Digital literacy in education. Systematic review of scientific production in Scopus
Abstract
The incorporation of technologies in scenarios of social interaction has led to changes in the way in which people communicate, learn and share information. In education, access and massification of digital infrastructure has led to the need to conceptualize and reconceptualize the term digital literacy from various angles as a way of understanding what are the skills needed to participate in a hyperconnected world. In this work, a systematic review of the bibliography related to the topic was carried out using the Scopus database. A diachronic study was carried out that examined 138 articles obtained from the terms digital literacy, education and school. An early conceptualization based on the need to incorporate skills to use technologies instrumentally was identified, and a contemporary reconceptualization in which the idea that mastering hardware and software is enough to consider a person digitally literate is overcome. It is concluded that, in order to make digital literacy conceptualizations, terms such as information literacy, computer literacy and media literacy must necessarily be considered, since new literacies based on the incorporation of technologies in education are articulated on these parameters.
Downloads
References
Adeyemon, E. (2009). Integrating digital literacies into outreach services for underserved youth populations. Reference Librarian, 50 (1), 85-98. http://dx.doi.org/10.1080/02763870802546423
Agudo, S., Pascual, M. & Fombona, J. (2012). Uses of digital tools among the elderly. Comunicar, 20(39), 193-201. http://dx.doi.org/10.3916/C39-2012-03-10
Aguilar, A., & García, M. (2008). Education in mobility. Comunicar, 16(31), 699-708. http://dx.doi.org/10.3916/c31-2008-03-070
Akemi, R., Antunes, J. & Oliveira, S. (2017). Text mining and semantics: a systematic mapping study. Journal of the Brazilian Computer Society. 23(9), 7-22. http://dx.doi.org/10.1186/s13173-017-0058-7
Álvarez, J. & Gisbert, M. (2015). Information literacy grade of secondary school teachers in Spain - Beliefs and self-perceptions. Comunicar, 23(45), 187-194. http://dx.doi.org/10.3916/C45-2015-20
Amiama, C. & Mayor, C. (2017). Digital reading and reading competence: The influence in the Z generation from the Dominican Republic (2017). Comunicar, 25(52), 105-113. http://dx.doi.org/10.3916/C52-2017-10
Anderson-Inman, L. (2009). Thinking between the lines: Literacy and learning in a connected world. On the Horizon, 17(2), 122-141. http://dx.doi.org/10.1108/10748120910965502
Area, M. & Pessoa, T. (2012). De lo sólido a lo líquido: las nuevas alfabetizaciones ante los cambios culturales de la Web 2.0. Comunicar, 19(38), 13-20. http://dx.doi.org/10.3916/C38-2012-02-01
Ball, C. (2019). Wikiliteracy: Enhancing students’ digital literacy with Wikipedia. Journal of Information Literacy, 13(2), 253-271. http://dx.doi.org/10.11645/13.2.2669
Bawden, D. (2002). Revisión de los conceptos de alfabetización informacional y alfabetización digital. Anales de Documentación, 5, 361-408. https://cutt.ly/hyHGRBt
Bawden, D., & Robinson, L. (2002). Promoting literacy in a digital age: Approaches to training for information literacy. Learned Publishing, 15(4), 297-301. http://dx.doi.org/10.1087/095315102760319279
Bhatt, I., & Mackenzie, A. (2019). Just Google it! Digital literacy and the epistemology of ignorance. Teaching in Higher Education, 24(3), 302–317. https://doi.org/10.1080/13562517.2018.1547276
Bornmann, L., Thor, A., Marx, W. & Schier, H. (2016). The application of bibliometrics to research evaluation in the humanities and social sciences: An exploratory study using normalized Google Scholar data for the publications of a research institute. Journal of the Association for Information Science and Technology, 67 (11), 2778-2789. http://dx.doi.org/10.1002/asi.23627
Brass, J. (2008). Local knowledge and digital movie composing in an after-school literacy program. Journal of Adolescent and Adult Literacy, 51(6), 464-473. http://dx.doi.org/10.1598/JAAL.51.6.3
Burnett, C., Dickinson, P., Myers, J. & Merchant, G. (2006). Digital connections: Transforming literacy in the primary school. Cambridge Journal of Education, 6(1), 11-29. http://dx.doi.org/10.1080/03057640500491120
Cabero, J. & Barroso, J. (2015). Nuevos retos en tecnología educativa. Madrid, España: Editorial Síntesis.
