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Reflections on the digital age: 7 improvements that brought about a decade of positive change

The new digital age enabled billions of people to collaborate and mobilize to fight climate change. Image:  Photo by kazuend on Unsplash

.chakra .wef-1c7l3mo{-webkit-transition:all 0.15s ease-out;transition:all 0.15s ease-out;cursor:pointer;-webkit-text-decoration:none;text-decoration:none;outline:none;color:inherit;}.chakra .wef-1c7l3mo:hover,.chakra .wef-1c7l3mo[data-hover]{-webkit-text-decoration:underline;text-decoration:underline;}.chakra .wef-1c7l3mo:focus,.chakra .wef-1c7l3mo[data-focus]{box-shadow:0 0 0 3px rgba(168,203,251,0.5);} Don Tapscott C.M.

.chakra .wef-9dduvl{margin-top:16px;margin-bottom:16px;line-height:1.388;font-size:1.25rem;}@media screen and (min-width:56.5rem){.chakra .wef-9dduvl{font-size:1.125rem;}} Explore and monitor how .chakra .wef-15eoq1r{margin-top:16px;margin-bottom:16px;line-height:1.388;font-size:1.25rem;color:#F7DB5E;}@media screen and (min-width:56.5rem){.chakra .wef-15eoq1r{font-size:1.125rem;}} The Digital Economy is affecting economies, industries and global issues

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September 2030 . The early 2020s were full of dramatic turning points in global history.

Powerful new technologies like artificial intelligence, blockchain, the internet of things and the metaverse upended traditional systems, institutions and ways of life. Meanwhile, the COVID-19 pandemic of 2020-22 accelerated these trends as people everywhere moved much of their lives online. The pandemic also exposed deep problems in our governments and systems for everything from supply chains to public health data.

Moreover, the early 2020s were jolted by political upheaval. Notably, in January 2021, the American election was challenged, exacerbating deep fissures in the United States and emboldening populists and extremists around the world. The Russian invasion of Ukraine, global sanctions and significant disruptions to food supplies further convulsed the global economy and exacerbated tensions. These challenges, among others, created a perfect storm and resulted in extraordinary social anxiety and unrest.

Fortunately, a miracle of sorts occurred. Driven by a deep hope for a brighter future, people everywhere began to reimagine the relationship between government and civil society, ushering in a new societal framework for the digital age. This was not some kind of academic process but rather the result of mass mobilizations around broad change.

Reflecting on the digital age

Today, looking back a decade, let’s examine seven key improvements that stemmed from this period of positive change:

1. New models of prosperity and work

Given the bifurcation of wealth and structural unemployment in many economies engendered by the new digital age, expectations of employment shifted, with people understanding that the private sector cannot provide jobs and prosperous life for all. New rules and regulations were instituted that created a strong social safety net for workers. These reforms helped mitigate the gross inequality that plagued the early years of the 21 st century. New technologies also brought more underserved people into the global economy and readied workers for lifelong learning.

2. New models of digital identity

New regulations allowed individuals to own and benefit from the digital data they create. This ended the era of “digital feudalism,” which was characterised by a centralized group of “digital landlords” who collected, aggregated and profited from the data that collectively constituted our digital identities. Furthermore, Web3 gave people the ability to harvest their data trail and use it to plan their lives, enhancing their prosperity and protecting their privacy.

3. More informed digital age society

Through public and private partnerships, media systems were rebuilt in ways that safeguarded independence and free speech. New tools were implemented that enabled citizens to track the veracity and provenance of information. This helped reduce the ability of bad-faith actors to spread false information about everything from climate change to public health. Clear rules were also set that ensured large media companies were prohibited from supporting hate on their platforms in the digital age. These reforms helped us rebuild public education systems to ensure that every young person can function fully, not just as a worker or entrepreneur, but as a citizen. Media literacy programs were also introduced into schools to help young people develop their capabilities to handle the onslaught of information and discern the truth.

4. Renewed trust in government and democracy

Innovative technologies and other modern reforms enabled us to create a new era of democracy based on public deliberation, transparency, active citizenship and accountability. Technology also helped to embed electoral promises into smart contracts that allowed citizens to track and engage in their democracies through the mobile platforms they use every day. These reforms helped boost trust in politicians and the legitimacy of our governments as leaders are now more beholden to the people and not the powerful interests that funded their campaigns in the years prior. Moreover, these improvements helped stifle radical populists and extreme politicians on both the right and left.

