Breadcrumb
Digital Fluency/Literacy
By Jenna Kammer, Lauren Hays, and Sandeep Ponigoti, June 9, 2022
Digital literacy and fluency is the understanding of how technology works and how it is used.
Callaghan, M. N., & Reich, S. M. (2018). Are educational preschool apps designed to teach? An analysis of the app market. Learning, Media and Technology, 43(3), 280–293. https://doi.org/10.1080/17439884.2018.1498355
This study used content analysis to examine educational apps marketed to preschoolers to understand more about their design and the potential for this design to teach preschoolers and improve their educational experience. Researchers examined the apps for character design, targeted math and literacy subjects, responses to various forms of input, reward systems, and more. They found that the apps used many types of teaching tactics, but these tactics did not align with evidence-based practice for teaching preschoolers. For example, tactics like trial-and-error and descriptive prompts were used, but feedback, modeling and adaptive challenge was not. Premium Apple apps had more of these features than Andoid apps, and math apps were more likely to scaffold than literacy apps.
Dalton, E. M. (2017). Beyond Universal Design for Learning: Guiding principles to reduce barriers to digital & media literacy competence. Journal of Media Literacy Education, 9(2), 17-29.
The author of this article began by explaining University Design for Learning (UDL) and then listed UDL’s core principles and guidelines. The author then connected UDL to media literacy and explained how UDL connects to digital and media literacy. To make this connection, the author shared core principles of media literacy and highlighted areas of overlap with UDL. The author concluded by stating that media literacy and UDL have a lot to offer instructors to help them teach courses that are readily available to all types of learners. Specifically, UDL and media literacy can help instructors address issues of accessibility.
Farmer, L. S. (2019). News literacy and fake news curriculum: School librarians' perceptions of pedagogical practices. Journal of Media Literacy Education, 11(3), 1-11.
In this study, the author used a survey to collect perception information from California school librarians about their knowledge of news literacy and their perception of students' knowledge of news literacy. Findings indicate that school librarians have an understanding of fake news, though some librarians have more depth of knowledge. Also, school librarians perceive students performed "slightly well" in regards to their understanding of news literacy. The data was aggregated by middle school and high school librarians.
Hays, L., & Kammer, J (eds). (2021). Integrating digital literacy in the disciplines. Stylus Publishing.
This book showcases examples of how digital literacy is taught in a variety of disciplines. Higher education faculty from across the United States, and internationally, shared how they teach digital literacy in their courses. The content is useful for post-secondary educational developers as well as post-secondary faculty as it provides ideas fow how to teach digital literacy in a specific context. Further, the book is useful for K-12 educators who seek to understand what digital literacy skills are needed in college and in specific professions.
Head, A. J., Fister, B., & MacMillan, M. (2020). Information literacy in the age of algorithms: Student experiences with news and information, and the need for change. Project Information Literacy. https://projectinfolit.org/pubs/algorithm-study/pil_algorithm-study_2020-01-15.pdf
This report detailed how college students think about, and manage, the ever-changing online information ecosystem and how they negotiate volatile and popular platforms that increasingly use algorithms to shape and filter material. The researchers conducted 16 focus groups with 103 undergraduates and 37 faculty interviews at eight different schools and institutions across the United States to acquire qualitative data. According to the findings, most students know that big websites like Google, YouTube, Instagram, and Facebook utilize algorithms to collect large quantities of personal data. Yet, they still find the services too helpful to quit. Moreover, many people are outraged by websites that use their clicks to sell items to them, yet they accept the power of an unregulated media ecosystem. On the other hand, some pupils adopted practical tactics to safeguard their privacy and "confuse algorithms," which they acquired from their classmates rather than from their teachers. Because there is so much information available online, many people are wary of news found on algorithm-driven sites. While some students were concerned about how adverts followed them across the internet in a "creepy" fashion, others were afraid that automated decision-making systems might promote societal imbalances. According to discussions with students and professors, understanding and controlling the stream of information pouring through search engines and social media is seldom covered in the classroom, even in classes fostering critical thinking and information literacy. These new findings are contextualized by a critical evaluation of a decade of Project Information Literacy (PIL) research on how students perform course and everyday life research and what that means for educators and librarians. The report ends with recommendations from educators, librarians, administrators, and journalists.
