TY - GEN
T1 - Challenging the concept of digital nativeness – Through the assessment of information literacy and digital literacy
AU - Aavakare, Milla
AU - Nikou, Shahrokh
PY - 2020
Y1 - 2020
N2 - New opportunities for learning and teaching are introduced as the aftermath of the emergence of new digital technologies. Concurrently, change is taking place within the concept of literacy, as different dimensions of literacy have emerged. Information- and digital literacy are prominent examples of this, as their significance in the 21st century has received an array of scholarly attention. However, dimensions of literacy and technology acceptance within the educational context have been extensively bound to the discussion of digital natives and digital immigrants based on their age factor. A generalisation of this nature disregards diversity within the suggested groups, as differences can appear in other influencing factors. Hence, this study aims to look beyond age as a divider of digital nativeness, and instead takes a focus on other possible boundaries of characterisation. The results show that both information and digital literacy are important factors, and that literacy is a competence that depends on the access, frequency of use and the ability to use digital technologies. As such, the interactions of individuals with digital technologies should be used to classify individuals as digital native and digital immigrants.
AB - New opportunities for learning and teaching are introduced as the aftermath of the emergence of new digital technologies. Concurrently, change is taking place within the concept of literacy, as different dimensions of literacy have emerged. Information- and digital literacy are prominent examples of this, as their significance in the 21st century has received an array of scholarly attention. However, dimensions of literacy and technology acceptance within the educational context have been extensively bound to the discussion of digital natives and digital immigrants based on their age factor. A generalisation of this nature disregards diversity within the suggested groups, as differences can appear in other influencing factors. Hence, this study aims to look beyond age as a divider of digital nativeness, and instead takes a focus on other possible boundaries of characterisation. The results show that both information and digital literacy are important factors, and that literacy is a competence that depends on the access, frequency of use and the ability to use digital technologies. As such, the interactions of individuals with digital technologies should be used to classify individuals as digital native and digital immigrants.
KW - Digital immigrants
KW - Digital literacy
KW - Digital natives
KW - Digital tools
KW - Digitalisation
KW - Educational institutions
KW - Information literacy
UR - http://www.scopus.com/inward/record.url?scp=85090094685&partnerID=8YFLogxK
U2 - 10.1007/978-3-030-57847-3_15
DO - 10.1007/978-3-030-57847-3_15
M3 - Conference contribution
AN - SCOPUS:85090094685
SN - 9783030578466
T3 - Communications in Computer and Information Science
SP - 211
EP - 225
BT - Well-Being in the Information Society. Fruits of Respect - 8th International Conference, WIS 2020, Proceedings
A2 - Cacace, Mirella
A2 - Halonen, Raija
A2 - Li, Hongxiu
A2 - Orrensalo, Thao Phuong
A2 - Widén, Gunilla
A2 - Li, Chenglong
A2 - Suomi, Reima
PB - Springer
T2 - 8th International Conference on Well-Being in the Information Society, WIS 2020
Y2 - 26 August 2020 through 27 August 2020
ER -