What ICT-related skills and capabilities should be considered central to the definition of digital literacy?

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McLoughlin, C. (2011). What ICT-related skills and capabilities should be considered central to the definition of digital literacy?. In T. Bastiaens & M. Ebner (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2011 (pp. 471-475). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/37908.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2011
Lisbon, Portugal
June 27, 2011
ISBN 1-880094-85-X
  Theo Bastiaens & Martin Ebner
AACE

More Information on EDMEDIA
Table of Contents

Author

Catherine McLoughlin, Australian Catholic University, Australia

Abstract

In the 21st century, when talk of digital literacy arises, we think of tools that have become an extension of ourselves and provide us with the ability to download music, capture video, and edit media to socially construct meaning of the world. The evolving landscape of Web 2.0 tools and the taxonomy of social networks are now available are central in shaping our idea of communicating, participating and sharing knowledge in the global age. Traditional media literacy is about what we consume, read, or download. However, new communications media require new forms of digital, cultural and communicative competence. In the age of participatory Web of social and creative networking we also need social media literacy, information literacy and a range of associated ICT skills to enable us to access, use, create and share digital resources. The variety of terms now used to describe e-literacy or digital literacy are a reflection of the importance of understanding the competencies needed in the digital environment and the need for digital flexibility.

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