Digital literacy involves criticall

Digital literacy involves critically engaging
with technology and developing a social
awareness of how a number of factors
including commercial agendas and cultural
understandings can shape the ways in which
technology is used to convey information
and meaning.
It means being able to communicate and
represent knowledge in different contexts and
to different audiences (for example, in visual,
audio or textual modes). This involves finding
and selecting relevant information, critically
evaluating and re-contextualising knowledge
and is underpinned by an understanding of
the cultural and social contexts in which this
takes place.
Digital literacy gives young people the ability
to take advantage of the wealth of new and
emerging opportunities associated with digital
technologies whilst also remaining alert to the
various challenges technology can present.
In short, digital literacy is the ‘savvyness’ that
allows young people to participate meaningfully
and safely as digital technology becomes ever
more pervasive in society.
Schools are increasingly encouraged to embed
the use of ICT in all subject areas across
both the primary and secondary curricula.
Considering how digital literacy supports
subject knowledge can help to ensure that
technology-use enhances teaching and learning
rather than simply becoming an ‘add-on.’
Indeed, if formal education seeks to prepare
young people to make sense of the world and to
thrive socially, intellectually and economically,
then it cannot afford to ignore the social and
cultural practices of digital literacy that enable
people to make the most of their multiple
interactions with digital technology and media.
Yet the notion of digital literacy and how it may
translate to teaching and learning is not always
well understood. This handbook therefore
aims to support teachers to begin to think
about how to address digital literacy in their
everyday practice. It explores the importance of
digital literacy and sets out some pedagogical
techniques for fostering it in the classroom
from within subject teaching.