Perspective - (2023) Volume 6, Issue 1

Digital Literacy will vary based on the Age of the Child, Local Culture, and Context
Daniel Wagner*
Graduate School of Education, University of Pennsylvania, United States
*Correspondence: Daniel Wagner, Graduate School of Education, University of Pennsylvania, United States, Email:

Received: 31-Jan-2022, Manuscript No. TOCOMP-23-91883; Editor assigned: 02-Feb-2023, Pre QC No. TOCOMP-23-91883 (PQ); Reviewed: 16-Feb-2023, QC No. TOCOMP-23-91883; Revised: 21-Feb-2023, Manuscript No. TOCOMP-23-91883 (R); Published: 28-Feb-2023


The ability to use reading, writing, technical skills, and critical thinking to navigate our digital world is known as digital literacy. It involves finding, evaluating, and communicating information through the use of technology, such as a smartphone, computer, e-reader, and others. You can acquire the skills necessary to effectively explore the Internet through Microsoft Digital Literacy classes. A person’s ability to use typing or digital media platforms to find, evaluate, and communicate information is known as digital literacy. Utilizing information and communication technologies to create, evaluate, and share information requires a combination of technical and cognitive skills. The introduction of the internet and the use of social media have caused some of the focus of digital literacy to shift to mobile devices. Digital literacy initially focused on digital skills and standalone computers. Digital literacy does not replace traditional methods of interpreting information; rather, it extends the fundamental skills of these traditional literacies, much like other evolving definitions of literacy that recognize the cultural and historical ways of making meaning.


Digital literacy ought to be considered a component of the path to knowledge acquisition. Digital literacy necessitates a specific set of interdisciplinary skills. There is no need to look for similarities and differences because digital literacy is made up of multiple literacies. Media literacy and information literacy are two examples of these literacies. Digital literacy is more than just having technical skills. It refers to the knowledge, abilities, and mind-sets that enable children to be secure and empowered in a world that is becoming increasingly digital. This includes their use of digital technologies for play, participation, socialization, research, and education. The definition of digital literacy will vary based on the age of the child, local culture, and context. Even when they are not on the internet, children must be digitally literate. Children’s lives are becoming increasingly affected by facial scanning and profiling based on artificial intelligence. How well kids understand the digital world around them may affect their education, social welfare, and job prospects in the future. The number of digital literacy development and assessment tools is growing. International organizations and businesses have developed a number of frameworks for digital competence. Because they define the boundaries of what constitutes digital literacy and guide curriculum and assessments, frameworks are an essential starting point. Even though they use a variety of names, they all tend to be referred to as a set of competencies that include both technical and transferable skills like communication and problem-solving. However, the majority of current tools place little emphasis on children. Definitions of digital literacy typically do not specifically address children but rather citizens of all ages. For children with special needs, UNICEF believes that digital literacy needs to be given more attention. The paradigm of risk and safety is slowly being replaced in this field by rights-based approaches that encourage expression, play, and growth. Content creation is another aspect of digital literacy.


This includes creating other kinds of media like videos and podcasts as well as writing in digital formats like email, blogs, and Tweets. It is an “inventive and cooperative interaction that implies trial and error and hazard taking,” she said to Make computerized content. Because digital writing is frequently intended to be shared, risk-taking is greater than in print writing.



Conflict of Interest

The author has nothing to disclose and also state no conflict of interest in the submission of this manuscript.

Copyright: This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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