5. A new commitment to justice

It was clear that new technologies exacerbated racial divides, so governments and organisations throughout civil society committed to ending racial inequities. In the United States, action was taken to end the era of mass incarceration and the financial hamstringing of minority groups. The criminal subjection of indigenous peoples as evidenced by Canada’s “Residential School System” was also readdressed. These steps helped move racism, class oppression and subjugation of all peoples into the dustbin of history, along with those who perpetrate these vile relics of the past. The reforms also went past the tropes about bad apples and forgiveness. They recognized that racism and oppression are systemic and must be addressed society-wide.

6. A deep commitment to sustainability

Through major reforms, the world is now on track to reduce carbon emissions by 90% by the year 2050. The new digital age enabled billions of people to collaborate and mobilize to fight climate change. This included not just governments but businesses large and small, commuters, vacationers, employees, students, consumers – everyone – from every walk of life. Public pressure and new regulations have also forced business executives to participate responsibly in the reindustrialization of our planet and embrace carbon pricing.

7. Global interdependence

The crises of the past decade—the COVID-19 pandemic, the political legitimacy crisis, the war in Ukraine and the climate catastrophes—demonstrated that no country could succeed fully in a world that is in trouble. And while significant national differences remain, countries have embraced common interests and an understanding of a common fate. The new way of thinking also allowed governments, companies and NGOs to better organise around solving major problems like public health, education, social justice, environmental stability and peace.

These positive changes did not bring about a utopia. But they were improvements—and ones that were achieved through bottom-up struggle.

Victor Hugo said there is nothing so powerful as an idea whose time has come. In our case, there was nothing so powerful as ideas that had become necessities.

The World Economic Forum’s Platform for Shaping the Future of Digital Economy and New Value Creation helps companies and governments leverage technology to develop digitally-driven business models that ensure growth and equity for an inclusive and sustainable economy.

• The Digital Transformation for Long-Term Growth programme is bringing together industry leaders, innovators, experts and policymakers to accelerate new digital business models that create the sustainable and resilient industries of tomorrow.
• The Forum’s EDISON Alliance is mobilizing leaders from across sectors to accelerate digital inclusion . Its 1 Billion Lives Challenge harnesses cross-sector commitments and action to improve people’s lives through affordable access to digital solutions in education, healthcare, and financial services by 2025.

Contact us for more information on how to get involved.

This article is abridged from an major essay written by Don Tapscott called “A Declaration of Interdependence: Towards a New Social Contract for the Digital Age” and a recent short essay entitled “ Why We Built a Social Contract for the New Digital Age.”

Don Tapscott is author of 16 widely read books about technology in business and society, including the best-seller Blockchain Revolution , which he co-authored with his son Alex. His most recent book is Platform Revolution: Blockchain Technology as the Operating System of the Digital Age. He is Co-Founder of the Blockchain Research Institute , an Adjunct Professor at INSEAD, and Chancellor Emeritus of Trent University in Canada. He is a Member of the Order of Canada and drafted a framework for “ A New Social Contract for the Digital Economy.”

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June 9, 2023 / 1 comment / Reading Time: ~ 10 minutes

Connecting in the Digital Age: Navigating Technology and social media

Shawndeep Virk

In the contemporary era, technology and social media have revolutionized how we connect with others, significantly impacting various aspects of our lives. This article explores the pervasive influence of technology and social media on individuals and society, shedding light on the benefits and drawbacks of this digital transformation. As technology advances, social media platforms have become integral to our daily routines, shaping our interactions, communication patterns, and self-perceptions. The convenience of instant messaging and virtual communities has facilitated global connectivity, transcending geographical barriers and fostering relationships. However, the constant exposure to virtual environments has also led to many challenges. One significant concern is the potential erosion of face-to-face interactions, as the allure of digital communication often replaces genuine human connection. In addition, the addictive nature of social media can lead to diminished social skills and a sense of loneliness, exacerbating mental health issues. Moreover, the proliferation of online misinformation and the echo chamber effect has introduced new challenges to critical thinking and public discourse. This article delves into the impact of technology on various domains, including education, relationships, and self-identity. The prevalence of online learning platforms has transformed the traditional classroom, offering new opportunities while raising concerns about unequal access and diminished interpersonal engagement. Relationships have been reshaped as virtual connections become more prevalent, impacting intimacy, trust, and the overall quality of social interactions. Furthermore, social media platforms have fueled the rise of personal branding and the cultivation of idealized digital personas, contributing to the “digital self” and its effects on self-esteem and mental well-being. Technology and social media have undeniably become ingrained in our lives, revolutionizing how we connect and interact with others. Yet, while they offer unprecedented connectivity and vast opportunities, we must also navigate their potential pitfalls. Recognizing the importance of balancing digital and real-world experiences can help us harness the benefits of technology while preserving the essential elements of human connection and well-being in the digital age.

