Digital Skills vs. Digital Literacy

I thought digital skills and digital literacy were the same concept until I took a course on teaching with social media.

It turns out that the two are different in a number of ways, but both are crucial in a classroom setting. First, we must understand what the difference is before we can understand the ways that teachers can bring them into a classroom.

The difference has been explained simply as this: “Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom” (Bali, 2016, p.1).

For those who do not consider this a simple definition, let us further explore the topic. It seems that digital skills is often what is focused on, especially in classrooms. Teachers will explain what different social media and technological platforms are and the basics of how to use them, but will stop there. Let us use a real example. Many of the classes I took in high school required that we used the internet, but rarely did the teachers take the time to explain the risks of using certain platforms, conditions in which they should be used, or who we might encounter by using them.

This is not to say that they were negligent or at fault, but it would have been useful to know more. Bali explains this further by stating “Digital skills would focus on which tool to use (e.g. Twitter) and how to use it (e.g. how to tweet, retweet, use TweetDeck), while digital literacy would include in-depth questions: When would you use Twitter instead of a more private forum? Why would you use it for advocacy? Who puts themselves at risk who they do so?” (Bali, 2016, p. 2).

It is true that the basic skills need to be taught, but the other factors are often forgotten about. Due to lack of time in the classroom and the focus on the curriculum, students are left to figure these factors out on their own. By teaching digital literacy, educators can do something revolutionary as well.

“Through instruction of these digital literacies, we have an opportunity to not just understand but also to reframe what counts as literacy. There sometimes is a need to work with students to examine and redefine what is meant by reading, writing, and text” (O’Bryne, 2016, p. 2).

Students often do not know what “literacy” itself means. Teaching both does not waste classroom time, but it actually teaches a wide range of skills that can be implemented into the curriculum. When students learn the “why, when, who, and for whom” of the digital world, they can apply that to their school work. They will avoid being surface level when it comes to assignments and assessments. It will transform everything.

So how do we incorporate this? The following are a few tips I have:

• Explain the difference of digital literacy and digital skills before using any form of technology
• Have students prove their knowledge of the difference through an assignment
• Use real-life examples; show rather than tell
• Make digital literacy fun! Instead of throwing formal language at students, ask them why they think it is important and how they plan to use the lesson in their lives

It is true that technology is transforming classrooms. There are statistics and research to prove that, but it is crucial that teachers prepare students for what that means. Bali states “Digital literacy is not about the skills of using technology, but how we use our judgement to maintain awareness of what we are reading and writing, why we are doing it, and whom we are addressing” (Bali, 2016, p. 4). Educators are responsible for creating this kind of awareness in students. They spend most of their day in the classroom, but most of the other time is on screens. This is the generation of technology, but with that comes consequences and risks.

This is not to say that teachers should throw the computers out of their windows or erase the use of social media from their units. It is to say that they are responsible for creating digitally literate students. Lastly, Bali states “We can only begin to put the seeds of this critical literacy in our classes and hope students will transfer this beyond the classroom and into their increasingly digital identities and lives” (Bali, 2016, p. 4). Students depend on educators and adults in their lives to guide them and show them the right way so that they avoid dangers. They are already using technology. This will not and should not change. What must change is deepening their understanding of the platforms they use and how it impacts those around them. After we have given them the tools needed to be digitally aware and literate, we can hope that they will make positive decisions and understand that there are others beyond the screen. Their actions on the internet impact themselves and others.

References

Bali, Maha. 2016, Feb. “Knowing the Difference Between Digital Skills and Digital Literacies, and Teaching Both.” Retrieved from https://literacyworldwide.org/blog/literacy-daily/ 2016/02/03/knowing-the-difference-between-digital-skills-and-digital-literacies-and- teaching-both

O’Bryne, Ian W. 2016, Feb. “Perspectives of Digital Literacies.” Retrieved from https:// www.literacyworldwide.org/blog/literacy-daily/2016/02/03/perspectives-of-digital- literacies