Experiments in Digital Literacy
Abstract
Having digital literacy requires more than just the ability to use software or to operate a digital device; it includes a large variety of complex skills such as cognitive, motoric, sociological, and emotional that users need to have in order to use digital environments effectively. A conceptual model that was recently described by the authors suggests that digital literacy comprises five major digital skills: photo-visual skills ("reading" instructions from graphical displays), reproduction skills (utilizing digital reproduction to create new, meaningful materials from preexisting ones), branching skills (constructing knowledge from non-linear, hypertextual navigation), information skills (evaluating the quality and validity of information), and socio-emotional skills (understanding the "rules" that prevail in cyberspace and applying this understanding in online cyberspace communication). The present paper presents results from a performance-based pioneer study that investigated the application of the above digital literacy skills conceptual model among different groups of scholars. Results clearly indicate that the younger participants performed better than the older ones, with photo-visual and branching literacy tasks, whereas the older participants were found to be more literate in reproduction and information literacy tasks. Research results shed light on the cognitive skills that users utilize in performing with digital environments, and provide educators and software developers with helpful guidelines for designing better user-centered digital environments.
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The ICT literacy term is broad and consists of several competence areas and competences and may not be easily measured in one test.
“In addition to these mere general views, several reflections with regard to ICT literacy assessment came into play, such as the comprehensiveness of the ICT literacy term, which is broad and consists of several competence areas and competences (Calvani, Cartelli, Fini, & Ranieri, 2008;Eshet-Alkalai, & Amichai-Hamburger, 2004;Ferrari, 2013) and which may not be easily measured in one test (Calvani”
From Taking a future perspective by learning from the past – A systematic review of assessment instruments that aim to measure primary and secondary school students' ICT literacy (2016) · cites this paper as Eshet-Alkalai, & Amichai-Hamburger, 2004
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- Authors
- Alkali, Y. E., & Amichai-Hamburger, Y.
- Affiliations
- Open University, Tel Hai Academic College, Higher Galilee, Israel.
- Bar-Ilan University Ramat-Gan, Israel.
- Venue
- CyberPsychology & Behavior
- Publisher
- SAGE Publications
- Published
- 2004-08
- Volume
- 7
- Issue
- 4
- Pages
- 421-429
- ISSN
- 1094-9313 (ISSN-L)
- 1557-8364
- OpenAlex
- W1964894031
- Cited by
- 364
- References
- 64
- Citations by year
- 2026: 18 · 2025: 25 · 2024: 30 · 2023: 39 · 2022: 33 · 2021: 25 · 2020: 34 · 2019: 15 · 2018: 18 · 2017: 21 · 2016: 17 · 2015: 12 · 2014: 21 · 2013: 12 · 2012: 10
- FWCI
- 6.42
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- CyberPsychology & Behavior (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Physical Sciences › Computer Science › Information Systems › Digital literacy in education
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Literacy, Media, and Education
- Social Sciences › Library and Information Sciences › Library Science and Information Literacy
- Keywords
- digital literacy, digital skills, information literacy, socioemotional skills, age differences, cognitive skills, user-centered design, hypertext navigation, online communication
- MeSH terms
- Adolescent, Adult, Age Factors, Cognition, Communication, Computer Graphics, Computer Literacy, Concept Formation, Creativity, Female, Humans, Male, Mental Processes, Problem Solving, Software, User-Computer Interface, Guidelines as Topic
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