Cabero, J. & Fernández, B. (2018). Las tecnologías digitales emergentes entran en la Universidad: RA y RV. RIED. Revista Iberoamericana de Educación a Distancia, 21(2), 119-138. http://dx.doi.org/10.5944/ried.21.2.20094
Cantú, V., Glasserman, L. & Ramírez, M. (2019). Comportamiento métrico sobre evaluación de la educación en emprendimiento. Investigación Bibliote¬cológica: archivonomía, bibliotecología e información 33 (79): 99-117. http://dx.doi.org/10.22201/iibi.24488321xe.2019.79.57902
Claro, M., Álvaro, T., Cabello, E., San Martín, D., Valenzuela, S. & Jara, I. (2018). Teaching in a Digital Environment (Tide): Defining and measuring teachers` capacity to develop students digital information and communication skills. Computers & Education, 121, 162-74. https://doi.org/10.1016/j.compedu.2018.03.001
Creswell, J. W. & Plano-Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). Thousand Oaks, CA: Sage.
Culver, S. & Jacobson, T. (2012). Media literacy and its use as a method to encourage civic engagement. Comunicar, 20(39), 73-80. http://dx.doi.org/10.3916/C39-2012-02-07
De las Heras, C., Martel, T. & Jambrino, C. (2018). Análisis de las redes académicas y tendencias científicas de la comunicación en las universidades españolas. Revista Prisma Social, 22, 229-246. https://revistaprismasocial.es/article/view/2584/2760
Dornaleteche, J., Buitrago, A. & Moreno, L. (2015). Categorization, item selection and implementation of an online digital literacy test as media literacy indicator. Comunicar, 22(44), 177-185. http://dx.doi.org/10.3916/C44-2015-19
Ercegovac, Z. (1998). Information Literacy: Teaching Now for Year 2000. Reference Services Review, 26 (4), 139-142. http://dx.doi.org/10.1108/00907329810307830
Ferreiro, S. (1997). Dealing with diversity and digital culture. International Information and Library Review, 29(2), 237-245. http://dx.doi.org/10.1080/10572317.1997.10762432
Ferrés, J. & Piscitelli, A. (2012). La competencia mediática: propuesta articulada de dimensiones e indicadores. Comunicar, 19(38), 75-82. http://dx.doi.org/10.3916/C38-2012-02-08
Fraiberg, S. (2017). Pretty bullets: Tracing transmedia/translingual literacies of an israeli soldier across regimes of practice. College Composition and Communication, 69(1), 87-117. https://cutt.ly/oyHAtYj
Frand, J., Borah, E. & Lippincott, A. (2007). InfoIQ: Targeting information and technology lifelong needs. Public Services Quarterly, 3(4), 95-113. http://dx.doi.org/10.1080/15228950802110486
Fterniati, A. (2009). Teaching multimodality in Greek elementary school language arts. International Journal of Learning, 16(4), 299-326. http://dx.doi.org/10.18848/1447-9494/CGP/v16i04/46230
García, R., Ramírez, A. & Rodríguez, M. (2014). Educación en alfabetización mediática para una nueva ciudadanía prosumidora. Comunicar, 22(43), 15-23. http://dx.doi.org/10.3916/C43-2014-01
Gértrudix, F., Gálvez, M., Said, E. & Duran, J. (2016). Alfabetización digital, competencias mediáticas y Open Data. RELATEC Revista Latinoamericana de Tecnología Educativa, 15(2), 113-121. https://cutt.ly/myHAEN6
Gilster, P. (1997). Digital literacy. Estados Unidos: John Wiley & Sons
Goldem, N. (2017). Critical digital literacies across scales and beneath the screen. Educational Media International, 54(4), 373-387. http://dx.doi.org/10.1080/09523987.2017.1391523
González, C., Fanjul, C. & Cabezuelo, F. (2015). Use, consumption and knowledge of new technologies by elderly people in France, United Kingdom and Spain. Comunicar, 23(45), 19-27. http://dx.doi.org/10.3916/C45-2015-02
Goodfellow, R. (2011). Literacy, literacies and the digital in higher education. Teaching in Higher Education, 16(1), 131-144. http://dx.doi.org/10.1080/13562517.2011.544125
Gutiérrez, A. (2003). Alfabetización digital: algo más que ratones y teclas, Madrid, Gedisa.
