20. Digital Literacy_Dr.R.B.Tekale.pdf

The South Asian Academic Research Chronicle ISSN 2454 - 1109 A Peer Reviewed Refereed and Indexed International Inter Disciplinary Open Access Monthly e-Journal Digital Literacy Dr. Ramdas B.Tekale Librarian, Shri Shivaji College, Parbhani Ramdastekale1@gmail.com Abstract: Today, laptops, tablets, cell phones, email, e-Readers, and social media reign supreme. While these devices have brought a tremendous amount of value to learners of every age, the digital world is one with its own set of rules and risks. Furthermore, for students to get the most out of technology and the benefits it offers, they need to know how to use it to process, deliver and receive digital information most effectively. Digital literacy for today’s students is crucial. It is necessary to develop digital literacy skills with which students can communicate and express their ideas effectively using digital media. The educational sectors around the world are beginning to incorporate digital literacy into the curriculum. The paper deals with the introduction of digital literacy, Components of DL and some basic tools useful in digital literacy programme. Introduction: Literacy skills have always been important. People communicated via letters, these letters soon turned into telegraphs, from there we advanced to the telephone… bringing us to the present digital age. With continual rapid advances in digital technologies, the importance of digital literacy has never been more apparent. Evolution of Literacy, Communications and Technologies, The development of information and communication technologies (ICTs) and their integration in all spheres of people’s life and work gave for the first time a possibility for a fast and unlimited access to vast information which is constantly enriched, transformed and actualized. This new model of society needs citizens who possess the necessary skills and competences to take advantage of the potential of new technologies and take active part in the economic, social and cultural life (Shopova, 2014). With the ascent of digitization, database and 152 The South Asian Academic Research Chronicle ISSN 2454 - 1109 A Peer Reviewed Refereed and Indexed International Inter Disciplinary Open Access Monthly e-Journal networks; information has become fluid and transcendental, and is available in variety of formats. In the process of obtaining information in higher education, while the use of more traditional sources of information, such as books and printed articles, is still valid, the search for digital documentation through the Internet is an increasingly relevant resource, either for its quality or for the fact that physical sources are increasingly fewer, or also, and not less important, because digital publishing is much faster than physical publishing, which makes access to published information more current (Santos and Serpa, 2017). Digital Literacy: The term ‘digital literacy’ was coined in 1997 by Paul Gilster who defined it as “The ability to both understand and use digitized information” (Gilster 1997) The concept, which had been discussed widely throughout the 1990s, was built upon the discourses of visual literacy (using non-textual symbols and images to make sense of knowledge); technological literacy (the ability to use a particular technology or technologies); computer literacy (which had developed in the 1980s as a response to the launch of personal computers and which described the computer as a means to achieving a specified outcome); and information literacy (finding, evaluating, using and sharing information) (Belshaw 2012). The Gilster’s concept was also used by other authors seeking to provide a more accurate understanding of digital literacy which includes a combination of different kinds of literacy based on computer/ information competences focused on the skills to evaluate information and gather knowledge together with a set of understanding and attitudes. In another more scientifically reasoned proposal for the definition of DL, Digital Literacy is the awareness, attitude and ability of individuals to appropriately use digital tools and facilities to identify, access, manage, integrate, evaluate, analyze and synthesize digital resources, construct new knowledge, create media expressions, and communicate with others, in the context of specific life situations, in order to enable constructive social action; and to reflect upon this process (Martin, 2006, p. 155). Digital literacy changes from time to time. 153 The South Asian Academic Research Chronicle ISSN 2454 - 1109 A Peer Reviewed Refereed and Indexed International Inter Disciplinary Open Access Monthly e-Journal In this sense, for Martin (2006) the concept of DL encompasses a set of competencies and their use in individuals’ everyday situations; the fact that such competencies may be at the service of lifelong learning and may be used in specific contexts with which individuals are confronted; various types of literacies such as information literacy, media literacy and visual literacy; and that all these competencies and their mobilization not only allow them to be put at the service of everyday tasks but also to promote “the ability to reflect on one’s own digital literacy development” (p. 155). The American Library Association's digital-literacy task force offers this definition: "Digital literacy is the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills." (Heitin,1996). Examples of Digital Literacy:  Understanding how to use web browsers, search engines, email, text, wiki, blogs, Photoshop, PowerPoint, video creation/editing software, etc. to showcase learning.  Evaluating online resources for accuracy/trustworthiness of information.  Using online classes to enhance learning in the classroom.  