Digital Literacy

According to Djawad et al. (2018), digital literacy refers to the interests, attitudes, and

abilities of people who use digital technology and communication tools to access, manage,

integrate, analyze, and evaluate information, create new knowledge, and interact with others in

order to participate effectively in the community. Digital literacy competency is defined as the

ability to use, comprehend, access, manage, gather, and assess information from sources based

on information and communication technology, or ICT (Siero et al., 2020). In the ever changing

digital world of today, driven by algorithms and artificial intelligence, people face both new

opportunities and difficulties. Making the most of these opportunities and conquering obstacles

are essential components of living a sustainable life. Digital literacy is essential for people's

personal and professional lives, according to experts in education, technology, and the labor

market (Anderson et al., 2020). The most sought-after ability is not just connected to the greatest

level of education, but also to their capacity for analysis and application. Because they will need

to adjust to new methods of growing, communicating, and interacting, it is crucial that the next

generation is equipped with the necessary skills (Dewi et al., 2021).

According to Kaeophanuek et al. (2018), further research is necessary to figure out how

to create a learning environment that will increase students' digital literacy. Therefore, the

purpose of the study is to examine the variables that impact digital literacy, which students

should acquire in higher education and then implement in the digital workplace of today. A

person's capacity to use digital devices, networks, and communication applications to create and

exchange information, connect and collaborate, and solve problems to improve their lives,

learning, work, and social activities is referred to as their digital skills, according to UNESCO

(2018). "Digital literacy" and "digital skills" are not interchangeable. Digital literacy is focused
on why, when, who, and for whom, while digital skills are focused on what and how. A number

of factors can influence one's degree of digital literacy. Individual skills are one of the elements

that significantly influence digital literacy (Anisimova, 2020). UNESCO (2018) states that

digital literacy is more than just being able to employ a computer. It covers both living skills that

are applicable to all aspects of modern life and foundational skills. Additionally, Machete and

Turpin (2020) noted that the majority of students in today's classrooms lack the skills necessary

to properly assess online information and do not believe that critical thinking they require certain

skills. According to Thakur (2019), digital literacy boost learning efficacy and performance.

Furthermore, researchers as Van Laar et al. (2020) and Van Laar et al., (2017) continued by saying that a

variety of elements, such as learning methods, resources, and skills, affect digital literacy. Thus, the

research strongly suggests that students be able to engage, communicate, and collaborate using digital

technology and collaborate, as well as use both public and private digital services to benefit society.

Additionally, students need to be proficient in using specific digital tools in order to evaluate and analyze

data and digital environments in a particular field to adapt to 21st-century skills in digital form (Putnam

& Sanchez, 2019).

In the twenty-first century, being digitally literate implies that Both educators and students need

to be aware of the effects of digital media on our society, learn how to evaluate it critically, and be

receptive to implementing innovative teaching and educational resources (Sadaf, 2019). Knowing what

individuals do utilizing electronic devices in their daily lives and being aware of how they use language

when they read, write, and communicate Redefining literacy instruction requires daily digital literacy

practices (Tour, 2017). The extensive use of digital developments particularly in the last few years, in

educational settings has affected the competencies and skills that students will possess. Actually,

though, Curriculums and policies in the field of education have also taken this situation into

consideration. This procedure created a wealth of new opportunities by enriching the teaching activities
to students and expanded their production opportunities, information exchange and dissemination.

Each of these advancements have mandated that students evaluate, synthesize, and analyze the data

collected from multiple sources while maintaining a critical viewpoint (Özerbaş et al., 2018).

