Digital Literacy for Adults

• In Event: Digital Literacy in Adult Education

Abstract

Objectives and Data Sources: In this paper we discuss the digital literacy competencies necessary for adults to be successful in work, school, and life. We reviewed several frameworks that identify the foundational digital literacy skills adults need.
European Commission’s DIGCOMP 2.0 Digital Competencies Framework for Citizens This framework consists of 21 competencies in five areas (Information and data literacy; communication and collaboration; digital content creation; safety; and problem solving) and was developed to improve citizens’ digital competence, inform policy makers and plan education and training initiatives for specific target groups.
Maryland Digital Literacy Framework for Adult Learners. This framework divides digital literacy skills into seven elements (Technical, Civic, Communicative, Collaborative, Computational Thinking, Investigative, and Productive) and identifies the role adult educators play in digital literacy education, and provide an outline of digital literacy skills.
Northstar Digital Literacy Standards for Essential Computer Skills These are made of 17 sections of applied digital Literacy Skills (such as Basic Computer Skills, Internet Basics, Email, Windows, Mac OS, Microsoft Word, Excel, Google Drive, Social Media,I nformation Literacy, Supporting K-12 Distance Learning, Career Search Skills).
Seattle Digital Equity Initiative Digital Skills Framework This framework includes ten skill categories such as Communication, Creation, Device ownership, Gateway skills, Information skills, Lifelong learning , Privacy and security, Workplace).
Methods: We have reviewed these frameworks for common themes and skills. We have also considered the College and Career Readiness standards and identified the following core competencies which describe the critical thinking skills and resilience required for digital literacy (Coiro & Hobbs, 2016; European Commission, 2016; Wissinger, 2017).
Core Digital Literacy Competencies
a. Functional Skills/Navigation Skills: These are needed to control and effectively use digital devices and basic applications in order to complete a task, organize resources, or create something to address a specific need/purpose.
b. Finding and Evaluating Digital Information: Learners use these skills to effectively research, monitor, and assess the quality of resources found online in order to complete a task or answer a question.
c. Responsible Digital Citizenship: Learners use these skills to take part in an online community safely, ethically, and respectfully in both personal and professional domains.
d. Technology Troubleshooting: These are the problem-solving skills learners use to find solutions and apply what they learned in one context to another.
e. Comprehension and Integration: These are the skills that support learners to extract explicit and implicit meaning from multimodal information which may include texts, images, infographics, webpages, online articles, video and audio.
f. Communication, Collaboration, and Creation: These skills support learners to develop digital content, work together on digital platforms, and communicate effectively using digital tools.
Materials: We will give examples from the following resources that support learners to meet the essential digital literacy competencies and standards.
● Northstar Digital Literacy Standards
● Northstar Digital Literacy Assessments
● Northstar Digital Literacy College and Career Readiness (CCRS) Aligned Unit Project

Significance of the work: Digital equity initiatives often focus on providing devices and internet access. However, just as important are individuals’ digital skills to use them.

Authors

• Leah Hauge, Literacy Minnesota
  Presenting Author

• Theresa Sladek
  Non-Presenting Author

• Nell Eckersley
  Non-Presenting Author