Gutiérrez, A. & Tyner, K. (2012). Educación para los medios, alfabetización mediática y competencia digital, Comunicar, 19(38), 31-39. http://dx.doi.org/10.3916/C38-2012-02-03
Gutiérrez, A., Palacios, A., & Torrego (2010). Digital Tribes in the University Classrooms. Comunicar, 17(34), 173-181. http://dx.doi.org/10.3916/C34-2010-03-17
Hanbidge, A., Tin, T., & Sanderson, N. (2018). Information literacy skills on the go: Mobile learning innovation. Journal of Information Literacy, 12(1), 118-136. http://dx.doi.org/10.11645/12.1.2322
Hanemann, U. (2015). Lifelong literacy: Some trends and issues in conceptualising and operationalising literacy from a lifelong learning perspective. International Review of Education, 61(3), 295-326. https://doi.org/10.1007/s11159-015-9490-0
Hargittai, E. & Dobransky, K. (2017). Old dogs, new clicks: Digital inequality in skills and uses among older adults. Canadian Journal of Communication, 42(2), 195-212. http://dx.doi.org/10.22230/cjc.2017v42n2a3176
Hinchliffe, L.J. (2004). Technology and the Concept of Information Literacy for Pre-Service Teachers. Behavioral and Social Sciences Librarian, 22(1), 7-18. http://dx.doi.org/10.1300/J103v22n01_02
Howard, S. & Thompson, K. (2016). Seeing the System: Dynamics and complexity of Technology integration in secondary schools. Education and Information Technologies, 21(6), 1-18. https://doi.org/10.1007/s10639-015-9424-2
Inoue, H., Naito, E. & Koshizuka, M. (1997). Mediacy: What it is? Where to go? International Information and Library Review, 29(3-4), 403-413. http://dx.doi.org/110.1080/10572317.1997.10762448
Kim, P., Miranda, T. & Olaciregui, C. (2008). Pocket School: Exploring mobile technology as a sustainable literacy education option for underserved indigenous children in Latin America. International Journal of Educational Development, 28(4), 435-445. http://dx.doi.org/10.1016/j.ijedudev.2007.11.002
Lacey, P., Layton, L., Miller, C., Goldbart, J. & Lawson, H. (2007). What is literacy for students with severe learning difficulties? Exploring conventional and inclusive literacy. Journal of Research in Special Educational Needs, 7(3), 149-160. http://dx.doi.org/10.1111/j.1471-3802.2007.00092.x
LaFond, D. (2004). Library capacity building in Africa or the exportation of technolust? Discerning partnership models and revitalization efforts in the age of globalization. Reference Librarian, 42 (87), 209-272. http://dx.doi.org/10.1300/J120v42n87_09
Leaning, M. (2017). Media and information literacy: An integrated approach for the 21st century. Oxford: Elsevier.
Leaning, M. (2019). An approach to digital literacy through the integration of media and information literacy. Media and Communication, 7(2), 4-13. http://dx.doi.org/10.17645/mac.v7i2.1931
Livingstone, S. (2003). Children's use of the Internet: Reflections on the emerging research agenda. New Media and Society, 5(2), 147-166. https://doi.org/10.1177/1461444803005002001
López, E., Vázquez, E. & Román, P. (2015). Análisis e implicaciones del impacto del movimiento MOOC en la comunidad científica: JCR y Scopus (2010‐13). Comunicar, (44), 73‐80. http://dx.doi.org/10.3916/C44-2015-08
Martínez, W. & Esquivel, I. (2017). Efectos de la instrucción de estrategias de lectura, mediadas por TIC, en la comprensión lectora del inglés. Perfiles Educativos, 39(157), 105-122 https://doi.org/10.22201/iisue.24486167e.2017.157.58444
Marzal, M. (2009). Conceptual evolution of alphabetization in information based on multiple alphabetization in a library science and educational perspective. Investigacion Bibliotecologica, 23(47), 129-160. http://dx.doi.org/10.22201/iibi.0187358xp.2009.47.16959
Matamala, C. (2019). Desarrollo de alfabetización digital ¿Cuáles son las estrategias de los profesores para enseñar habilidades de información? Perfiles Educativos, 40(162), 68-85. https://doi.org/10.22201/iisue.24486167e.2018.162.58846
Moreno, A. (2019). Estudio bibliométrico de la producción científica en Web of Science: Formación Profesional y blended learning. Píxel-Bit. Revista de Medios y Educación, 56, 149-168. https://doi.org/10.12795/pixelbit.2019.i56.08
Morey, O. (2007). Digital disparities: The persistent digital divide as related to health information access on the internet. Journal of Consumer Health on the Internet, 11(4), 23-41. http://dx.doi.org/10.1300/J381v11n04_03
Neuman, D. (1997). Learning and the digital library Library Trends, 45(4), 687-707.