Choosing appropriate media to showcase learning - understand what platforms will best illustrate your message and learning to peers and educators.  Using an interactive whiteboard in the classroom for lessons and allowing students to use the interactive whiteboard on a daily basis.  Encouraging students to use technology to showcase their learning.  Using the web (web sites video, music) to enhance the learning of your students.  Students and teachers creating online content to be utilized both in and out of the classroom. Most important digital literacy components Some of these are strongly overlapping among themselves; some only partly related to digital literacy but are being related. 154 The South Asian Academic Research Chronicle ISSN 2454 - 1109 A Peer Reviewed Refereed and Indexed International Inter Disciplinary Open Access Monthly e-Journal  Computer literacy: Be able to use computers and related devices as well as various softwares.  Network literacy: Be able to use computer networks (get it working and making use of it). According to Wikipedia, Network literacy is an emerging digital literacy that deals with computer network knowledge and skills. It is linked to computer literacy and information literacy.  Informatics literacy: Be able to write computer programs and understand principles behind computation  On-line reading literacy, also called online research comprehension: Be able to solve an inquiry problem  Media literacy: repertoire of competencies that enable people to analyze, evaluate, and create messages in a wide variety of media modes, genres, and formats  Web literacy: “comprises the skills and competencies needed for reading, writing and participating on the web. [1] It has been described as "both content and activity" - web users should not just learn about the web but also how to make their own website. [2] Web Literacy is closely related to Digital Literacy, Information Literacy, and Network literacy but differs in taking a more holistic approach.  Communication and collaboration literacy, very closely related to some "networking" components of digital illiteracies and social literacy  Social literacy: a range of social skills, in particular: social perception, social cognition and social performance.  Information literacy: ability to locate, evaluate, and use effectively needed information. Basic Technology in the Classroom Tools 155 The South Asian Academic Research Chronicle ISSN 2454 - 1109 A Peer Reviewed Refereed and Indexed International Inter Disciplinary Open Access Monthly e-Journal Digital literacy implies the same reading-writing skills, but without paper, pencils, books, or lectures. Its purpose-built and student-driven. As a teacher, you'll want to provide the following:  Digital devices: such as laptops, iPads, Chrome books, or desktops, for daily use.  A digital class calendar: with due dates, activities, and other events.  An annotation tool (like Acrobat, Notability, or iAnnotate), to take notes.  A class Internet start page: to curate websites, widgets, and other digital tools used for learning.  A backchannel device: to assess student learning while it's happening (with tools such as Socrative, Today's Meet, or Google Apps).  A class website or blog: to share class activities with parents and other stakeholders.  Student digital portfolios: to curate and collect student work for viewing and sharing.  Student e-mail: some method of communicating quickly with students outside class time. This can be messaging, Twitter, or a dedicated forum.  Vocabulary tool: students can quickly decode words they don't understand in their reading. Make this dictionary tool easily accessible from any digital device being used.  Social Media: it has become the communication method-of-choice for both parents and students where users share information, collaborate on ideas, and update deadlines (Murry, 2015). Conclusion Present day information users and learners are trying to navigate virtual environment without an essential set of skills to formulate new knowledge, to sharpen critical thinking skills, and to make decisions. This situation can be remedied through the collaborative efforts between library and information professionals to take necessary actions and provide digital literacy 156 The South Asian Academic Research Chronicle ISSN 2454 - 1109 A Peer Reviewed Refereed and Indexed International Inter Disciplinary Open Access Monthly e-Journal training to the library users. Today, Librarians have to play multiple evolving and expanding roles to face many new challenges in the dynamic technological environment. A library and information professional must be a professional expert, techno literate, web usability expert, knowledge manager, navigator, trainer, educator, marketer, service provider and many more. Collaboration is the key to success is yet to be realized by library and information science professionals. References:  Bawden, D. (2008). Digital Literacy. SciTopics. December 29.( Retrieved from http://www.scitopics.com/Digital_Literacy.html)  Belshaw, D. (2014). The Essential Elements of Digital Literacies [Internet]. (Available from: http://digitalliteraci.es/ [17 Sept 2018]).  Gilster, Paul (1997). Digital Literacy. New York: Wiley Computer Publishing.  Heitin, Liana (2016). Digital Literacy: An Evolving Definition, Education Week, Vol. 36, Issue 12, Pages 5-6.  Martin, A. (2006). A European framework for digital literacy. Nordic Journal of Digital Literacy, 2(1), 151-161.  Murry, Jacob(2015). Technology in the Classroom: What is Digital Literacy? (Available at http://www.teachhub.com/technology-classroom-what-digital-literacy. accessed on 19/09/2018)  Santos, Ana Isabel and Serpa, Sandro (2017). The Importance of Promoting Digital Literacy in Higher Education, International Journal of Social Science Studies Vol. 5, No. 6 (URL: https://doi.org/10.11114/ijsss.v5i6.2330)  http://edutechwiki.unige.ch/en/Digital_literacy 157