Digital literacy: a qualitative systematic review

Andreas Lindenskov Tamborg; Jonas Dreyøe; Simon Skov Fougt

doi:10.7146/lom.v11i19.103472

Digital literacy: a qualitative systematic review

Andreas Lindenskov Tamborg, Jonas Dreyøe, Simon Skov Fougt

Abstract

This paper is a qualitative systematic literature review that seeks to identify definitions and usages of the concept of digital literacy in recent research within elementary and primary education. Whereas it is widely acknowledged that digital literacy isan ambiguous term, this paper investigates how and why this is the case. In the paper, we identify nine categories of definitions and usages of the term and argue that this diversity can be explained as two tendencies: 1) the lack of definitions and expla nations of how the term is used, and 2) the fact that digital literacy is studied within a wide range of different theoretical perspectives that each shape the conceptualization of the term. We conclude by conceptualizing a model of standpoints in the definitions of digital literacy which may function as a tool for future research of digital literacy.

Originalsprog	Engelsk
Tidsskrift	Læring og Medier
Vol/bind	11
Udgave nummer	19
ISSN	1903-248X
DOI	https://doi.org/10.7146/lom.v11i19.103472
Status	Udgivet - 2018
Udgivet eksternt	Ja

Adgang til dokumentet

10.7146/lom.v11i19.103472

160487Forlagets udgivne version, 537 KBLicens: CC BY-NC-ND

Citationsformater

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AB - This paper is a qualitative systematic literature review that seeks to identify definitions and usages of the concept of digital literacy in recent research within elementary and primary education. Whereas it is widely acknowledged that digital literacy isan ambiguous term, this paper investigates how and why this is the case. In the paper, we identify nine categories of definitions and usages of the term and argue that this diversity can be explained as two tendencies: 1) the lack of definitions and expla nations of how the term is used, and 2) the fact that digital literacy is studied within a wide range of different theoretical perspectives that each shape the conceptualization of the term. We conclude by conceptualizing a model of standpoints in the definitions of digital literacy which may function as a tool for future research of digital literacy.

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