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首页> 外文期刊>Journal of issues in informing science & information technology >Unraveling the Digital Literacy Paradox: How Higher Education Fails at the Fourth Literacy
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Unraveling the Digital Literacy Paradox: How Higher Education Fails at the Fourth Literacy

机译：揭开数字素养悖论：高等教育在第四次识字中的失败

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摘要

Governments around the globe are recognizing the economic ramifications of a digitally literate citizenry and implementing systemic strategies to advance digital literacy. Awareness of the growing importance of digital literacy in today's workplace coexists paradoxically with apparent foot-dragging on the part of many universities in assessment and amplification of these important competencies. This paper makes a case for digital literacy, presents models of the complex construct, and presents the results of a digital literacy assessment administered to students enrolled in a senior seminar course at a regional university in the United States. Reflection on the study results evoked our mantra that exposure does not equal understanding with regard to students' daily interaction with digital technologies. A strong case is made for comprehensive strategies that reach back to the youngest students and ensure that college graduates enter the modern workforce armed with critical technology competencies that have been termed the fourth literacy.
机译：全球各国政府正在意识到数字素养公民的经济影响，并正在实施系统性策略来提高数字素养。意识到数字素养在当今工作场所中日益重要的意识与许多大学在评估和增强这些重要能力方面明显地步履蹒跚并存。本文以数字素养为例，介绍了复杂结构的模型，并介绍了针对在美国某地区大学参加高级研修班的学生进行的数字素养评估结果。对研究结果的反思引起了我们的口头禅，即在学生与数字技术的日常互动方面，接触并不等于理解。有力地证明了全面的战略可以覆盖最年轻的学生，并确保大学毕业生进入具有重要技术能力的现代化劳动力，这种能力被称为第四素养。

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