Nichols T. & Stornaiuolo, A. (2019). Assembling “Digital Literacies”: Contingent Pasts, Possible Futures. Media and Communication, 7(2), 14–24. http://dx.doi.org/10.17645/mac.v7i2.1946
Noguerón, S. (2017). Expanding Notions of Digital Access: Parents' Negotiation of School-Based Technology Initiatives in New Immigrant Communities. Equity and Excellence in Education, 50(4), 387-399. http://dx.doi.org/10.1080/10665684.2017.1395301
O'Brien, D. y Scharber, C. (2008). Digital literacies go to school: Potholes and possibilities. Journal of Adolescent & Adult Literacy, 52(1), 66-68. https://cutt.ly/2yHGzRc
Peirats, J., Marín, D. & Vidal, M. (2019). Bibliometría aplicada a la gamificación como estrategia digital de aprendizaje. RED. Revista de Educación a Distancia, 60. http://dx.doi.org/10.6018/red/60/05
Pereira, L., Jorge, A. & Brites, M. (2017). Media education competitions: An efficient strategy for digital literacies? Italian Journal of Sociology of Education, 9(1), 77-92. http://dx.doi.org/10.14658/pupj-ijse-2017-15
Pérez, A., Castro, A. & Fandos, M. (2016). Digital skills in the Z generation: Key questions for a curricular introduction in primary school. Comunicar, 24(49), 71-79. http://dx.doi.org/10.3916/C49-2016-07
Pérez, A., García, R. & Aguaded, I. (2019). Dimensions of digital literacy based on five models of development. Cultura y Educacion, 31(2), 232-266. http://dx.doi.org/10.1080/11356405.2019.1603274
Pérez, M. & Vladimirovna, N. (2017). La producción científica sobre la innovación social para el desarrollo local: una revisión bibliométrica la estructura y la evolución del campo de dominio científico. Prisma Social. Revista de Ciencias Sociales, 19, 146-182. https://cutt.ly/IyHGcbF
Pérez, M., Romero, M. & Romeu, T. (2014). Collaborative construction of a project as a methodology for acquiring digital competences (2014) Comunicar, 21(42), http://dx.doi.org/10.3916/C42-2014-01
Petersen, K., Robert F., Shahid, M. & Mattsson, M. (2008). Systematic Mapping Studies in Software Engineering. EASE, 8, 68-77. https://cutt.ly/OyHGni4
Prendes, M., Castañeda, L. & Gutiérrez, I. (2010). Competencias para el uso de las TIC de los futuros docentes. Comunicar, 17(35), 175-181. http://dx.doi.org/10.3916/C35-2010-03-11
Price, D. (1986). Little Science, big science and beyond. Nueva York, NY: Columbia University Press.
Prinsloo, M. (2005). The new literacies as placed resources. Perspectives in Education, 23(4), 87-98.
Ramírez, M. & García, F. (2018). Co-creación e innovación abierta: Revisión sistemática de literatura. Comunicar, 26(54), 9-18. https://doi.org/10.3916/C54-2018-01
Rantala, L. & Korhonen, V. (2008). New literacies as a challenge for traditional knowledge conceptions in school: A case study from fifth graders digital media production. SIMILE, 8(2), 1-15. http://dx.doi.org/10.3138/sim.8.2.002
Rodríguez, A., Raso F. & Ruiz, J. (2019). Competencia digital, educación superior y formación del profesorado: un estudio de meta-análisis en la Web of Science. Píxel-Bit. Revista de Medios de Comunicación, (54), 65-81. https://doi.org/10.12795/pixelbit.2019.i54.04
Roig, R., Mengual, S. & Quinto, P. (2015). Primary teachers' technological, pedagogical and content knowledge. Comunicar, 23(45), 151-159. http://dx.doi.org/10.3916/C45-2015-16
Salado, L., Amavisca, S., Richart, R. & Rodríguez, R. (2019). Alfabetización digital de estudiantes universitarios en las modalidades presencial y virtual. Revista Electrónica de Investigación e Innovación Educativa, 5(1), 30-47. https://cutt.ly/EyHGWoH
Saleh, I. (2012). Media and information literacy in South Africa: Goals and tools. Comunicar, 20(39), 35-43. http://dx.doi.org/10.3916/C39-2012-02-03
Sánchez, M., De Frutos, B., & Vázquez, T. (2017). Parent's influence on acquiring critical internet skills. Comunicar, 25 (53), 103-111. http://dx.doi.org/10.3916/C53-2017-10
Shafirova, L. (2018). Aprender una lengua ex¬tranjera en línea. En D. Hernández, D. Cassany & R. López, Háblame de TIC 5: Prácticas de lectura y escritura en la era digital, (p. 171-192). México: Brujas.