Head, A., Wihbey, J., Metaxas, P. T., MacMillan, M., & Cohen, D. (2018). How students engage with news: Five takeaways for educators, journalists, and librarians. Project Information Literacy Research Institute. https://projectinfolit.org/pubs/news-study/pil_news-study_2018-10-16.pdf
This report detailed how a group of college students in the United States acquires information and interacts with news in the digital age. The online survey was conducted with 5,844 responses and telephone interviews with 37 participants from 11 schools and universities across the United States. Additionally, the poll respondents' Twitter data and a broader Twitter panel of over 135,000 college-age people were subjected to computer analysis. The researchers found that during a given week, two-thirds of survey respondents received news from at least five sources, with peers, social media, professors, and online newspapers being the most popular. For two-thirds of the respondents (68 percent), the news was overwhelming, so they were selective about what they read or watched, focusing on topics that met their immediate needs, such as weather and traffic reports, national political news, or political memes that appealed to their satirical sensibilities. During the previous week, 58 percent of people posted the news on social media to alert friends and followers about something they believed they should know. Most students view news as a disjointed, authoritative story rather than the coherent, authoritative report that previous generations may have viewed it as. Many people put considerable time and effort into gathering, comparing, and understanding information from many sources. Traditional assessment criteria are becoming increasingly difficult due to social media and the open Web. While most students agreed that news is essential in a democracy (82 percent), many were unsatisfied with the quality of news accessible today when media and political division are high. The advent of "quick news" — oversimplified and fragmented news tidbits issued throughout the day — and the "fake news" phenomena contributed to the distrust of news; just 14% were highly sure they could differentiate "fake news" from "genuine news." There are six ideas for educators, journalists, and librarians striving to help kids become successful news consumers. The report ends with discussion from thought leaders in education, libraries, media studies, and journalism. These thought leaders consider the implications of the findings.
Hunter, M. A., & Rasmussen, H. T. (2018). Interactive learning environments: A three-tiered model toward digital fluency. In Handbook of Research on Student-Centered Strategies in Online Adult Learning Environments (pp. 365-384). IGI Global.
In this chapter, Hunter and Rasmussen described a three-tiered model that is used to support digital literacy in the areas of technology, pedagogy, and content knowledge (TPACK) among college faculty in order to create a student-centered learning environment where digital fluency is taught. The model was developed using concepts from andragogy, TPACK, the technology acceptance model, and five phases on online faculty development. The three tiers of the model include "(1) synchronous learning; (2) asynchronous learning; and (3) guided delivery as faculty-learners enact their courses in the context of their own practice" (p. 371). The chapter includes information about a pilot program for the model and gives practical examples of how faculty developers can use the model.
Lee, N. T., Resnick, P., & Barton, G. (2019). Algorithmic bias detection and mitigation: Best practices and policies to reduce consumer harms. The Brookings Institution. https://www.brookings.edu/research/algorithmic-bias-detection-and-mitigation-best-practices-and-policies-to-reduce-consumer-harms/
This report included suggestions of best practices and policies to reduce harm to individuals created by bias in algorithms. The authors of the report shared results from studies that show bias is causing harm to vulnerable groups of people. To address bias in algorithms they suggested algorithmic hygiene "which identifies some specific causes of biases and employs best practices to identify and mitigate them." The report included ideas from 40 "thought leaders" on how best to balance issues raised by computer programmers and technology leaders with concerns expressed by policymakers and civic organizations.
Ragan, A., Kammer, J., Atkins, C., & Burress, R. (2019). Learning to read online: the effect of instruction on e-textbook use. Library Hi Tech 37(2), 289-307.
Researchers used an action research design to improve students' use of etextbooks before and after instruction. Results indicated that direct instruction related to learning about how the features of the etextbook work (and their usefulness in context to an assignment) improved students' understanding of content, and increased the use of the etextbooks. This study concluded that direct instruction related to the technical features of etextbooks is important for learning outcomes.
Savin-Baden, M. (2015). Rethinking learning in an age of digital fluency: Is being digitally tethered a new learning nexus?. Routledge.
This book presented digital fluency as a result of being digitally tethered (connections to the internet which changed the way that students learn and think). Written by a professor of education, this book addressed how students form identities related to their online activity, leading to new interests in learning such as mobile learning, collaborative learning, viral networking, self-publication, and identity dissemination.
Schellinger, J., Mendenhall, A., Alemanne, N. D., Southerland, S. A., Sampson, V., Douglas, I., Kazmer, M. & Marty, P. F. (2017). “Doing Science” in elementary school: Using digital technology to foster the development of elementary students’ understandings of scientific Inquiry. Eurasia Journal of Mathematics, Science and Technology Education, 13(8), 4635-4649.
This article examined how technology increased 4th and 5th grade students' understanding of the process of scientific inquiry. Using the VOSI-E instrument to measure changes in understanding before and after learning within the Habit Tracker application (loaded onto iPads), researchers found that use of the technology scaffolded students through different parts of the scientific process, including developing their own research questions and scientific explanations. The website included an analysis tool, journaling feature, and data collection features, which they were then able to share with others. The shift in learning occurred in student engagement, student proficiencies, and participation in scientific discourse.
Tchoubar, T., Sexton, T. R., & Scarlatos, L. L. (2018, July). Role of digital fluency and spatial ability in student experience of online learning environments. In Science and Information Conference (pp. 251-264). Springer, Cham.
The results of two exploratory studies are presented in this chapter. The authors of the studies explored the cognitive traits involved in learning and the personal characteristics that are necessary for a positive learner experience in an online learning environment. Results showed that when a student has more digital literacy skills they find that it is easier to use online learning environments. Results also showed that students specializing in technology fields found online learning environments easier to use. Finally, the researchers concluded that students with greater spatial ability found online learning environments easier to navigate.
