's performance as well as their brand image. A research paper published in The Journal of Asian Finance, Economics and Business confirms this intuition and provides critical insight that suggests digital literacy has the greatest influence on the performance of SME entrepreneurs.  The authors suggest their findings from this paper can help craft performance development strategies for said SME entrepreneurs and argue their research shows the essential contribution of digital literacy in developing business and marketing networks.   Additionally, the study found digitally literate entrepreneurs are able to communicate and reach wider markets than non-digitally literate entrepreneurs because of the use web-management and e-commerce platforms supported by data analysis and coding. That said, constraints do exists for SME's to use e-commerce. Some of these constraints include lack of technical understanding of information technologies, high cost of internet access(especially if you live in a rural/underdeveloped area), and other constraints. Roha102 (talk) 04:39, 3 May 2021 (UTC)Roha102 (talk) 22:32, 3 May 2021 (UTC)

References