Unraveling the Digital Literacy Paradox: How Higher Education Fails at the Fourth Literacy
Abstract
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 con struct, 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 re sults 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
Alıntıla (Citation)
Cite as: Murray, M. C., & Pérez, J. (2014). Unraveling the digital literacy paradox: How higher education fails at the fourth literacy. Issues in Informing Science and Information Technology, 11, 85-100. Retreived from http://iisit.org/Vol11/IISITv11p085-100Murray0507.pdf
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