A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2.

 

The objective of the Digital Literacy Global Framework (DLGF) project is to develop a methodology that can serve as the foundation for Sustainable Development Goal (SDG) thematic Indicator 4.4.2: “Percentage of youth/adults who have achieved at least a minimum level of proficiency in digital literacy skills”. To achieve this objective, we have built on the European Commission’s Digital Competence Framework for Citizens (DigComp 2.0) as the initial framework and conducted four empirical studies to develop the proposed framework: 

1) a synthesis of existing regional, national and sub-national frameworks to identify competences relevant for the global context, and in particular, analysing the extent to which existing, welldeveloped and all-encompassing frameworks would be relevant (i) for all countries, whether economically rich or poor, and (ii) over time; 

2) an analysis of digital literacy competences demonstrated in information and communications technology (ICT) use in major socio-economic sectors, with a focus on developing countries; 

3) an in-depth consultation to seek expert views on the appropriateness and use of a global framework; and 

4) an online consultation to seek experts’ feedback on the proposed framework. We have made particular efforts to include examples and expert views from countries in the following regions: Asia, the European Union (EU), high-income.

The importance of digital literacy is evidenced by the many national and regional efforts to develop and implement digital literacy frameworks and strategic plans to bolster citizens’ digital literacy. However, the reasons for countries to adopt and develop frameworks vary. For example, the Republic of Korea intends to enhance the digital literacy of public officials to increase the efficiency, transparency and delivery of services to citizens through public administration (Young, 2016). Oman, on the other hand, adopted the Microsoft Digital Literacy Curriculum to bridge the digital divide, bolster its ICT industry and build young citizens’ employment capacity (Sultanate of Oman Information Technology Authority, 2008). Likewise, definitions for digital literacy also differ. Some consider digital literacy as a new literacy comprising multiple dimensions and represented in new, multimodal social practices. For instance, Ala-Mutka (2011) defined digital literacy for DigComp as an emergent literacy from other literacies and, as such, is greater than the sum of the other literacies, which include information literacy, media literacy, Internet literacy, and computer or ICT literacy (i.e. hardware and software knowledge and skills). Similarly, in Kenya’s Basic Education Curriculum Framework, digital literacy encompasses traditional literacies and computer literacy. The proposed DLGF is intended to serve for monitoring, assessment and further development of digital literacy, taking into consideration different levels of development. Hence, the resulting framework needs to be operationalisable to serve this purpose. In reviewing related frameworks collected from government and non-government agencies, we find that the following notions recurred constantly: “access”, “manage”, “understand”, “integrate”, “communicate”, “evaluate” and “create”. Hence, we propose the following definition for digital literacy: Digital literacy is the ability to access, manage, understand, integrate, communicate, evaluate and create information safely and appropriately through digital technologies for employment, decent jobs and entrepreneurship. It includes competences that are variously referred to as computer literacy, ICT literacy, information literacy and media literacy. Our observations during the various stages of our empirical work show that there is a general acceptance that competence in digital literacy requires the person to have the necessary knowledge and skills, but views differ regarding attitudes. We hold the view that attitudes are necessary for a person to have the commitment and motivation to achieve competent performance, and should be included in the DLGF