Who Needs Digital Literacy?

Although the term is somewhat vague in defining students’ skills and competencies, it depicts a significant social and cultural change and its impact on students, teachers, and the American education system. As a result, many educators and researchers became intrigued and conducted research to investigate and validate the potential impact on students and its implications for teaching and learning (Bennett et al., 2008; Kennedy et al., 2008; Kirschner & De Bruyckere, 2017; Margaryan et al., 2011).  

Aside from the research, my personal and professional experiences led to a belief that the development and acquisition of any skill or competency is typically a result of intention and persistence, especially in an age where new gadgets and tools are constantly being invented and designed for specific purposes or group of users. It takes time to familiarize yourself with the basic functions of a smartphone or a small home appliance, let alone complex systems designed for knowledge dissemination, collaboration, and communication. 

According to Prensky, I would be defined as a “digital native” since I attended high school in 2003. However, at that point in my life, I had only taken one or two computer classes at school that focused on basic typing skills. I was bewildered by the dark, silent screens and did not even know how to start the machine when I entered the computer room for the first time. Therefore, it was difficult to convince anyone that I, as a high school student, spoke the native language of any technology.  

Fast forward to 2016 or 2017, when I was coaching a few high school students to create a video for self-introduction. I was surprised that two could not even type correctly on a computer. Have you seen someone dancing with one finger, and one finger only, to painstakingly search and press each letter on the keyboard? That was the reality, and it became an epiphany that we cannot take any skills for granted. If someone appears to be average, not even good or great, in a particular area, it is likely because they have spent time and effort in or outside school.  

It is no wonder that researchers seem to resist the concept of “digital natives.” Bennett et al., (2008) found a lack of evidence and called for more investigation and empirical research on “digital natives”. Kenney et al., (2008) suggested that we cannot assume that new generations can use technology-based tools strategically to optimize learning experiences. Margaryan et al. (2011) argued that students may not be as connected, socially networked, or technologically fluent as previously assumed. Kirschner & De Bruyckere (2017) concluded that “there is no such as thing as a digital native who is information skilled.” 

It is evident that actions need to be taken to respond to the evolving landscape of education and address the skill gap in the digital age. As an essential first step, in April 2023, the B.C. Ministry of Post-Secondary Education and Future Skills published the Digital Learning Strategy, which lists and describes eight digital literacy competencies in detail and is a valuable resource for digital learning. 

As an official guide, it also provides an unequivocal answer about who needs to develop digital literacy skills. Under every competency in Appendix 2: The B.C. Post-Secondary Digital Literacy Framework, you will find these phrases: