This project has been funded with support from the European Commission. This publication reflects the views of its authors only, and the Commission cannot be held responsible for any use which may be made of the information contained herein.

Fabio NascimbeniELINET Network

Beyond Digital Competence: a proposal by the ELINET Network

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The ELINET work on Digital Literacy1. Starting as a cross-sectoral (but not central) theme

2. Receiving increasing interest

3. DL Task Force created

4. DL Paper produced and presented in the Frankfurt ELINET Meeting

5. Collaborative work, literature review, cooperation with COST-DL

6. DL Position paper produced

7. …?

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Concepts, stakeholders...

• Digital Literacy• Digital Competence• Media Literacy• ICT skills• …

• Policy makers• Education providers• Teachers & trainers

• Parents• Industry

• ….

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…models, frameworks...

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ELINET Position Paper on Digital Literacy

1. A clear definition of Digital Literacy

2. A claim to go beyond Digital Competence

3. the critical dimension recognises that meaning-making resources are selective and operate as a means of social control. Becoming critically literate with digital media therefore includes not simply participating competently in digital literacy practices but also developing the ability to transform them actively and creatively.

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Defining DL: three interrelated dimensions

1. the operational dimension includes the skills and competences that enable individuals to read and write in diverse digital media (including making meaning with and from diverse modes such as spoken and written language, static and moving images, sounds, screen design etc)

2. the cultural dimension refers to developing a repertoire of digital literacy practices in specific social and cultural contexts (such as constructing and/or maintaining effective social, educational and/or professional relationships online)

3. the critical dimension recognises that meaning-making resources are selective and operate as a means of social control. Becoming critically literate with digital media therefore includes not simply participating competently in digital literacy practices but also developing the ability to transform them actively and creatively

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From Digital Competence to Digital Literacy

ELINET believes that the focus should move from Digital Competence to Digital Literacy, and that a clear distinction between the two concepts should be made, in policy as well as in practice.

From this: “Digital literacy refers to the skills required to achieve digital competence, the confident and critical use of information and communication technology (ICT) for work, leisure, learning and communication” (Eurostat)

To this: “Digital literacy looks beyond functional IT skills to describe a richer set of digital behaviours, practices and identities”. (JISC)

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Defining policy challenges and opportunities

Challenges• Restricted access to technology• Lack of teacher competence• Risks for physical and mental health that may derive from the

use of the internet

Opportunities • The use of digital (and mobile) devices is a motivating factor• Partnerships with technology companies• Digital Literacy capacity building would be a cost effective way

to support the integration of migrants

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DL within ELINET Good Practices

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Taking it from here...

Feedbacks and comments on the Position Paper

Final Version, dissemination and policy input

Digital Literacy reference list

Possible developments at the national level?

Other ideas?