Valtonen, T., Tedre, M., Mäkitalo, K., & Vartiainen, H. (2019). Media literacy education in the age of machine learning. Journal of Media Literacy Education, 11(2), 20-36.
The authors of this article focused on the technical requirements for media literacy. This article provided an overview of today's media's computational systems, offered new insights into media literacy instruction, and contributed technical knowledge to the conversation on media literacy education. The authors recommended strategies to include viewpoints into the media literacy curriculum to provide students with the skills they need in today's media world. Finally, the article included recommendations for integrating media literacy with computing instruction to increase students' preparedness to cope with modern media and become critical and skillful players in today's media environment.
Von Gillern, S. (2021). Young children's digital literacy practices: Storytelling and computer coding. Practical Literacy: The Early and Primary Years, 26(3), 24-26.
The author of this article described an after-school reading program where eight children used Scratch Jr. to create stories. The teacher demonstrated how to utilize various Scratch Jr. capabilities, such as designing characters, using character text-bubbles, recording their voice, and using coding features to move or shift their feelings between different narrative settings. Then, the children utilized computer code to develop various levels that included characters, written and oral conversation, settings, storylines, and events throughout the exercise. This article showcased how students can connect with, comment on, and create stories using computer coding.
Wuyckens, G., Landry, N., & Fastrez, P. (2022). Untangling media literacy, information literacy, and digital literacy: A systematic meta-review of core concepts in media education. Journal of Media Literacy Education, 14(1), 168-182.
This article explored the challenges that disciplines of study in media, information, and digital literacies confront and their implications for media education research and practice. These issues come from the conceptual development and operationalization of literacy notions. There are five recommendations that lay out a broad framework that should help to not only control the conceptual proliferation that is affecting literacies but also to structure an interdisciplinary field in which every position statement can be placed and evaluated in light of common reference points, promoting scientific debate, and maximizing the diversity of such ideas. Furthermore, in the research reviewed, operationalizing the observation and educational intervention principles appears to be a minor problem. However, the latter demonstrates persistent challenges in translating concepts into indicators and constraints in designing observation and assessment methodologies that are customized to the situations in which observations are made. As a result, identifying well-defined educational objectives and appropriate instructional approaches becomes more difficult.
Zhang, D., & Livingstone, S. (2019). Inequalities in how parents support their children’s development with digital technologies: Parenting for a Digital Future: Survey report 4. London School of Economics, Department of Media and Communications. https://www.lse.ac.uk/media-and-communications/assets/documents/research/preparing-for-a-digital-future/P4DF-Report-4.pdf
This report presented the findings of a survey of parents in the United Kingdom. It is the fourth report in a series related to digital practices of parents and how they parent their children. This particular report focused on inequities between families and explored access and use, digital skills, online support, and online risks. Findings indicate that parents with more education and higher socioeconomic status used the internet more, had more digital skills and had more devices available for children. The findings compared results from mothers and fathers, suggesting that internet use frequency is the same but that there are differences in how they use the internet, as well as skills they have, including mothers participating in more safety remediation but more concerns related to connectivity and cost. This report provides more information about where inequities lie so that schools and governments can identify these gaps.
Zhang, D., & Livingstone, S. (2021). How and why parents support their child’s learning online: Parenting for a Digital Future: Survey report 5. London School of Economics, Department of Media and Communications. https://www.lse.ac.uk/media-and-communications/assets/documents/research/projects/parenting-for-a-digital-future/Report-5.pdf
The authors of this report from the London School of Economics, Department of Media and Communication considered how and why parents support their children's e-learning. Using data gathered in 2017 from a nationally representative sample of parents in the United Kingdom, the researchers found three main findings: 1) There is an uneven distribution among families providing support for e-learning. Parents with a higher socio-economic status tend to provide more support. 2) Parents with a higher degree of digital skills provide their children with more support for e-learning. 3) Parents who are more supportive of e-learning are also more aware of the risks associated with online engagement. However, these same parents do not engage in more activities to mitigate the risk their children face. The report also includes information on specific ways parents support their children's e-learning.
Zuair, A. A., & Sopory, P. (2020). Effects of media health literacy school-based interventions on adolescents’ body image concerns, eating concerns, and thin-internalization attitudes: A systematic review and meta-analysis. Health Communication, 37(1), 20-28. https://doi.org/10.1080/10410236.2020.1813954
The authors of this article conducted a systematic and meta-analytic review to study the effects of media health literacy (MHL) programs in schools on teenagers' body image. When conducting the systematic review, the authors selected the following attributes to study: study time-period, country, sample composition, school atmosphere, random unit of assignment, theoretical perspective, intervention-control comparison, co-interventions, number of MHL sessions, length of MHL sessions, and outcomes measured. The findings show that MHL is a beneficial strategy for helping adolescents’ with their body image. The results provide practical guidance for using MHL and how to design MHL programs.
