New Perspectives in Digitial Literacy Readiness

8/11/2019 New Perspectives in Digitial Literacy Readiness

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INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH VOLUME 3, ISSUE 4, APRIL 2014 ISSN

5IJSTR2014www.ijstr.org

New Perspectives In Digitial Literacy ReadinesEbad Ryhan

Abstract: The evolution of Information and Communication Technologies (ICT) has generated associated terms such as e-readiness, e-governdigital literacy, and digital divide. These terms are inter-related in one way or the other. Numerous services have also been created for the saconvenience and easy access to information submission and retrieval. Digital literacy has now become an integral part of our lives and it is

embedded in our daily lifestyle. By the end of 2013 it was expected that broadband subscriptions would rise beyond 2 billion globally. The govand corporates have demonstrated greater interest in taking advantage of this unique and state of the art technology to tap the potential both poliand economically. The governments are busy formulating strategies and policies and heavily investing in building ICT infrastructures in electronically reach out to the citizens to the last mile for better and effective governance. This will also fulfill its objective to address socio- eissues such as education, governance, citizenship participation, employment, health, food security amongst others. The corporates on the otherare concentrating on formulating sales and marketing strategies to achieve competitive advantage by offering their products and services to the lasICT has opened up windows of opportunities for almost every sector. Efforts are on to bridge the digital and technological divide within and countries. In this paper, a brief focus is on the digital literacy levels in developed, developing, and least developed nations.

Keywords: Digital literacy, Digital Divide, Digital Inclusion, ICT, Telecommunications Policy, Social Policy, Social Inclusion, Digital Rights, Dig

INTRODUCTIONDigital literacy can be thought of an ability to use hardwareand other digital tools to effectively and successfullyaccomplish tasks and communicate. Today we are usingmobile devices and computers to communicate andaccomplish tasks using state of the art technological tools. Inother words it is a combination of foundation knowledge,contemporary skills, and critical thinking ability (Bobst).Nevertheless, in this digital era the new generation iscompletely overwhelmed by the latest technological advances.

Alternatively, we can say that todays children are growing updigital. Their view of the world is very different from that ofadults, thanks to unprecedented access to information, people,and ideas across highly interactive media (Burkhardt, et al.,2003). (Rushkoff, 1999)Playing the Future agrees: Ourchildrenare the latest model of human being. Looking at theworld of children is not looking backward at our own pastitslooking ahead. They are our evolutionary future (p. 4). Thismeans children and teens are the fastest growing users of theinternet which directly points out the level of digital literacythese young users. The point to ponder here is what kind ofinformation they are receiving from online whether it is havingpositive effects on their development skills and they fullyrealize the potential of this technology. The explosive growth inuse of digital technologies for learning has left subjectdisciplines, government agencies and many practitioners witha problem. First, what do they call these new skills that areevidently required to function adequately in todays society?Second, how can these new skills be taught? And third, who isbest placed to deliver these skills? (Belshaw, 2012). Sahayidentifies four dimensions of computer literacy (Sahay, 2004):

1. ICTs as an Object: Learning about the technologyitself. Courses are offered to get knowledge anddevelop skills about different tools. This preparesstudents for the use of ICTs in education, futureoccupation and social life.

2. Assisting tool: ICT is used as a tool for learning, forexample, preparing lectures or assignments,collecting data and documentation, communicatingand conducting research. ICTs are appliedindependently from the subject matter.

3. Medium for teaching and learning: This refers to ICTas a tool for teaching and learning itself, the mediumthrough which teachers can teach and learners can

learn. Technology based instructional deliveappears in many different forms, such as drill apractice exercises, in simulations and educationnetworks.4. ICTs for education management: The most command wider application of ICTs is in the organizatioand logistic functions of the higher educatinstitutions in the form of transaction processsystems (TPS) and management information system(MIS).

