ERIC Number: EJ1423865
Record Type: Journal
Publication Date: 2024
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1449-3098
EISSN: EISSN-1449-5554
Digital Fluency -- A Dynamic Capability Continuum
Australasian Journal of Educational Technology, v40 n1 p42-56 2024
The impact of digital technologies on the ways people work, learn and live has been debated and researched for half a century. Digital literacy approaches have recurrently been the focus of educational and industry learning; however, current framings of digital literacy are not sufficient to support students' digital capability development, nor do static digital literacies reflect the dynamic and contextual nature of digital capabilities. A digital capability continuum that fluidly moves between digital foundation skills, digital literacies and digital fluency is a more robust model for education. By unpacking the digital capability continuum and responding to both learning and curriculum paradigms, this paper expands on an earlier framework (Coldwell-Neilson, 2020), the decoding digital literacy framework, as well as building on our research and academic experiences, to inform higher education. A key agenda is that the higher education sector frames digital fluency as a mindset and an attitude. The model and framework underscore that capabilities need to be flexible and transferable across technologies, disciplines and the world of work.
Descriptors: Digital Literacy, Influence of Technology, Access to Computers, Access to Information, Knowledge Level, Information Technology, Computers, Internet, Curriculum Development, Outcomes of Education, Teaching Methods
Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A