| Researchers |
Definition of Digital Literacy |
| Bawden (2001) |
as part of knowledge assembly," building a reliable information hoard" from diverse sources, retrieval skills, plus critical thinking for making informed judgements about retrieved information, with wariness about the validity and completeness of internet sources, reading and understanding non-sequential and dynamic material, awareness of the value of traditional tools in conjunction with net-worked media, awareness of people network as sources of advice and help, using filters and agents to manage incoming information and being comfortable with publishing and communicating information, as well as accessing it. |
| Gilster (1997) |
the ability to understand and use information in multiple formats from a wide variety of sources when it is presented via computers’ and literacy in the Digital Age – as being a current instantiation of the ‘traditional’ concept of literacy itself, which has always been seen as involving, at its simplest, both reading and writing. |
| Belshaw (2011) |
places this literacy, along with traditional literacy, computer literacy, and media literacy as four interrelated sets of competencies, within a broader set of information problem-solving skills, with information literacy as the intersection of the four |
| Lankshear and Knobel (2008) as cited in Belshaw (2011) |
literacies as new types of knowledge associated with “digitally saturated social practices” For example, word processing has become a standard for writing (instead of pen and paper), emails and the short messaging system has dominated modes of communication, and sites like Facebook, Twitter, and Youtube have enabled users to share ideas. |
| Warlick (2005) cited in Van Laar et al. (2020) |
Digital literacy refers to the ability to locate, organize, understand, evaluate, and create information using digital technologies. |
| Hague and Payton (2010) cited in Van Laar et al. (2020) |
Digital literacy with eight components They proposed that embedding digital literacy across the curriculum is one method for executing the curriculum in a multifaceted and dynamic manner. The eight core skills are functional, creativity, critical thinking and evaluation, cultural and social understanding, Collaboration, the ability to find and select information, effective communication, and E-safety. |
| Despo and Nikleia (2011), as cited in Van Laar et al. (2020) |
defines digital literacy as “the ability to understand information and more importantly to evaluate and integrate information in multiple formats that computers can deliver”. |