Impact of the Digital Divide, Digital Age Learning, andDigital Age EconomyIn the 1990s, the digital divide was characterized as a gaptechnology access that translated into inequities educational, economic, social, and civic opportunities amsectors of the population. Since then, education leaders hacome to realize that access is simply the first step. Equaimportant are robust home access and the readiness oindividuals to use technology, communication networks, information efficiently, effectively, and productively (Burket al., 2003). (Dobson & Willinsky, 2009) Noted the existof a digital divide based on factors such gender, geograp(developed vs. developing world), and income. The IC(2010) suggested the existence of another disparity knownthe digital literacy divide, where some groups are fallingbehind in their [digital literacy] skills and have less accesnew technology (p. 6). This divide could lead a digitailliterate worker to be condemned to ever -shrinking choices employment (Information and Communications TechnologyCouncil, 2010, p. 6). Not only would this situation havnegative impact on the worker, but the economy would asuffer as Canada will likely face a shortage of skilled wordue to the impending mass retirement of baby boom(Information and Communications Technology Council, 20So how does Canada position itself to ensure it has digitaliterate workers? Researchers report a wide variety of factwhich favor the increasing gap, such as, among others, lincome and other financial limitations, lower-quality or hpriced connections, low level of education, lack of diliteracy, poor technical assistance, and limited access quality ICT content. Once of the key elements in developingovernance as a defining factor in bridging the digital dividpromoting ICT skills and digital literacy in a non-discrimin


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manner. In order to gain a sustainable society, Governmentsand other concerned stakeholders should concentrate onensuring equal opportunities for the young and futuregenerations. ICT is a vital component of that future, andbridging the digital divide should become a world priority. Theprovision of suitable e-services and the promotion of digitalliteracy should become a security matter and a top priority forGovernments, in order to ensure their country or region a

place in the future knowledge based society (UN Chronicle,2011). At the G-8 Kyushu-Okinawa Summit in July 2000, theindustrialized nations acknowledged the advancement of theprivate sector in information technology (IT) and committed theorganization to the Global Digital Divide Initiative of the WorldEconomic Forum Task Force. The Task Force outlined nineinitiatives and a set of concrete action plans forimplementation, which may achieve e-government readinessin developing countries (Brown, 2002). With childrens homeaccess to the Internet increasing, with life and school tasksbecoming more and more Internet-dependent, and with qualitycontent requiring higher and higher bandwidth, low-incomestudents are at a potential disadvantage. This disparity isincreasing the pressure on schools to provide robust Internet

access for all children (Burkhardt, et al., 2003). According tothe U.S. Department of Commerce study,Falling Through theNet ( National Telecommunications and InformationAdministration, 1999), the digital divide also representsdifferences in the capacity to use technology tools efficientlyand effectively. True equity requires high levels of technologyproficiency to ensure broader, more meaningful, andincreasingly innovative uses of technology by all segments ofthe population. In turn, these heightened levels of technologyproficiency so critical in the Digital Agerequire higherlevels of 21st century education. InDigital Transformation , theInternational Information and Communication Technologies(ICT) Literacy Panel (2002), argues that our conception of thedigital divide must be expanded: A continued focus on

building infrastructure should be complimented by an effort toidentify those without an ability to manage, integrate, evaluate,and create information in a traditional sense and to providethem with the necessary tools to acquire these skills (p. 1).Without these skills as a foundation, all the hardware andaccess in the world will notdecrease the existing gapscurrently defined by the digital divide (Gonzalez, 2002).Experts at the U.S. Department of Labor stated it best: Weare living in a new economypowered by technology, fueledby information, and driven by knowledge (SecretarysCommission on Achieving Necessary Skills (SCAN), 1991) .Because of this, they assert, The influence of technology willgo beyond new equipment and faster communications, aswork and skills will be redefined and reorganized (p. 1). Given

the rapid diffusion of technology during the past 30 years,many analysts have also considered technological change tobe a major factor in determining wages (Mishel, Bernstein, &Boushey, 2003). Some studies estimate that, on average, IT jobs pay 85 percent more than other jobs (Pociask, 2002).This implies that literacy does play a vital role determining thesocio-economic conditions of an individual and the communityin the larger scale in todays information based economy.According toTechnically Speaking , a report by the NationalAcademy of Engineering and the National Research Council,Technologically literate workers are more likely than thoselacking such literacy to have a broad range of knowledge andabilities, such as the critical thinking skills identified by the

