Since the dawn of the technological revolution, the online space—where we network and democratize information—has grown and morphed from something that seemed like an independent entity, separated from real life, to something congruent and, in some cases, necessitated to real life. Traditionally, literacy had been pigeonholed to the standardized ability of obtaining and understanding information through reading, writing, and numeracy (Lankshear & Knobel, 2006). In today’s digitally integrated climate, digital literacy has become a requisite for safely and effectively navigating such environments. Historian and educator Paul Gilster (1997) is attributed to coining the term Digital Literacy and defined it as “the ability to understand and use information in multiple formats from a wide variety of sources when it is presented via computers.” Gilster’s definition of digital literacy was intended to go beyond mere technical ability of using computers, the internet, and associated tools, to critical evaluation and implications of information in a real-world context (Brown, 2020). But defining Digital Literacy must be contextualized to the present, and therefore, four key concepts of digital literacies have been proposed. Information literacy, media literacy, computer/ICT literacy, and digital literacy are non-competing categories primarily focused on the quality of accessing and assessing information, the evaluation and production of online communication styles and formats, the technological ability to use, adapt, and learn digital tools, and the ability to digitally innovate, learn, and collaborate respectively (Brown et al., 2016). Learning proficiency in digital literacy has never been more important. Used correctly, digital literacy has clear implications in the critical use and accessibility of information, creative production and innovation, learning and professional development, and forming identity; furthermore, digital literacy has become a tool of distant interactions providing a method for students, professionals, and personal relations to communicate and collaborate wherever an internet connection exists. In the classroom, I hope to harness digital literacy as a skill in critical thinking. The exponential growth in technical sophistication combined with the shear mass of information mixed with misinformation (not obviously) can be overwhelming and such falsifications, opinions, and lies have the potential for real harm to a society, but also an exceptional learning opportunity! Recently I have come across a website dedicated to helping save the endangered Pacific Northwest Tree Octopus from extinction. I encourage you to check the website out for yourself; it includes classifications, facts, media, ways to get involved, activities around the creature, and even global sightings. A website such as this makes for a fantastic tool for developing digital literacy and critical thinking skills because the presentation, facts, and evidence, are relatively convincing…until you remember octopuses do not and cannot live in trees. Digital literacy is important for everyone. Technical and informational skills aside, we are human beings with sight that picks up on subtle body language, ears that recognize tone and volume, smell that recognizes pheromones, touch that coveys attention, and taste that can stimulate memories and aversions—if we are to live in an integrated world, it is out duty to recognize the potential consequences of diminishing our most valuable evolutionary characteristics for surviving in a group.

 

Work Cited

Brown, C. (2020). Chapter 1: Introduction to Digital Literacy. In M. Schwartz (Ed.), Digital Citizenship Toolkit. Ryerson University.

Brown, C., Czerniewicz, L., Huang, C.-W., & Mayisela, T. (2016). Curriculum for Digital Education Leadership : Curriculum for Digital Education Leadership : A Concept Paper. Commonwealth of Learning, 1–53.

Gilster, P. (1997). Digital literacy. Wiley Computer Pub.

Lankshear, C., & Knobel, M. (2006). Digital Literacy and Digital Literacies: Policy, Pedagogy and Research Considerations for Education. Nordic Journal of Digital Literacy, 1.