When was the last time you heard someone talk seriously about digital literacy? I’d guess it’s been a while. And honestly, I think I know why.
As Lankshear and Knobel (2011) pointed out over a decade ago, literacy as a concept has become so institutionalized and regulated (tied to national tests, international benchmarks, and endless checklists) that anything with “literacy” in it starts to feel, well, stale. Add to that the commercial noise surrounding educational trends, and it’s no wonder digital literacy has faded from mainstream conversation.
But here’s the thing: I believe digital literacy shouldn’t be fading. In fact, it’s more important now than ever especially with the rise of AI.
AI literacy might be the hot topic right now (and yes, I’ve covered it extensively on here and on my blog), but the truth is: without a solid grounding in digital literacy, any integration of AI into education is built on shaky ground.
If we want to teach with AI responsibly, ethically, and effectively, we need to understand the basics of how digital tools work, how information flows, and how meaning is created and shared online. That’s digital literacy.
So in this post, I’ve tried to unpack what digital literacy really means today. I pulled from foundational work: Paul Gilster’s classic Digital Literacy, Bawden’s deep framework, and of course, Lankshear and Knobel’s brilliant contributions to new literacies, among others.
On a personal note, I had the privilege of having both Colin Lankshear and the late Michele Knobel on my doctoral committee. I worked closely with them for years and learned so much. To Michele’s memory, thank you, with love.
At the end of the post, you will find a downloadable version of this poster in PDF format!
1. What is Digital Literacy?
Paul Gilster (1997) defines digital literacy as:
“The ability to understand information and-more important-to evaluate and integrate information in multiple formats that the computer can deliver. Being able to evaluate and interpret information is critical […] you can’t understand information you find on the Internet without evaluating its sources and placing it in context” ( in Pool, 1997, p. 6).
This definition, as you can see, shifts digital literacy away from basic tech skills and puts the emphasis where it belongs, on thoughtful evaluation, context, and meaning-making.
2. Digital Literacy Skills
The list below outlines core skills that define what it means to be digitally literate today. These are drawn from a wide body of research and theory (see references at the end of the post), and they reflect the cognitive, technical, and ethical dimensions of using digital technologies in meaningful ways.
- Searching and navigating digital content
- Evaluating credibility and relevance of information
- Synthesizing information from multiple sources
- Creating and sharing content across media formats
- Understanding digital tools and platforms
- Collaborating in digital environments
- Managing digital identity and presence
- Practicing ethical and responsible use
- Adapting to new technologies
- Reflecting on digital practices and choices
3. Core Components of Digital Literacy
This framework, based on Bawden (2008), breaks digital literacy into four interconnected parts. It goes beyond tool use and highlights the knowledge, competencies, and values needed to engage critically and responsibly in digital environments.
- Foundational Skills
Basic literacy and ICT know-how. - Context Knowledge
Understanding how information is created and organized, both online and offline. - Core Competencies
Searching, evaluating, combining, and creating digital content across formats. - Attitudes and Values
Independent learning and ethical digital behavior.
4. What Digital Literacy Is Not
The insights below are drawn from various scholarly sources and serve to clarify common misconceptions. Digital literacy goes far beyond basic device use or software skills: it’s dynamic, context-dependent, and deeply tied to thinking, ethics, and learning.
- It’s not just knowing how to use devices
- It’s not limited to typing or basic software skills
- It’s not a checklist of technical tasks
- It’s not the same for every subject or student
- It’s not separate from critical thinking and ethics
- It’s not something mastered once and for all
5. Digital Literacy and AI
As AI becomes more present in education, digital literacy must expand to include critical engagement with AI tools. The following points, informed by recent research and practice, highlight what students need to navigate AI ethically, thoughtfully, and effectively.
- Understand how AI tools gather, sort, and generate information
- Teach students to question and verify AI-generated content
- Promote ethical use of AI in learning and communication
- Encourage responsible data sharing and privacy awareness
- Use AI as a support for thinking, not a replacement for it
- Build habits of reflection when working with AI tools
6. Key Readings on Digital Literacy
If you’re looking to dig deeper into digital literacy, the books below offer foundational insights. They cover everything from theoretical frameworks and classroom strategies to case studies and practical applications. These texts have shaped how we think about digital literacy today.
- Digital Literacy – Paul Gilster
Introduced the concept of digital literacy as critical evaluation and integration of online information. - The Essential Elements of Digital Literacies – Doug Belshaw
Breaks digital literacy into eight key elements including cognitive, cultural, and critical dimensions. - Digital Literacy Unpacked – Reedy & Parker
Explores the complexity of digital literacy across education, policy, and practice. - New Literacies – Lankshear & Knobel
Defines new literacies as socially situated, participatory, and shaped by digital culture. - Digital Literacy – Susan Wiesinger
Examines digital literacy through media theory, focusing on responsible engagement with digital tools. - Digital Literacies – Lankshear & Knobel
A collection of case studies exploring how digital literacies are practiced in real-world contexts. - Digital Literacies for Learning – Allan Martin & Dan Madigan
Links digital literacy development with learning strategies and lifelong education. - Create to Learn – Hobbs Renee
Encourages learning through digital content creation, blending media literacy with creative production.
You can DOWNLOAD this poster for free!
Final thoughts
Digital literacy isn’t just a set of tech skills, it’s a mindset, a critical habit, and a form of participation in today’s world. Whether we’re talking about AI tools, social media, or collaborative writing platforms, the core remains the same: helping students think clearly, act responsibly, and create meaningfully in digital spaces.
References
- Bawden, D. (2008). Origins and concepts of digital literacy. In C. Lankshear & M. Knobel (Eds.), Digital literacies: Concepts, policies and practices (pp. 17–32). Peter Lang.
- Gilster, P. (1997) Digital Literacy . New York: John Wiley & Sons Inc.
- Pool, C. R. (1997). A New Digital Literacy: A Conversation with Paul Gilster. In Educational leadership (Vol. 55, Number 3, pp. 6-). Association for Supervision and Curriculum Development.
- Reedy, K. (2018). The trouble with terminology: Reframing digital literacy for the student experience. In Digital Literacy Unpacked (pp. 13–23). Facet Publishing.
- Lankshear, Colin, and Michele Knobel. New Literacies: Everyday Practices and Social Learning, McGraw-Hill Education, 2011.
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