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Introduction:

In today’s fast-paced society, the pervasive influence of technology and social media on our lives cannot be denied. These platforms have transformed the way we communicate, work, and interact with others. From the convenience of instant messaging to the accessibility of online communities, technology has undoubtedly made our lives more convenient and connected. However, amidst the undeniable benefits, it is essential to acknowledge the challenges that arise from our increasing reliance on these digital platforms.

One significant concern that has emerged in recent years is the impact of excessive screen time on mental health. Twenge and Campbell’s (2019) longitudinal study shed light on the potential adverse effects of constant exposure to social media. They found a strong correlation between heavy social media use and increased feelings of anxiety, depression, and loneliness. In addition, the endless stream of carefully curated posts, the constant comparison to others’ highlight reels, and the fear of missing out (FOMO) contribute to a sense of inadequacy and disconnection from real-life experiences. Hence, individuals must be mindful of their digital consumption and take steps to strike a healthy balance.

Sherry Turkle (2011), a renowned expert in the field of social psychology, highlights another aspect of technology’s impact on interpersonal relationships. While social media allows us to stay connected with a vast network of friends and acquaintances, it often needs to fulfill our innate need for genuine connections. Turkle argues that we have come to expect more from technology and less from each other. Virtual interactions lack the depth and authenticity of face-to-face communication, leaving us craving for deeper emotional connections. In an era where emojis and likes have become substitutes for heartfelt conversations, it is essential to recognize the limitations of digital interactions and actively nurture meaningful relationships in real life.

Research conducted by Hampton et al. (2014) further underscores the importance of face-to-face communication in establishing genuine connections. Their studies reveal that virtual interactions, devoid of nonverbal cues like body language and facial expressions, hinder our ability to understand and empathize with others truly. These nonverbal cues provide crucial context and emotional depth that is often lost in digital conversations. Meeting in person lets us fully engage with others, pick up on subtle cues, and forge stronger bonds. While technology enables us to bridge geographical gaps and connect with individuals across the globe, it is vital to recognize the value of physical presence and direct human interaction.

Achieving a healthy balance between technology and real-life connections may seem daunting in a world increasingly reliant on digital platforms. However, recognizing the potential consequences of excessive technology use is the first step toward cultivating healthier relationships. McEwan and Zanolla (2020) assert that the impact of smartphone use on human interaction should be considered. As individuals, we must proactively set boundaries, manage our screen time, and consciously engage in face-to-face interactions. This may involve establishing designated “tech-free” zones or allocating specific periods for uninterrupted personal interactions.

Moreover, fostering a culture that values genuine connections and offline experiences is crucial. Educational institutions, workplaces, and communities can be pivotal in promoting face-to-face interactions and organizing activities that encourage meaningful human connections. By creating spaces where individuals can engage in open dialogue, practice active listening, and collaborate on shared goals, we can build stronger communities and nurture relationships that transcend the digital realm.

In conclusion, while technology and social media have undeniably revolutionized how we connect and communicate, we must approach them with caution and mindfulness. Excessive screen time and overreliance on digital platforms can harm our mental health and interpersonal relationships. Striking a balance between technology and real-life connections is paramount to fostering meaningful relationships, empathy, and emotional well-being. By recognizing the limitations of virtual interactions and actively engaging in face-to-face.

Dangers Of Excessive Social Media Use:

In today’s digital age, social media has become an indispensable part of our lives. While it may seem harmless to stay connected with friends and family, excessive use of social media can harm our physical and mental health. According to Twenge and Campbell (2019), spending too much time scrolling through social media feeds can lead to feelings of anxiety, depression, and loneliness. In addition, they found that individuals who reported higher levels of screen time experienced lower levels of mental well-being over time.

However, the dangers of excessive social media use go beyond mental health. One of the concerning aspects highlighted by Turkle (2011) is the decrease in face-to-face interactions and interpersonal connections. She argues that people often expect more from technology and less from each other, leading to a sense of detachment and a decline in genuine human interaction. In addition, the constant scrolling and engagement with virtual connections can detract from meaningful real-life experiences, leaving individuals feeling isolated and disconnected.

