An Analysis of the Evolution of Literacy Concepts in the Digital Age and Its Implications for Formal Education
Keywords:
Digital literacy, conceptual transformation, formal education, 21st-century skills, multidimensional learning, NVivoAbstract
This study aims to analyze the evolution of literacy concepts in the digital age and examine its implications for formal education. This qualitative, analytical review study collected data through a purposive review of 15 relevant scholarly articles. Data analysis was conducted using NVivo version 14 and thematic analysis. The process involved open coding, extraction of subthemes, and identification of main themes, continuing until theoretical saturation was achieved. Results indicated that literacy in the digital age extends beyond traditional reading and writing skills and encompasses a multidimensional set of competencies, including information literacy, media literacy, technological literacy, and cognitive and metacognitive abilities. This transformation affects formal education by necessitating curriculum redesign, redefining the teacher’s role, developing smart learning environments, and transforming teaching and assessment methods. Major challenges identified include the digital divide, identity and ethical concerns, and cognitive load on learners. The findings align with previous studies, highlighting the importance of integrating digital skills, critical thinking, and digital citizenship into formal education. The conceptual transformation of literacy in the digital age requires comprehensive educational system redesign, teacher empowerment, and the development of flexible and digital learning environments. Simultaneous attention to cognitive, social, and ethical dimensions of digital literacy can enhance active, creative, and collaborative learning opportunities and contribute to the development of a digitally competent generation.
Downloads
References
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
Cope, B., & Kalantzis, M. (2016). A pedagogy of multiliteracies: Learning by design. Palgrave Macmillan.
Dabbagh, N., & Kitsantas, A. (2012). Personal learning environments, social media, and self‐regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education, 15(1), 3–8.
Fullan, M., & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning. Pearson.
Gee, J. P. (2017). Social linguistics and literacies: Ideology in discourses (5th ed.). Routledge.
Hobbs, R. (2017). Create to learn: Introduction to digital literacy. Wiley.
Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. Routledge.
Lankshear, C., & Knobel, M. (2015). Digital literacy and digital literacies: Policy, pedagogy and research considerations. Nordic Journal of Digital Literacy, 10, 8–20.
Livingstone, S. (2019). Audiences in an age of datafication: Critical questions for media research. Television & New Media, 20(2), 170–183.
OECD. (2020). Education in the digital age: Healthy and happy children. OECD Publishing.
OECD. (2021). 21st-century readers: Developing literacy skills in a digital world. OECD Publishing.
Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu. Publications Office of the European Union.
Twenge, J. M. (2017). iGen. Atria Books.
UNESCO. (2018). A global framework of reference on digital literacy skills. UNESCO Institute for Statistics.
UNESCO. (2021). Reimagining our futures together: A new social contract for education. UNESCO.
van Dijk, J. (2020). The digital divide. Polity Press.
Downloads
Published
Submitted
Revised
Accepted
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