Secretarys Commission on Achie ving Necessary Skil(SCANS) (Pearson & Young, 2002). At almost aopportunity, three-, four-, and five-year-old children spontaneously engage in emergent literacy activities. todays world they have multiple opportunities to observe,explore, play with, and learn from digital mediatelevisionDVDs, MP3s, Touch/iPhones, computers, video games, phones, smart toys, and the like (Blanchard & Moore, 20

(Critcher, 2008), (K & Livingstone, 2008), (HasebLivingstone, Haddon, & Olafsson, 2009) (LinebargerPiotrowski, 2009). Rapid globalization, technological advanand invention, societal changes have also caused a change students knowledge and learning and behavioral aspects.Over the last decade, there were tremendous advances in thscience of learning, made possible by the convergence research in the cognitive sciences, neuroscience, humadevelopment, and technology. As a result, we know mtoday about how people think and learn (Bransford, BrowCockings (Eds.), 1999). Technology influences learningthree significant ways. (Burkhardt, et al., 2003) A synthesirecent research and national skill sets shows that technolocan be a driver of change, a bridge to academic excellenc

and a platform for informed decision making accountability: (1).A Driver for Change: The 21st CenSkills, (2).A Bridge to High Academic Achievement, Platform for Informed Decision Making and AccountabilityenGauge 21st Century Skills conducted a two year stuidentified four skill clusters to represent the fresh, serious, nperspective required in light of recent historical eveglobalization, and the idiosyncrasies of the Digital Age. Thfour skill clusters, when considered within the contexrigorous academic standards, are intended to provide tpublic, business and industry, and educators with a communderstanding ofand language for discussingwhat ineeded by students, citizens, and workers in the Digital A(Burkhardt, et al., 2003). The four skills are (1). Digital

Literacy, (2). Inventive Thinking, (3). Effective Communicand (4). High Productivity. Of these four skills, the digitaliteracy is the most predominant skills needed to negotiate complexities of digital lifestyle. (Belshaw, 2012) Singaporea history of investment in ICT within education since the enthe last century with English as one of their official languaAs an Asian country they provide a different perspective to of the UK. Norway is seen internationally as a pioneer infield of digital literacy having built elements of it into thefoundation of their school curricula. The European Union fumany initiatives including those relating to new literacThese are referenced in UK and Norwegian literature ademonstrate some of the different ways in which new literaare considered within Europe as a whole. Finally, the USA

Australia are considered as different contexts within whNew Literacies are manifested in the English-speaking worl

A Review of Digital Literacy Initiatives and AwarenessIn the present technology based digital learning environmpeople are left with no other option but to catch up withrapidly changing digital world.It would be easier to say literateor educated is weighed in terms of digital literacy. Digitalliteracy is deemed necessary for mindful learning in theinformation society (Aviram & Eshet, 2006). Jeffrey Margues that Digital Literacy: Essential for College andCareer Readiness. Digit al literacy would help students tafull advantage of the digital learning environment. Students


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also be able to utilize technology to enhance self-managementtechniques or compensate for self-management deficiencies.This dimension alone may have the greatest impact onstudents futures due to the long -term implications of personalefficiency and effectiveness on college and career success.Lastly, digital literacy would provide students with the ability tolearn more about post-secondary programs, participate inopportunities to experience classrooms and other programs

online, and then to make informed academic choices. So,digital literacy is a true essential for college and careerreadiness. (Miller, 2013). In an ongoing effort to better prepareeducators and their students for the new computer-basedCommon Core assessments, Learning.com announcesEasyTech for PARCC/Smarter Balanced. PARCC andSmarter Balanced are right around the corner, and we knowthat digital literacy skills are crucial to student assessmentsuccess, said Keith Oelrich, CEO of Learning.com. EasyTechfor PARCC/Smarter Balanced is designed specifically tosupport the implementation efforts of districts and schoolseager to ensure their students have the 21st century skillsnecessary to succeed on the tests. EasyTech is a completedigital literacy curriculum that not only covers technology skills,