Furthermore, excessive social media use can lead to the “spiral of silence” phenomenon described by Hampton, Rainie, Lu, Shin, and Purcell (2014). They explain that social media platforms can create an environment where individuals feel pressured to conform to popular opinions and are less likely to express dissenting views. This can limit the diversity of perspectives and hinder open dialogue and meaningful discussions. As a result, social media can inadvertently contribute to echo chambers, where people are exposed to only one side of an issue, reinforcing their existing beliefs without being challenged.

In addition to its impact on mental health and social dynamics, excessive social media use can adversely affect our physical well-being. McEwan and Zanolla (2020) emphasize that prolonged sitting while using electronic devices has been linked to various health problems, such as obesity, back pain, and eye strain. They further state that the blue light emitted from electronic devices disrupts sleep patterns and can lead to insomnia. The passive nature of social media consumption, combined with its addictive qualities, can contribute to a more sedentary lifestyle, posing risks to our overall physical health and well-being.

Moreover, the spread of misinformation on social media is a growing concern. Hall, Baym, and Miltner (2019) emphasize that false information about politics, health issues, or current events spreads quickly across these platforms due to their viral nature. They note that people often share information without verifying its accuracy or source, leading to the propagation of false information. This can be particularly dangerous when it comes to making important decisions related to public health or political issues. Incorrect information can misguide individuals, shape public opinion, and have real-world consequences.

While social media has revolutionized how we connect with people worldwide and stay informed about current events, it is crucial to be mindful of our social media use and set healthy boundaries to prevent its detrimental effects. By quoting these studies, we can better understand the potential risks associated with excessive social media use and make informed decisions about our online behavior. Furthermore, awareness of the dangers can empower individuals to strike a balance between the benefits and drawbacks of social media, fostering healthier habits and more meaningful connections in both the digital and real world.

Importance Of Face-to-face Communication:

In the digital age, technology and social media have become the primary means of communication for many individuals. However, it is crucial to recognize that face-to-face communication remains an essential aspect of interpersonal interactions. While digital communication can be convenient and efficient, it lacks the depth and nuance that comes with in-person conversations. In a world where we are bombarded with endless notifications and distractions, taking the time to engage in face-to-face conversations can help us connect on a deeper level.

According to Twenge and Campbell (2019), “screen time has been associated with various negative mental health outcomes, including increased levels of anxiety and depression.” This highlights the potential detrimental effects of excessive reliance on digital communication, emphasizing the need for balanced interaction that includes face-to-face communication.

One of the most significant benefits of face-to-face communication is its ability to convey nonverbal cues effectively. Turkle (2011) asserts that “up to 90% of communication is nonverbal,” indicating the importance of facial expressions, body language, and tone of voice in conveying meaning accurately. These nonverbal cues can often be lost or misinterpreted through digital communication channels such as email or instant messaging. In-person conversations allow us to read these cues accurately, providing valuable context that helps us understand each other better.

Additionally, Hampton et al. (2014) discuss the “spiral of silence” phenomenon, where people are more likely to express their opinions in face-to-face conversations compared to online platforms. This suggests that face-to-face communication encourages a more open and honest exchange of ideas, fostering empathy and building trust between individuals.

Face-to-face communication promotes a sense of connection often lacking in digital interactions. Being physically present with someone shows a level of commitment and engagement that cannot be replicated online. It allows for genuine human connection and more profound, more meaningful relationships. In an age of loneliness and isolation, face-to-face communication can help alleviate these issues by fostering a sense of belonging and community. Face-to-face conversations offer an opportunity for spontaneity and improvisation. In digital communication, messages can be carefully.

Furthermore, face-to-face communication allows for more meaningful collaboration and problem-solving opportunities than digital channels do. McEwan and Zanolla (2020) highlight that “physical presence facilitates spontaneous exchanges and enhances creativity.” When working on complex projects or brainstorming ideas, being physically present with colleagues allows for immediate feedback and interactive discussions that lead to creative breakthroughs. Additionally, when conflicts arise within teams or organizations, having difficult conversations in person helps ensure all parties are heard and understood.

While technology has revolutionized how we communicate with one another in many positive ways, it should not replace face-to-face communication altogether. In-person conversations allow us to convey nonverbal cues, foster empathy and trust, and facilitate more meaningful collaboration opportunities. As we navigate the digital age, it is essential not to lose sight of the value that face-to-face communication brings to our personal and professional relationships (Hall, Baym, & Miltner, 2019).

