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Digital Rights, Digital Citizenship and Digital Literacy: What’s the Difference?
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Using digital media is complicated. Invasions of privacy, increasing dataveillance, digital-by-default commercial and civic transactions and the erosion of the democratic sphere are just some of the complex issues in modern societies. Existential questions associated with digital life challenge the individual to come to terms with who they are, as well as their social interactions and realities. In this article, we identify three contemporary normative responses to these complex issues –digital citizenship, digital rights and digital literacy. These three terms capture epistemological and ontological frames that theorise and enact (both in policy and everyday social interactions) how individuals learn to live in digitally mediated societies. The article explores the effectiveness of each in addressing the philosophical, ethical and practical issues raised by datafication, and the limitations of human agency as an overarching goal within these responses. We examine how each response addresses challenges in policy, everyday social life and political rhetoric, tracing the fluctuating uses of these terms and their address to different stakeholders. The article concludes with a series of conceptual and practical ‘action points’ that might optimise these responses to the benefit of the individual and society.
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“Digital literacy (DL) has become a new core skill in work, learning, and communication (Farias-Gaytan et al. 2022; Pangrazio and Sefton-Green, 2021; Porat et al. 2018).”
From The causal relationship between digital literacy and students’ academic achievement: a meta-analysis (2025) · cites this paper as Pangrazio and Sefton-Green, 2021
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Metadata
- Authors
- Pangrazio, L., & Sefton-Green, J.
- Affiliations
- Deakin University (AU)
- Venue
- Journal of New Approaches in Educational Research
- Published
- 2021-01
- Volume
- 10
- Issue
- 1
- Pages
- 15-27
- ISSN
- 2254-7339 (ISSN-L)
- OpenAlex
- W3118612437
- Cited by
- 284
- References
- 39
- Citations by year
- 2026: 57 · 2025: 70 · 2024: 42 · 2023: 64 · 2022: 28 · 2021: 22
- FWCI
- 375.06
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Journal of New Approaches in Educational Research (publishedVersion, cc-by-nc-nd)
- Dialnet (Universidad de la Rioja) (submittedVersion)
- LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas) (submittedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Own your potential (DEAKIN) (submittedVersion)
- Figshare (submittedVersion, cc-by)
- Journal of New Approaches in Educational Research (University of Alicante) (submittedVersion, cc-by-nc-nd)
- Repositorio Institucional de la Universidad de Alicante (Universidad de Alicante) (submittedVersion, cc-by)
- Funders
- Ministry of Economy and Competitiveness, Spain (EDU2015-70491-R)
- Topics
- Social Sciences › Education › Literacy, Media, and Education
- Social Sciences › Education › Digital Education and Society
- Social Sciences › Communication › Digital Media and Philosophy
- Keywords
- digital rights, digital citizenship, digital literacy, datafication, dataveillance, human agency, digital privacy, digital policy, digital media
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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