but goes above and beyond by enabling educators to integratethose skills into core subjects to better prepare students for thefuture. Fully interactive and standards-aligned, EasyTechsupports teachers and equips students with the skills theyneed to grow, compete and succeed in a global tech-basedeconomy (Learning.com, 2012). In efforts to keep abreast withrapid technological advancements in the present digital era,(District Administration Custom Publishing Group, 2012) EllenPitrelli, Director of Technology, Longwood Central (N.Y.)School District, stated Our administrators, educators, andfaculty are taking intense steps to ensure all of our studentsare digitally literate. Since our district is diversesocioeconomically, it has certainly been a challenge. Allstudents must take a computer literacy assessment that will bereported to the state for federal reporting. The New York StateDepartment of Education mandates that all students must betechnology literate by the eighth grade. Its definition oftechnology literate includes:

Having an understanding of the concepts behindcomputing equipment, network connectivity, andapplication software.

Being able to responsibly use the appropriatetechnology to access, synthesize, and evaluateinformation to increase learning in all subject areas.

The ability to acquire new knowledge for on-going andlifelong learning in the 21st century.

Teachers are also mandated to meet technology competencystandards that ensure their ability to use tools effectively insupporting student achievement. To begin to improve ourstudents computer literacy, I turned to the state Department ofEducation website. Learning.com was listed as a method ofmeasuring and reporting student growth in technology literacy(District Administration Custom Publishing Group,2012).Students, teachers and employees define computerliteracy differently (Johnson, Bartholomew, & Miller, 2007),however, common people acquire their technology -literacyeither formally through formal courses or informally at home,from friends or by themselves (Ezziane, 2007). With todaystechnological society, basic computer literacy is emphasized inevery institution (Ezziane, 2007). Digital literacy is a

combination of technical procedural, cognitive and emotiosocial skills, for example, using a computer involprocedural skills (file-management), cognitive skills (intuireading the visual messages in graphic user interface(Aviram & Eshet, 2006). Microsoft has been very proactivpromoting digital literacy. Its technological solutions are bused by governments and organizations to leverage upincreased access to computing skills. From schools

workforce development centers to community technollearning centers, Microsoft Digital Literacy is helindividuals develop new social and economic opportunitiesthemselves, their families, and their communities (Micro2014). In the twenty-first century knowledge economy, accto essential technology and computing skills is an imporpredictor of life opportunities. This white paper explcurrent technology driversincluding global Internet accesWeb 2.0 technologies, and ubiquitous computingand howthe essential computing skills curriculum offered by MicrDigital Literacy has affected individuals in diffegeographies and socioeconomic circumstances all over tworld (Evans, 2009). The Gulf Regions first ever DigiGirlz Dayintroduced more than 200 high school girls to technol

career opportunities in hopes of reducing the UAE gender gin information technology (IT). The girls participatetechnology workshops and panels, met with Microemployees, learned about new technologies, and had thopportunity to take the Microsoft Digital Literacy CertiTest on site. Dr. Zaki Khoury, Education and Citizenship LMicrosoft Gulf quoted "DigiGirlz is an effort to showschool girls what the technology industry is all about, wcareers are available to them, and to let them see how excitiit is to create something that can truly impact a large numof people." (Microsoft, 2014). n the last decade, uscomputers to teach traditional classroom topics hrevolutionized the teaching profession. Today, an increasnumber of vocational fields are also starting to benefit

Sacramento, California, a program is helping veteran trainin vocational fields like law enforcement and fire science btechnology to their non-traditional students (Microsoft, 20The Women in Technology (WIT) program in the Middle and North Africa empowers women by teaching essencomputing and career skills to thousands of women in ncountries. Training is delivered through unique partorganizations in each participating country to buildsustainable and scalable program that is tailored to the neeof women in the particular country. The Microsoft DLiteracy curriculum provides the essential computer sfoundation that participants need to begin their first sttowards a career in the twenty-first century knowleeconomy (Microsoft, 2014). Zach Blois referred to being

to successfully and productively utilize digital technologbecoming an increasingly important skill in today's workplHe argued, because of this increase, teaching anencouraging digital literacy within your schools classrooms is an extremely important component of helpstudents develop college and career readiness. He suggestefive effective methods that can help educators to enhanstudent digital literacy inside and outside of the classroomeducational technology and blended learning environmen(1). Explain what digital literacy actually means to students. (2). Model proper online skills to your students. Make use of student devices during lessons. (4). Assihomework and activities that require the internet and on


