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首页> 外文期刊>Journal of issues in informing science & information technology >Thinking in the Digital Era: A Revised Model for Digital Literacy
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Thinking in the Digital Era: A Revised Model for Digital Literacy

机译：数字时代的思考：数字素养的修订模型

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Having digital literacy requires more than just the ability to use software or to operate a digital device; it includes a large variety of complex skills such as cognitive, motoric, sociological and emotional skills that users need to master in order to use digital environments effectively. Unfortunately, the research on digital literacy lacks a well-established theoretical framework. This paper presents an updated version of the skills-based theoretical framework, published by Eshet-Alkalai in 2004 - adding to it a sixth skill (real-time thinking skill), and discussing the model in light of the recent literature on digital literacy. The updated model of digital literacy consists of the following skills: photo-visual skills (understanding messages from graphical displays), reproduction skills (utilizing digital reproduction to create new, meaningful materials from preexisting ones), branching skills (constructing knowledge from non-linear, hypertextual navigation), information skills (critically evaluating the quality and validity of information), socio-emotional skills (understanding the "rules" that prevail in the cyberspace and applying this understanding in virtual communication), and real-time thinking (the ability to process large volumes of stimuli at the same time, as in video games or in online teaching). The present paper presents results from performance-based studies of the author, that investigated the application of the above digital literacy skills conceptual model among different groups of users. Results clearly indicate that the younger participants performed better than the older ones, with photo-visual and branching literacy tasks, whereas the older participants were found to be more "digitally-literate" in reproduction and information literacy tasks. The paper presents findings from recent studies that examined change over time in digital literacy skills. It sheds light on the cognitive skills that users utilize in performing with digital environments, and provides educators and software developers with helpful guidelines for designing better user-centered digital environments.
机译：具备数字素养不仅需要使用软件或操作数字设备的能力；它包括用户需要掌握的多种复杂技能，例如认知，运动，社会和情感技能，以便有效使用数字环境。不幸的是，关于数字素养的研究缺乏完善的理论框架。本文介绍了以技能为基础的理论框架的更新版本，该理论框架由Eshet-Alkalai于2004年发布-在其中增加了第六项技能（实时思维技能），并根据有关数字素养的最新文献讨论了该模型。更新后的数字扫盲模型包括以下技能：图片视觉技能（了解图形显示中的消息），复制技能（利用数字复制从现有材料中创建新的有意义的材料），分支技能（从非线性中构造知识） ，超文本导航），信息技能（严格评估信息的质量和有效性），社交情感技能（理解网络空间中普遍存在的“规则”，并将这种理解应用于虚拟通信中）和实时思考（能力（例如在视频游戏或在线教学中）同时处理大量刺激）。本文介绍了作者基于绩效的研究结果，该研究调查了上述数字素养技能概念模型在不同用户群体中的应用。结果清楚地表明，年轻参与者的照片视觉和分支扫盲任务比年长参与者表现更好，而在复制和信息扫盲任务中，年长参与者则更具“数字素养”。本文介绍了最近研究中发现的数字素养技能随时间变化的发现。它阐明了用户在数字环境中执行表演时使用的认知技能，并为教育工作者和软件开发人员提供了有用的指导，以设计更好的以用户为中心的数字环境。

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