This work brings several concepts of Digital Literacy in order to demonstrate its importance, coverage and possibilities worldwide.

1. Digital Literacy
Camila Kelen Ramos Silva

2. Concepts of digital literacy
Street (1984), literacy is conceived as
‘social practices and conceptions of reading
and writing history of literacy shows a
number of contestations over the power
and authority to access, interpret and
produce printed texts, which have been
magnified by the growing role of digital
technologies (Livingstone, 2004). (qtd in.
Koltay, 2011)

3. Concepts of digital literacy
Digital literacy refers to the use of digital
tools to create meaning and communicate
effectively with others, including the ability
to use visual representations, integrate
different digital texts, navigate non-linear
digital texts, and evaluate digital
information (Bulger et al. 2014; Eshet-
Alkalai 2004; Ng 2012). (qtd. in Neumann
et al, 2016)

4. Concepts of digital literacy
Digital Literacy is the awareness, attitude and
ability of individuals to appropriately use digital
tools and facilities to identify, access, manage,
integrate, evaluate, analyse and synthesize
digital resources, construct new knowledge,
create media expressions, and communicate
with others, in the context of specific life
situations, in order to enable constructive
social action; and to reflect upon this process.
(Martin, 2006: 19) (qtd in. Koltay, 2011)

5. Concepts of digital: Literacy
The concept of literacy includes visual,
electronic, and digital forms of expression
and communication. Modern literacy has
broadened in scope, as it is tied to
technology and culture, and the ability to
become and remain literate requires a long
term commitment (Cordes, 2009). (qtd in.
Koltay, 2011)

6. Concepts of digital literacy:
Literacies
There are many literacies that can be identified
within varying social contexts and under
varying social conditions and the nature of
which is changing within the conditions of
textual work (Lankshear and Knobel, 2004).
(qtd in. Koltay, 2011) 3 ex: information
literacy, visual literacy, and digital literacy.
“The list of newer literacies does not seem to
end.”
(Koltay, 2011 )

7. Concepts of digital literacy:
Literacies
Digital literacy refers to the variety of literacies
associated with the use of digital/new
technologies.
These technologies comprise software and
hardware used by professionals for social and/or
learning purposes at work. They include mobile
devices (e.g. tablets, laptops, mobile phones,
notebooks, and smartphones), desktop computers,
data logging equipment, interactive whiteboards,
digital recording devices (e.g. cameras, video and
voice recorder), Web 2.0 tools and other resources
on the Internet.

8. Concepts of digital literacy:
Literacies
The latter comprise multimedia and
information resources (e.g. Wikipedia),
collaborative and communication resources,
such as Moodle, Skype, blogs, wikis, concept-
mapping technologies, such as SpicyNodes,
storage spaces, such as Sky Drive and
Dropbox, and learning applications that are
either commercially sold or freely available
from the Web.
(Mohammadyari and Singh, 2015)

9. Concepts of digital literacy
Conclusion
Digital literacy comprises more than the
abilities to use software or use a digital device;
it involves a large variety of complex cognitive,
emotional and sociological skills, which users
need to function effectively in digital
environments (Martin & Madigan, 2006).
Digital literacy is a broader concept that
integrates several skill-sets and related
literacies, such as information evaluation and
knowledge gathering (Virkus, 2003).
(Mohammadyari and Singh, 2015)

10. Digital Literacy in society:
Benefits
Digital literacy empowers individuals to
communicate with others, work more
effectively, and increase one's productivity,
particularly with those who have the same
skills and proficiency levels (Martin, 2008).
Digital literacy has been to found to lower
stress levels and reduce individuals' inclination
to regard their achievements disparagingly
(Eastin & LaRose, 2000), which should make
them more confident about their expected
performance. (Mohammadyari and Singh,
2015)

11. Digital Literacy in society:
Possibilities
To be digitally literate is to have access to a
broad range of practices and cultural resources
that you are able to apply to digital tools.
It is the ability to make and share meaning in
different modes and formats; to create,
collaborate and communicate effectively and to
understand how and when digital technologies
can best be used to support these processes.
(p.2: Hague & Payton, 2010) (qtd. in
Mohammadyari and Singh, 2015)

12. Digital Literacy in society:
Individual Production
Digital literacy is the awareness, attitude and
ability of individuals to appropriately use digital
tools and facilities to identify, access, manage,
integrate, evaluate, analyze and synthesize
digital resources, construct new knowledge,
create media expressions, and communicate
with others, in the context of specific life
situations, in order to enable constructive
social action; and to reflect upon this process.
(Martin, 2005, p. 135) (Mohammadyari and
Singh, 2015)

13. Digital Literacy in society:
Achievement of Literate Levels
While a basic level of digital literacy would include
the ability to send e-mails, prepare documents
using computers, and search for information on
the Web, the competencies required to fulfill this
fundamental level of digital literacy increase as the
use of technology, particularly mobile technology,
expands.
Thus, being digitally literate today arguably
includes skills such as being able to use messaging
applications on smartphones and create digital
artefacts using applications such as WordPress and
Twitter. (Mohammadyari and Singh, 2015)

14. Digital Literacy in society: For
Children
Current curriculum documents are clear in
their academic expectations that children
need to become effective readers and
writers of both digital and non-digital texts
(Australian Government 2009; Australian
Curriculum and Reporting Authority 2012;
Kennedy et al. 2012). (qtd in. Koltay,
2011)

