Concepts, digital literacies in society and in education, the 21st century skills and global impact of digital literacies.

1. Digital Literacy
Flávia C. Rodrigues

2. 1. Concepts
 According to Lankshear & Knobel
(2008), digital literacy “enables us to
match the medium we use to the kind
of information we are presenting and
to the audience we are presenting it
to.” (Lankshear & Knobel, 2008, p.3)

3. 1. Concepts
 According to Gilster (1997), digital
literacy is “the ability to understand
and use information in multiple
formats from a wide range of sources
when it is presented via computers.”
(Gilster, 1997, p.1)

4. 1. Concepts
 According to Bawden (2008), “literacy
in digital age” is “the ability to read,
wirte, and otherwise deal with
information use technologies and
formats of the time.” (Bawden, 2008,
p.18)

5. 2. Digital literacy in society
 According to Lankshear & Knobel
(2008), the digital literacy is “a
shorthand for the myriad social
practices and conceptions of engaging
in meaning making mediated by texts
that are produced, received,
distributed, exchanged, etc., via digital
codification.” (Lankshear & Knobel,
2008, p.5).

6. 2. Digital literacy in society
 Lankshear & Knobel (2008) stated that
blogs, video games, text messages,
online social network pages,
discussion forums, internet memes,
FAQs, online search results, and so
on are used for social purposes.
These types of texts, according to the
authors, allow people from different
places and purposes to access the
same content.

7. 2. Digital literacy in society
 Lankshear & Knobel (2008) also
stated that texts are part of previous
social experiences, the texts are full of
culture.

8. 3. Digital literacy in education
 According to Lankshear & Knobel
(2008), “the education grounds for
aknowlodging of nature or diversity of
digital literacies, and for considering
where and how they might enter into
education learning have partly to do
with the extent to which we can build
bridges between learners’ existing
interests in this practices and more
formal scholarly purposes.”
(Lankshear & Knobel, 2008, p.9).

9. 3. Digital literacy in education
 Lankshear & Knobel (2008) stated that
the kind of experience an individual
has access in early childhood, such as
‘technological’, ‘academic’ or
‘specialist’ influences in their literacy.

10. 3. Digital literacy in education
 Lankshear & Knobel (2008) stated that
the kind of experience an individual
has access in early childhood, such as
‘technological’, ‘academic’ or
‘specialist’ influences in their literacy.

11. 3. Digital literacy in education
 Lankshear & Knobel (2008) also stated
that digital literacy in education is “less
about acquiring, remembering, and
repeating subject content per se, and
more about acive participation in
scholarly ways of doing and being… and
participation in professional, technical,
administrative, civic, and other ways of
doing and being that are germane to
post-school life trajectories (cf Gee,
2004, 2007; Gee, Hull, & Lankshear,
1996)”. (Lankshear & Knobel, 2008, p.
11-12).

12. 3. Digital literacy in education
 According to Lankshear & Knobel
(2008), “participating in digital literacy
practices like gaming, machining, digital
animating, fanfiction, writing, blogging
and the like provides opportunity for
gaining situated rather than merely
verbal (or literal) meanings for concepts,
processes and function. Situated rather
than literal meanings are, precisely, the
kind of meanings that underpin deep
understanding and competence, whether
in work practices or academic
disciplines.” (Lankshear & Knobel, 2008,
p.13).

13. 3. Digital literacy in education
 According to Gee (2007), “richer
children [will] attain productive stances
toward design and tech-savvy
identities to a greater degree than the
poorer ones” (Gee, 2009, p.138).

14. 4. 21st Century Skills
 According to Søby, “Østerud (2004) argues
that ICT may be the midwife for a new
pedagogical system, a third way or a
synthesis between progressive Bildung-
oriented pedagogy and a restorative
knowledge-oriented pedagogy: ICT makes
way for a new school model for the 21st
century and the learning of the future. That
doesn’t mean that ICT will on its own
automatically create innovation and new
spaces for learning. The potential of digital
media can only be realized if it is anchored in
a pedagogical, social and organizational
context, supported by political commitment.”
(Søby, 2008, p.129)

15. 5. Global impact of digital literacy
 According to Rantala & Suoranta (2008),
"[d]ifferent classes and groups have different
interests in a digital world, and these are often
contradictory and in conflict. The conflicts in a
digital world are reflected at the state level as
well as the global level. Hence, national and
regional public policies (such as the EU policies)
should be analyzed in terms of the various
inequalities they directly or indirectly produce.
Intellectual and cultural life is formed by the
capitalist mode of production, and the struggle
for ideological hegemony plays out in both the
material world and the world of ICTs, as well as
at the levels of globality, the state, and civil
society." (Rantala & Suoranta, 2008, p.113).

16. 6. Conclusions
 There are many concepts about digital
literacies, but there are similarities
between all concepts: the use of
technologies to access information
and comunication (ICT).
 Knowing about the use of ICT, it is
possible to affirm that digital literacies
are strongly related to social
purposes.

17. 6. Conclusions
 The 21st skills also are related to the
use o technologies for communication
and information. So, the same skills
necessary for digital literacies are the
21st skills.
 The global impact of digital literacies is
the global access to the same
information, and the confliction of
opinions between different cultures.

18. 7. References
 Lankshear, Colin J., and Knobel, Michele (2008) Introduction:
digital literacies: concepts, policies and
practices. In: Lankshear, Colin, and Knobel, Michele, (eds.)
Digital literacies: concepts, policies and practices. Peter Lang
Publishing, New York, USA, pp. 1-16.
 Bawden, David. (2008) Origins and Concepts of Digital
Literacy. In: Lankshear, Colin, and Knobel, Michele, (eds.)
Digital literacies: concepts, policies and practices. Peter Lang
Publishing, New York, USA, pp. 1-16.
 Søby, Morten. (2008) Digital Competence - From Education
Policy to Pedagogy: The Nowergian Context. In: Lankshear,
Colin, and Knobel, Michele, (eds.) Digital literacies: concepts,
policies and practices. Peter Lang Publishing, New York,
USA, pp. 1-16.
 Rantala, Leena and Suoranta, Juha. (2008) Digital Literacy
Policies in the EU - Inlusive Partnership as the Final Stage of
Governmentality? In: Lankshear, Colin, and Knobel, Michele,
(eds.) Digital literacies: concepts, policies and practices.
Peter Lang Publishing, New York, USA, pp. 1-16.