Digital Literacy and Digital Literacies: Policy, Pedagogy and Research Considerations for Education

TLDR

Digital literacy is increasingly recognized as a formal educational goal, yet mainstream definitions vary and its scope is rarely questioned. The paper argues against a unitary view of digital literacy, proposing instead a framework of diverse digital literacies and outlining implications for policy, pedagogy, and research. The authors find that mainstream accounts of digital literacy are seriously flawed.

Abstract

Digital literacy is increasingly being identified as a formal educational goal. While mainstream definitions vary in detail, the scope and meaning of digital literacy are rarely seen as problematic. This paper argues that typical mainstream accounts of digital literacy are seriously flawed. Rather than conceiving digital literacy as some unitary phenomenon it is better to think in terms of diverse digital literacies. The paper concludes by identifying some implications of this argument for educational policy, pedagogy and research.