Research by Jin et al. (2020) created assessments that are suitable for gauging digital literacy

performance at various ages using information from three age groups (one from elementary school and

two from higher education). The findings demonstrated that secondary school pupils were given greater

amounts of gender disparities in digital literacy among primary school pupils and compared their level of

digital literacy to Students in secondary education. Apiola, Lokkila, and Laakso's 2019 study examined

digital learning strategies. Among 141 students enrolled in intermediate computer science courses at

the University of Turku, Finland discovered that the way people used their time varied according to their

grade level. Digital literacy has received a lot of attention in the digital age, particularly in the field of

teaching. Digital proficiency is essential for students, as digital literacy has the potential to assist

students in obtaining and refining their digital cognitive and technical know-how, which can be applied

as backup after university graduation (Techataweewan et al., 2018).

Digital knowledge is growing in digital populations, in which every individual is accountable for

how they interact with their surroundings through technology them. Being digitally literate is being

aware of the necessary to learn, work, and reside in a society where interaction and Digital tools are

making it easier to access information, and technology including the internet, mobile devices, and social

media platforms (Pérez Comisso et al.,2020). Digital knowledge extends beyond theconventional notions

of internet access and device ownership connected to the digital divide and moves into the one's level of

understanding (Ertl et al., 2020). Digital proficiency must incorporate more than just content

comprehension and knowledge, but also the capacity to assess, adjust, and produce fresh, reliable

information or content. Digital proficiency developed into a method for doing more than merely using a
computer, smart phone devices or knowing where to look for information, but also knowing how to

assess information critically (Öncül, 2020). By being aware of the the value of digital literacy to students,

who can participate in and support the economic growth of the nation (Vodă et al., 2022).

Definition

Digital literacy - is the ability to access, manage, understand, integrate, communicate, evaluate and the

ability to use mobile phones, computers, and basic Microsoft software to create information safely and

appropriately through digital technologies in learning.

Sadaf, A. (2019). Exploring teachers’ value beliefs of ıntegrating digital literacy in K-12 classrooms.
International Journal of Digital Literacy and Digital Competence, 10(2), 1-14. https://doi.org/10.4018/IJ-

Tour, E. (2017). Understanding digital literacy practices what can be learnt with visual methods?
Changing English, 24(4), 413-425. https://doi.org/10.1080/135868

Özerbaş, M. A., & Kuralbаyeva, A. (2018). A review of digital literacy levels of future primary-school and
secondary-school teachers in turkey and kazakhstan. MSKU Journal of Education, 5(1), 16-25.
https://doi.org/10.21666

Apiola, M., Lokkila, E., & Laakso, M.J. (2019). Digital learning approaches in an intermediate-level
computer science course. The International Journal of Information and Learning Technology, 36(5), 467-
484. https://doi.org/10.1108

Jin, K.Y., Reichert, F., Cagasan, L.P., de la Torre, J., & Law, N. (2020). Measuring digital literacy across
three age cohorts: Exploring test dimensionality and performance differences. Computers & Education,
157, 103968. https://doi.org/10.1016

Techataweewan, W., & Prasertsin, U. (2018). Development of digital literacy indicators for Thai
undergraduate students using mixed method research. Kasetsart Journal of Social Sciences, 39(2), 215–
221. https://doi.org/10.1016

Hosman, L., & Pérez Comisso, M. A. (2020). How do we understand “meaningful use” of the internet? Of
divides, skills and socio-technical awareness. Journal of Information, Communication and Ethics in
Society, 18(3), 461–479. https://doi.org/10.1108

Öncül, G. (2020). Defining the need: digital literacy skills for first- year university students. Journal of
Applied Research in Higher Education. https://doi.org/10.1108
Ertl, B., Csanadi, A., & Tarnai, C. (2020). Getting closer to the digital divide: An analysis of impacts on
digital competencies based on the German PIAAC sample. International Journal of Educational
Development, 78(August), 102259. https://doi.org/10.1016

Putnam, A., & Sanchez, A. (2019). Digital skills for the 21st century workforce. Retrieved from
https://www.investinwork.org/- /media/2B32C4812E5641D280CB1AB295F4322B

Additionally, students need to be proficient in using specific digital tools in order to evaluate and
analyze data and digital environments in a particular field to adapt to 21st-century skills in digital
form (Putnam & Sanchez, 2019).