15. Digital Literacy in society: For Adults
“Individuals use their technologies while being a part of
one or more social networks, and in such networks, the
actions of peers and other salient others influence
individuals' conception of the value of a technology
(Fulk, 1993; Lu, Yao, & Yu, 2005).”
“…individuals observe how others who are connected to
them professionally or socially use similar types of IT
(Lewis, Agarwal, & Sambamurthy, 2003; Rogers,
2003), and the impact of their success at using these
technologies on their work performance. This provides
them with an opportunity to validate the technology's
work-related value (Hsu & Lin, 2008).”
(qtd in. Mohammadyari and Singh, 2015)

16. Digital literacy in education: basic
competences for teachers and learners
TEACHERS LEARNERS
According to Debski (1997) a pedagogical proposal realized
through the use of technology should be characterized by the
following points:
Elaborate strategies to filter
informations that will be
available for sudents
Suggest informations
Formentar participação
intencional reflexiva na ação
social
Reflect about social issues
Develop sybllabus conjointly
with students
Students also are responsible for
their learning process
The teacher represents na
enabler that propose ideas and
motivates learners
Students should act as a criative
and reflexive agent

17. 21st century skills
According to Koltay the four core
competencies of digital literacy are:
 internet searching,
 hypertext navigation,
 knowledge assembly,
 content evaluation. (Bawden, 2008)

18. 21st century skills
Digital texts have the potential to engage a wider
range of senses than non-digital texts because
their multimodal features can stimulate visual,
auditory, kinaesthetic, and tactile senses.
For example, multimodal digital texts (e.g., E-books,
internet advertisements, web sites, digital games) can
simultaneously integrate words, sounds, and images to
arouse a variety of senses during meaning
construction (Flewitt 2011; Marsh 2004, 2005, 2006;
Walsh 2006).
In addition, digital texts are dynamic and contain
symbols unique to digital landscapes, allowing
the reader to interact with texts in a variety of
formats. (qtd. in Neumann et al., 2016)

19. 21st century skills
Eshet-Alkalai (2004) proposed five skill areas of
digital literacy that users need to be competent
readers and writers of digital texts. (Info in:
Neumann et al., 2016)
 Photo-visual literacy
 reproduction literacy
 branching literacy
 information literacy
 socio-emotional literacy
 realtime thinking skills
Eshet-Alkali and Chajut (2009) proposed the sixth
one.

20. 21st century skills
“In terms of digital literacy, the latest and
most comprehensive conceptual
requirements (i.e. necessary knowledge,
skills and attitudes that students should
acquire) identified by the DIGCOMP project
include the following 21 subareal
competencies (Ferrari, 2013): Browsing,
searching and filtering information; Evaluating
Information; Storing and retrieving
information; Interacting through technologies;
Sharing information and content; Engaging in
online citizenship; …

21. 21st century skills
…Collaborating through digital channels;
Netiquette; Managing digital identity;
Developing content; Integrating and re-
elaborating; Copyright and Licences;
Programming; Protecting devices; Protecting
personal data; Protecting health; Protecting
the environment; Solving technical problems;
Identifying needs and technological responses;
Innovative and creative use of technology;
Identifying digital competence gaps”
(Rambousek et al., 2016)

22. Global impact of digital literacy
 Break Geographical barriers
 Foster means of communication through written
feature of language.
 Allows free interaction
 Allows knowledge exchange and Culture
exchange
 Provides a broad number of multimidial materials
 Possibility the release of individuals’ productions
(Ricardo Souza, 2004)

23. Global impact of digital literacy
An e-learning system is a web-based
communication platform that allows
learners, without limitations on place and
time, to access diverse learning tools, such
as discussion boards, assessments, content
repositories, and document sharing
systems (Martins & Kellermanns, 2004;
Ngai, Poon, & Chan, 2007). (qtd in.
Mohammadyari and Singh, 2015)

24. Conclusions
 Digital Literacy is a social matter regarding,
for example, its broad reach of communities
allowing the exchange of ideas.
 It is needed further specific research on this
field, for instance, about the required
competencies and possible literate levels,
target public, its purposes and proposals of
use or teaching through digital literacy etc.
 Digital Literacy allows the expansion of the
ways of communication and the provision of
fundamental services worlwide.

25. Bibliographic references
 Ananiadou, K. and M. Claro (2009), “21st Century Skills
and Competences for New Millennium Learners in OECD
Countries”, OECD Education Working Papers, No. 41,
OECD Publishing.
http://dx.doi.org/10.1787/218525261154
 Bawden D. (2001) “Information and digital literacies: a
review of concepts. Journal of Documentation.”. 57(2):
218-259.
 Koltay, Tibor. (2011) “The Media and the literacies:
Media Literacy, Information Literacy, Digital Literacy.”
Media, Culture & Society 33.2. 211-21.

26. Bibliographic references
 Mohammadyari Soheila, and Harminder Singh. (2015)
“Understanding the Effect of E-learning on Individual
Performance: The Role of Digital Literacy”. Computers
and Education 82. 11-25.
 Neumann, Michelle et al. (2016) “A Conceptual
Framework for Emergent Digital Literacy.” Early
Childhood Education Journal, 1–9.
 Rambousek, Vladimir et al. (2016) “Contents of Digital
Literacy from the Perspective of Teachers and Pupils”
Procedia – Social Behavioral Sciences 217. 354-62.
 Souza, Ricardo. (2004) “Um olhar panorâmico sobre a
aprendizagem de línguas mediada pelo computador: dos
drills ao sociointeracionismo” Fragmentos, número 26,
p. 073/086.