screenshot from EU Science Hub’s Digital Competence Framework for Educators (DigCompEdu) website
Askillrepresents a learnt ability to perform a specific task or activity to a level of proficiency, whilst competencies are defined as the knowledge, awareness and behaviours needed to operate within a specific context. Examples of digital competencies can be found within the European Commission’s DigComp 2: The Digital Competence Framework for Citizens and the ambitions for Europe’s Digital Decades.
This document acknowledges the challenge for educators to develop their own
digital competence, as well as being able to facilitate the development of digital competencies in young people, and that this is much broader than just being able to use digital spaces and tools for learning.
Facilitating Young People’s Digital Competence Development
Learning to Swim in the Digital Ocean, an infographic taken fromDigComp 2.1, illustrates the competencies of a digital citizen that can be applied at different levels. These can also be applied within the specific areas listed below (Digital Competence Framework for Educators), and can provide a framework for the development of digital competencies in young people:
Information and
media literacy
Seeking and interpreting digital information and sources, and using
critical thinking or ‘crap detection’ to evaluate and apply information and sources.
Digital communication and collaboration
Using digital tools collaboratively, respectfully and ethically and to positively promote young people’s voice.
Digital content creation
Enabling young people to communicate, market and promote their creativity and voice whilst using different digital formats, in the context of technical specifications such as privacy and
copyright.
Responsible use
Raising awareness with regard to physical, psychological and social well-being, for themselves and others in digital contexts, and empowering them to minimise risks and develop protective behaviours.
Digital problem solving
Developing resourceful behaviours in order to resolve issues and problems.
Authors
Dr Jane Melvin
Jane is currently a Principal Lecturer at the University of Brighton in the UK, and Partnership Lead for the School of Educations’s work with the Mauritius Institute of Education, as well as Assistant Programme Leader for the Undergraduate Work-based Learning Programme. Jane came into youth work through outdoor and experiential education. Her research interests now centre on the use of digital technologies as a vehicle for engaging young people in informal and experiential learning contexts, and the research for her Professional Doctorate in Education (Ed D) examined the nature of digital tools, spaces and places as mediators of youth work practice. She is also an author, contributing chapters to recent youth work and children’s workforce texts, and is a passionate campaigner for the promotion of youth work as a distinct education-based practice and professional discipline.
Digital competences are a combination of knowledge, skills and attitudes with regard to the use of technology to perform tasks, solve problems, communicate, manage information, collaborate, as well as to create and share content effectively, appropriately, securely, critically, creatively, independently and ethically.
Digital competences are a combination of knowledge, skills and attitudes with regard to the use of technology to perform tasks, solve problems, communicate, manage information, collaborate, as well as to create and share content effectively, appropriately, securely, critically, creatively, independently and ethically.
The technical, cognitive, social, civic and creative capacities that allow us to access and have a critical understanding of and interact with media. These capacities allow us to exercise critical thinking, while participating in the economic, social and cultural aspects of society and playing an active role in the democratic process. This concept covers different media: broadcasting, radio, press, through various channels: traditional, internet, social media and addresses the needs of all ages.
The ability to examine and analyse information and ideas in order to understand and assess their values and assumptions, rather than simply taking propositions at face value (c.f. also reflective thinking).
A set of rights granted to the author or creator of a work, to restrict others’ ability to copy, redistribute and reshape the content. Rights are frequently owned by the companies who sponsor the work rather than the creators themselves, and can be bought and sold on the market.