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resources. (5). Create a virtual classroom experience (Blois,2013). The Committee for Democracy in InformationTechnology (CDI) has set up 336 schools throughout Brazilsince 1995. The organizations focus is not primarily centeredon technology skill acquisition, but rather using computer skillsas a tool for transforming lives and communities (Hart, 2001).Their methodology is based on projects through whichstudents learn to use software. In one such project, students

create a community newspaper dealing with local issues the communitys problems and dreams. While they areworking, the students learn to use word processing. A similarproject maps out the institutions and community organizationsthat provide services, such as health clinics, schools, andNGOs. The students then create community maps, thuslearning to use data banks and database software. In a recentinterview, Rodrigo Baggio, the founder of CDI, described hisbelief that technology literacy should be a primary driver foreconomic development. The Republic of Chile also has madeaddressing computer literacy a significant national priority. Likethe U.S. E-Rate program, Chile has begun an ambitious effortto invest $100 million in a computer and social network calledEnlaces (a Spanish word meaning links), enabling thousands

of schools to connect to the Internet. However, Enlaces goeseven further beyond ensuring access. The project providesextensive training to help teachers integrate technology intothe school curriculum and design collaborative learningprojects that involve children all over the world. The projectalso funds on-line support, current classroom materials, andpractical tools for keeping track of attendance and automatingother administration functions. Most important, it bringstogether teachers and students from across the country into aunified and unifying learning community, helpingteachers and students share their experiences in discussiongroups and speeding reforms to some of the most isolatedAndean communities. According to early program evaluations,Enlaces has begun to achieve impressive outcomes, including

increases in cognitive development, reduction in dropout rates,and enhanced job prospects. It is clear that Enlacesswidespread impact is a direct, if not inevitable, result of bigthinking at a national level (Morino Institute, 2001)(International ICT Literacy Panel, 2007). (Ghosh & Das,2006)Former president of India, A.P.J. Abul Kalam introducedPURA (Providing Urban amenities in Rural Areas) thatdescribes coherent knowledge and resources distributionacross the country. The PURA will deliver three types ofconnectivity: physical connectivity by providing roads in ruralareas, electronic connectivity by providing reliablecommunication network and knowledge connectivity byestablishing more professional institutions and vocationaltraining centres. A report produced by Mckinsey & Company

(Gnanasambandam, et al., 2012) offers seven key findingsconcerning the impact of and outlook for the Internet in India.(1). Indias base of about 120 million In ternet users is currentlythe third-largest in the world. (2). India is likely to have thesecond-largest user base in the world, and the largest in termsof incremental growth, with 330 million to 370 million Internetusers in 2015. (3). India has the potential to double itseconomic contribution from the Internet in the next threeyears, from 1.6 percent of GDP at present to 2.8 to 3.3 percentby 2015. (4). The impact of the Internet in India is constrainedby current gaps and obstacles in the Internet ecosystem. (5).Although the Internet ecosystem is becoming more vibrant, thebenefits have been relatively concentrated. (6). India can

achieve broad-based Internet impact by aiming for the diginclusion of nearly 40 percent of its population, to reach a ubase of 500 million by 2015, rather than the likely target ofmillion to 370 million. (7). Concerted actions by policy mand businesses in five areas can help India achieve ainclusive Internet transformation. (Gnanasambandam, et 2012)The impact of the Internet in India is constrainedobstacles and gaps in the Internet ecosystem, compared w

