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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 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, and refers to knowledge and skills in using traditional computers (such as desktop PCs and laptops) with a focus on practical skills in using software application packages. Digital skills is a more contemporary term but is limited to practical abilities in using digital devices (such as laptops and smartphones). A digitally literate person will possess a range of digital skills, knowledge of the basic principles of computing devices, skills in using computer networks, an ability to engage in online communities and social networks while adhering to behavioral protocols, be able to find, capture and evaluate information, an understanding of the societal issues raised by digital technologies (such as big data), and possess critical thinking skills. Digital literacy does not replace traditional forms of literacy. It builds upon the foundation of traditional forms of literacy. 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. 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 〔DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe http://is.jrc.ec.europa.eu/pages/EAP/DIGCOMP.html 〕 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.〔Start Up or Shut Down, The Royal Society, 2012〕 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 conceptualisations 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 conceptualisations of digital literacy add to these traditional skills, and embrace knowledge, skills, attitudes and behaviours, particularly with respect to networked devices (which include 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. 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「digital literacy」の詳細全文を読む スポンサード リンク
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