Digital literacy is the combination of skills, knowledge and understanding that young people need to learn in order to participate fully and safely in an increasingly digital world. This array of skills, knowledge and understanding is a key component of the primary and secondary curriculum and should be incorporated in the teaching of all subjects at all levels.
It is sometimes called web literacy, information literacy, internet literacy or media literacy. The term ‘digital literacy’ relates to:
• The functional skills of knowing about and using digital technology effectively
• The ability to analyse and evaluate digital information
• Knowing how to act sensibly, safely and appropriately online.
• Understanding how, when, why and with whom to use technology
Technology provides opportunities to participate in new kinds of learning, social, community and work activities. We all need to be digitally literate to make the most of these opportunities.
Evidence has shown that while many young people feel confident about using technology, this doesn’t always translate into competence. This is particularly apparent in relation to ‘higher level’ critical thinking skills, e.g. awareness of commercial strategies or bias in the media.
Supporting young people to make informed decisions about how and why they participate digitally is an important response to the commercialisation of childhood, to the need for e-safety and to children’s increasing use of technology.
Digital literacy is also important for society. Digital literacy can affect equality of access to information and services, employment, social inclusion and further learning opportunities. In turn, this can affect wider business productivity. Indeed developing digital literacy is a key aim of the Government’s Digital Britain strategy, as outlined in the 2009 Digital Britain report.
This resource focuses on the knowledge and skills related to accessing, understanding and evaluating digital information. Below are the digital literacy learning objectives covered in each area:
Understand that some information accessed via the internet can be inaccurate and consider the implications
Establish authority and trustworthiness of information by knowing the author/publisher
Recognise the importance of cross referencing and verifying information through other sources
Recognise that downloading from unknown sources can harm your computer and that some downloads may have hidden charges
Reflect on the moral and legal issues surrounding downloads of music, film and games
Consider how to best select from search results
Understand how bookmarking tools, RSS feeds and widgets can: save time, increase organisation and help create webliographies (digital equivalents of bibliographies)
Recognise the benefits of using other people’s favourite sites
Understand techniques for making the use of search engines more effective, including the choice of key words
Understand the differences between opinion, fact and bias and that it's not always easy to distinguish between them
Recognise there are many online communities where opinions can be expressed and debated
Understand that some information is designed to promote a point of view or to sell a product, service or idea
Understanding the intended audience and purpose of a website
Look at websites in terms of their suitability to meet your particular need
Understand that the purpose of some websites is hidden, sometimes intentionally
Link to learning (Recognising the learning opportunities of the web)
Understand how digital literacy skills apply to formal and informal learning
Consider how current use of technology could apply to school work
The requirement to raise awareness in children and young people of the risks associated with inappropriate contact and content on the internet and related technologies is part of teachers’ wider duty of care. It is essential that all pupils are taught the relevant skills and strategies to remain safe when using such technologies, and teachers should ensure e-safety rules and guidance are embedded throughout the curriculum.
For further advice see Becta guidance or access the NWGL e-safety games
Each different area within the resource provides learners with information and tests their understanding through a game. It is not intended to be a complete digital literacy course, but focuses on the knowledge and skills related to accessing, understanding and evaluating digital information.
Learners enter the resource by selecting an activity such as chatting to friends, shopping or doing homework. They are then encouraged to question their knowledge, understanding and behaviours through the use of a magazine style quiz that provides them with feedback on their internet ‘personality’.
Learners then select areas for further investigation. Each area provides them with information and then allows the learner to test and practice their understanding through a game.
Some sample lesson plans are available, demonstrating how this resource may be used to support digital literacy. Additionally, teachers can access the curriculum map below, which shows how the resource meets NC key concepts and processes throughout the KS3 curriculum, as well as how it meets some of the Personal, Learning and Thinking skills objectives.
Throughout the curriculum there is an emphasis on the use of technology in teaching and learning. See the attached link for further information on how this resource can be used to meet both National Curriculum (NC) and Personal, Learning and Thinking skills (PLTs) objectives within each individual subject area (Curriculum map).
This is by no means an exhaustive list as some opportunities for digital literacy are explicit, whereas others rely on how they are interpreted by teachers and learners.