Three-year development of digital literacy in children and adolescents: The role of digital activity participation and demographic characteristics

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Abstract

Digital literacy is crucial for youth well-being and social participation, yet its developmental trajectory and relationship with digital activity and background factors remain unclear. This longitudinal study followed 248 primary and 684 secondary students in Hong Kong (2019, 2021), using performance-based assessments and self-reports. Results showed overall gains in digital literacy and leisure activity for both groups. Growth modeling revealed that children with lower initial skills improved more, while adolescents with higher initial skills showed greater gains. Study-related digital activity predicted lower literacy gains in children, but adolescents showed positive co-development with both leisure and study activities. Home resources aided children’s literacy only marginally. Findings highlight age-specific pathways and bidirectional links between digital activities and literacy.

Authors

• Min Lan, Zhejiang Normal University

• Sisi Tao, Education University of Hong Kong

• Qianqian Pan, Nanyang Technological University

• Qianru Liang, Jinan University

• Cheng Yong Tan, University of Hong Kong

• Nancy W.Y. Law, University of Hong Kong