Abstract:

In our modern world, few are the areas that are not permeated by digitalization: we use digital tools for work, study, entertainment, and daily life. Digital invention shapes the objects we encounter, the experiences we have, and changes the challenges we face (Kerres, 2018). The impact of the “digital revolution” on everyone's workplace, education and daily life has increased the importance of digital competencies and skills that are connected to the literacy principles of reading, writing, calculating, and giving meaning to what is consumed. Since technology changes rapidly, competencies must adapt to the new reality, which gives a dynamic dimension to the set of competencies necessary for people's academic, professional, and personal success. The recent developments in AI have shown again how little educational systems are prepared for new technologies and how to sensefully include them into teaching. AI not only challenges teachers, professors, and institutions on how to deal with the new tools (the new reality), but also the ethical and meaningful use by students to not jeopardize personal learning processes. The competencies needed for a meaningful use and integration have been described as digital literacy (media literacy, ICT literacy, information literacy etc.) or as 21 century skills, meaning competencies necessary to navigate the modern technological world.

While reading and writing is still taught mostly only in the analogue world, digital literacy (term attributed to Paul Gilster) englobes competencies that are almost considered an additional, fourth cultural technique and technology would not permeate the analogue world (Kerres, 2020). The English word literacy translates to Grundbildung in German, alfabetización in Spanish (and other Romance languages). With such an importance attributed to those educational competencies, it is questionnable if a concept of alphabetization can cover the complexity of navigating the digitally permeated world.

The UNESCO defines digital literacy as “the ability to identify, understand, interpret, create, communicate, and calculate, using print and written materials associated with varied contexts.” (Montoya, 2018). While there are similar definitions from other entities such as the European Union, the OECD etc., all include in their concept of literacy not only the process of understanding but also a process of applying what has been learned and understood, communication and/or active production. Therefore, it is a linguistic and communicative concept that allows the individual to participate in the social and cultural aspects of modern society.

This article proposes to firstly revisit key concepts of traditional literacy and the relationship with their more recent corresponding term of digital literacy as an umbrella term for digital competencies and new literacies. Secondly, we highlight different definitions of digital literacy according to different languages and cultures and examine the perception and use in Ecuador, a Spanish-speaking country, that is additionally a developing country, presenting its specific challenges regarding digitization and digital education. Thirdly, we reflect on the integration of digital literacy into education, considering it as important as reading and writing to not further widen the gap between digital literate and illiterate people.

Keywords:

Digital literacy, competencies, literacy, digitalization, digital divide.