many peer countries. The exceptions are human capitwhere India has a large pool of technically trained workand the reasonably well-developed access to finance. Omost other dimensions, Indias Internet infrastructure ande engagement levels are limited, and its Internet foundatiohave significant scope to improve. Indias low levels of useradoption and engagement (ranked 49 out of 57 countriesInternet user engagement and accessibility) are due to tfollowing obstacles. (1). Limited availability of Intinfrastructure. (2). High cost of access and usage.(3). Lackawareness and low digital literacy.(4). Narrow range applications and services. (Gnanasambandam, et al., 201The report further recommends to Enable large scale digitaliteracy to promote user engagement. Lack of education abusing the Internet and near absence of local language suppoin devices, applications and services is holding back tincrease in usage. This shortfall becomes more acute as leeducated users from rural areas gain access to the InterneHungary is an example of affordability being an insuffistimulus to usage: though over 90 percent of the populatcan afford broadband Internet, only about half actually uson account of the limited availability of local digital conand low digital literacy. Sri Lankas Ministry of Education ispromoting digital literacy through the establishment of sustaining computer learning centers that provide training Internet access after school hours. A cadre of paratechnicians could be created, to act as intermediariesbetween the Internet on the one hand, and novice users othe other. As more rural and semi-urban users in India connto the Internet, adoption could be accelerated by developlocal language content, with image based user interfaces andless textual content. Examples might include an India-specmobile operating system or a simplified weather informaapplication for farmers. At this point in the 21st century, myoung children in developed nations live in media-saturahomes, schools, and communities (Burkhardt, et al., 200(Alexander, 2009), (Byron, 2008), (James & Pollard, 20(Kline, 2004), (Pew Research Center, 2009), (RobertsFoehr, 2008), (Schuler, 2009), (Vanderwater & Lee, 200Young children are not only immersed in a sea of digmediaup to two hours per daythey are also using it. Manhave computers and can access age-appropriate web site(e.g., Webkinz Jr., JumpStart World, MyNoggin). Sevcomputers designed for preschoolers are currently availabincluding PeeWeePC, 2goE10, Disney Netpal by ASUS, IClassmate (see Appendix E), and OLPCs XO, offering USBports, wireless capacities, and fully functional operatsystems (Burkhardt, et al., 2003). Clearly, many youchildren are developing digital media fluency. (Glaubke, 20in a 2007 review of the literature on the effects of interacmedia on young children, reported that 64 percent of threefive-year-old children can use a mouse to point and click,percent have used a computer by themselves, and 37 percecan turn the computer on by themselves. In addition, mchildren have acquired these skills by three and one-half ye


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of age (Rideout, Vanderwater, & Wartella, 2003), (Calvert,Rideout, Woodard, Barr, & Strouse, 2005). This earlyproficiency with media has prompted (Prensky, 2006) to labelour youngest learners digital natives and the rest of usdigital immigrants (Burkhardt, et al., 2003). While children indeveloping and least-developed nations may not be immersedin digital media to the same extent as their counterparts indeveloped nations, their digital learning opportunities are

nonetheless steadily increasing (United Stations, 2008). Fromthe one-rupee video game rooms in the Dharavi slums ofMumbai, to the cybercafes of Condega in the mountains ofrural Nicaragua, to the Save the Children/CESVI Internetconnections in the cole Medina Gounass shantytown ofDakar, to the ever-present cell phones in the villa miserias ofBuenos Aires or favelas of Rio de Janeiro, digital media arewidely present in the emergent literacy lives of millions ofyoung children (Burkhardt, et al., 2003). However, the impactof digital media is almost non-existent in the least developednation (Rideout, Vanderwater, & Wartella, 2003). Since culturaland language norms in many developing and least-developednations differ markedly from Western norms, it is possible thatdigital media may affect emergent literacy skills in these

nations in ways that cannot be foreseen (Burkhardt, et al.,2003). Language and culture may not always be the majorinfluences on how digital media affects young children. Manyfamilies around the world face enormous day-to-daychallenges, such as basic safety, nutrition and health, attitudestoward formal education, and even the availability of formalschooling opportunities (UNICEF, 2009). However, even in theface of such challenges, it appears that the use of digitalmedia is likely to become more widespread in the lives ofthese families and their children (Burkhardt, et al., 2003).Several organizations, including non-profits, foundations,university centers, corporations, and non-governmentalentities (NGOs), have taken an interest in digital tools andmedia with respect to young children in developed nations,