Sime, A. & Themelis, C. (2020). Educators’ perspectives on transmedia identity management: Redefining tele-teacher presence. Distance Education, 41(1), 70-85. http://dx.doi.org/10.1080/01587919.2020.1727292
Soep, E. (2012) The digital afterlife of youth-made media: Implications for media literacy education. Comunicar, 19(38), 93-100. http://dx.doi.org/10.3916/C38-2012-02-10
Taylor, A. (2017). Social work and digitalisation: bridging the knowledge gaps. Social Work Education, 36(8), 869-879. http://dx.doi.org/10.1080/02615479.2017.1361924
Tierney, R., Bond, E. & Bresler, J. (2006). Examining literate lives as students engage with multiple literacies. Theory into Practice, 45(4), 359-367. http://dx.doi.org/10.1207/s15430421tip4504_10
Tirado, R., Mendoza, D., Marín, I. & Mendoza, M. (2017). The relativity of sociodemographic determinism on the digital divide in high school students in Ecuador. International Journal of Communication, 11, 1528-1551.
Tompson, S. (2006). Competencies required! For education, recruitment and retention. Science and Technology Libraries, 27 (1), 241-258. http://dx.doi.org/10.1300/J122v27n01_16
van de Oudeweetering, K. & Voogt, J. (2018). Teachers’ conceptualization and enactment of twenty-first century competences: exploring dimensions for new curricula. Curriculum Journal, 29(1), 116-133. http://dx.doi.org/10.1080/09585176.2017.1369136
van Deursen, A. & van Dijk, J. (2011). Internet skills and the digital divide. New Media and Society, 13(6), 893-911. http://dx.doi.org/10.1177/1461444810386774
van Eck, J. & Waltman, L. (2017). Citation-based clustering of publications using CitNetExplorer and VOSviewer. Scientometrics. 111 (2), 1053-1070. http://dx.doi.org/10.1007/s11192-017-2300-7
Walton, G., Pickard, A. & Dodd, L. (2018). Information discernment, mis-information and pro-active scepticism. Journal of Librarianship and Information Science, 50(3), 296-309. http://dx.doi.org/10.1177/0961000618769980
Ware, P.D. & Warschauer, M. (2005). Hybrid literacy texts and practices in technology-intensive environments. International Journal of Educational Research, 43(7), 432-445. http://dx.doi.org/10.1016/j.ijer.2006.07.008
Wolsey, T. & Grisham, D. (2007). Adolescents and the New Literacies: Writing Engagement. Action in Teacher Education, 29(2), 29-38. http://dx.doi.org/10.1080/01626620.2007.10463446
Yi, H. (2005). Library instruction goes online. An inevitable tren. Library Review, 54(1), 47-58. http://dx.doi.org/10.1108/00242530510574156
Zhang, H., & Zhu, C. (2016). A Study of Digital Media Literacy of the 5th and 6th Grade Primary Students in Beijing (2016) Asia-Pacific Education Researcher, 25(4), 579-592. http://dx.doi.org/10.1007/s40299-016-0285-2
Copyright (c) 2020 Distance Education Journal
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Las obras que se publican en esta revista están sujetas a los siguientes términos:
1. El Servicio de Publicaciones de la Universidad de Murcia (la editorial) conserva los derechos patrimoniales (copyright) de las obras publicadas, y favorece y permite la reutilización de las mismas bajo la licencia de uso indicada en el punto 2.
2. Las obras se publican en la edición electrónica de la revista bajo una licencia Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España (texto legal). Se pueden copiar, usar, difundir, transmitir y exponer públicamente, siempre que: i) se cite la autoría y la fuente original de su publicación (revista, editorial y URL de la obra); ii) no se usen para fines comerciales; iii) se mencione la existencia y especificaciones de esta licencia de uso.
3. Condiciones de auto-archivo. Se permite y se anima a los autores a difundir electrónicamente las versiones pre-print (versión antes de ser evaluada) y/o post-print (versión evaluada y aceptada para su publicación) de sus obras antes de su publicación, ya que favorece su circulación y difusión más temprana y con ello un posible aumento en su citación y alcance entre la comunidad académica. Color RoMEO: verde.