and some are beginning to show an interest in their impact onchildren in developing and least-developed nations. Theseorganizations include the Henry J. Kaiser Family Foundation;Joan Ganz Cooney Center at Sesame Workshop; John D. andCatherine T. MacArthur Foundation; Esme FairbairnFoundation; International Clearinghouse on Children, Youthand Media; the Pearson Foundation; and the BBC WorldService Trust (Burkhardt, et al., 2003). Young childrenimmersed in digital media opportunities will develop somedegree of digital literacy, that is, the ability to use digital mediafor speaking, listening, reading, and writing purposes. Butdigital literacy includes not only traditional emergent literacyskills like reading and writing, but also the psycho-motor skillsneeded for keyboarding and cell phone use and the problem-

solving skills needed for navigating Google sites and usingiPhone apps. We can expect that, as literacy skills develop, sowill skills in digital literacy, especially as young childrenbecome more comfortable using digital media as tools(Burkhardt, et al., 2003). As (Resnick, 2002) suggested,When you learn to read and write, you are in a better positionto learn many other things. So too with digital fluency (p. 33).(Cavallo, 2000) of the M.I.T. Future of Learning group hasnoted, The idea of building technological fluency draws on theimage of being fluent in a language. When one is fluent in anatural language, one can think, express, communicate,imagine and create with that language. In the same way, welike to develop fluency through the construction of, and with

technology as a means of, personal and group expression (p.771). Although there is no empirical research supporting notion that literacy and digital literacy skills develop in tandprevious research with computers has documented positirelationships between computer use and overall learning ga(Norris, Sulliva, Poirot, & Soloway, 2003). (Deborah, 2012need for a digitally literate population is critical if Canada successfully compete in the world economy, especially githat the service sector comprises 70% of Canadas grossdomestic product (GDP) and employs 76% of the Canadpopulation (Chinien & Boutin, 2011). The challenge faeducators is how to ensure todays students are prepared forthe 21st century workplace. Digital literacy is very impofrom Canadian economic viewpoint (Deborah, 20(Bawden, 2001) Noted that as digital technology becomesubiquitous, workers will increasingly need an appropriateof digital skills to access and process information using digsystems and tools (as cited in (Chinien & Boutin, 2011) p. 14).Due to globalization, Canada now competes with otcountries and while the prod uction of hard goods is importanational prosperity heavily depends on increasing productiin the service sector (Information and Communications

Technology Council., 2010). Unlike past trading, howewhere the focus was on raw materials, todays trade takeplace in a knowledge economy without borders. As notedthe Information and Communications Technology Coun(ICTC), (2010), digital literacy is the fundamental requirementfor effective participation in the worlds economy (p. 1).(Deborah, 2012) Digitally literate individuals are viewebeing more flexible and adaptable (Ng, 2012), as well capable of working more efficiently (Information Communications Technology Council, 2010). The ICTC (2concluded that digital literacyis needed to retain flexibility andmobility of career and job openings (p. 6). The ICTC (201also identified that digitally literate individuals can positimpact productivity, innovation and research and developmin a number of ways, such as speed[ing] up the responses ocompanies to commercial opportunities, extend[ing] acaderesearch more deeply and quickly, and exchang[ing] bpractices with global colleagues (p. 2) (Deborah, 2012).

ConclusionA global movement for digital and media literacy educatiodeveloping all over the world (Frau-Meigs & Torrent, 2(Conclusion: Imagining the Future). As noted by (AviraEshet, 2006), the digital era is not going to disappear, and theneed for education to respond to the growing digital tidrapidly increasing (para. 90). To prepare students for the 21scentury workplace, curricula must focus on the acquisitiodigital competence by applying skills to real-life situatwherever possible. In addition, teachers should moappropriate technology use during lesson delivery and provstudents with opportunities to use technology on a regubasis. A digitally literate workforce is necessary if Canada improve its productivity and successfully compete on the wstage (Deborah, 2012).New opportunities are impactinggeneration of young children, who are approaching learnand literacy in ways not thought possible in the past, adevelopmental milestones are changing. As noted (Rideout, Vanderwater, & Wartella, 2003) and (VanderwateLee, 2009), these changes present a revolutionaphenomenon in child development and must be understooUntil recently, research into these changes has drawn sca


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New Perspectives in Digitial Literacy Readiness