Balancing Technology And Real-life Connections:

In today’s digital age, it is easy to get lost in the world of technology and social media. It seems like everyone is constantly glued to their screens, whether it be their phone, computer, or tablet. According to Twenge and Campbell (2019), extensive screen time has been associated with negative effects on mental health. They found that excessive use of digital devices, especially social media, was linked to higher levels of depression and loneliness. Therefore, it is essential that we learn how to balance technology with real-life connections.

One way to achieve this balance is by setting boundaries for ourselves when it comes to technology use. Turkle (2011) highlights the importance of consciously limiting the amount of time we spend on our devices each day and making an effort to engage in face-to-face interactions with people around us. She emphasizes the need to have meals together with family or friends without any distractions from our phones or other gadgets.

Furthermore, using social media platforms wisely can contribute to the balance between technology and real-life connections. Hampton et al. (2014) discuss the concept of the “spiral of silence,” which suggests that people may be hesitant to express their opinions online due to the fear of social isolation. However, when used effectively, social media can serve as a tool for connecting with others in a meaningful way. Hall, Baym, and Miltner (2019) suggest joining groups or communities that share our interests or values, participating in online discussions, and even arranging meetups with people we have met through these platforms.

It’s also important to recognize the value of unplugging from technology altogether from time to time. McEwan and Zanolla (2020) argue that excessive smartphone use can have a detrimental impact on human interaction. Taking breaks from our screens can help us feel more present and connected in the moment, fostering deeper relationships with those around us.

Ultimately, finding balance between technology and real-life connections requires intentionality and discipline. We must be willing to prioritize human interaction over virtual communication at times, even if it means stepping outside of our comfort zones. As Turkle (2011) reminds us, “We expect more from technology and less from each other.” Therefore, let us strive to navigate the digital age with mindfulness and intentionality so that we can cultivate meaningful relationships both online and offline. This graph shows why teens in America think social media has positive effects on people and the number 1 reason being that they are able to connect with friends and family.

Conclusion:

In conclusion, as we reflect on the impact of technology and social media on our lives, it becomes evident that while they have undoubtedly revolutionized the way we connect with others, they also carry potential dangers when used excessively. The prevalence of social media addiction has raised concerns about its detrimental effects on mental health, relationships, and productivity. It is therefore crucial for individuals to recognize the importance of striking a balance between online and offline interactions.

While social media platforms offer a myriad of benefits, such as connecting people across distances and providing access to information, it is essential to approach their use mindfully and with intentionality. All too often, individuals find themselves consumed by the virtual world, neglecting the tangible relationships and experiences that await in the offline realm. Face-to-face communication remains a cornerstone of human connection, offering depth, empathy, and emotional resonance that cannot be replicated through a screen.

By prioritizing real-life connections and setting healthy boundaries on our social media usage, we can cultivate a healthier and more fulfilling existence. Engaging in meaningful conversations, actively listening to others, and nurturing personal relationships allow us to experience genuine human connections that contribute to our overall well-being. It is in these face-to-face interactions that we can truly understand the nuances of non-verbal communication, interpret emotions, and forge deeper bonds.

In navigating the digital age, it is crucial to strike a delicate balance. Rather than completely rejecting technology or mindlessly indulging in its vast offerings, we should strive for a harmonious coexistence. This entails embracing the positive aspects of technology while being aware of its limitations and potential pitfalls. By intentionally carving out time for offline activities, such as hobbies, physical exercise, and spending quality time with loved ones, we can create a more well-rounded and fulfilling lifestyle.

Additionally, developing a healthy relationship with technology involves being mindful of the impact it has on our mental health. It is essential to recognize when social media usage becomes excessive or starts to negatively affect our well-being. Setting boundaries, such as designating specific times for technology use or limiting the number of social media platforms we engage with, can help prevent addiction and promote a healthier lifestyle.

In conclusion, while technology and social media have undoubtedly transformed the way we connect with others, it is vital to approach their use with caution and mindfulness. By striking a balance between online and offline interactions, prioritizing face-to-face communication, and setting healthy boundaries, we can harness the benefits of technology while maintaining genuine human connections. By doing so, we can cultivate a more fulfilling and balanced life, fostering our mental well-being, nurturing relationships, and maximizing our potential in both the virtual and physical realms.

References:

Twenge, J.M., & Campbell,W.K.(2019). The association between screen time and mental health: A longitudinal study. Psychological Science.

Turkle,S.(2011). Alone together: Why we expect more from technology and less from each other.New York: Basic Books.

Hampton,K.N., Rainie,L., Lu,W., Shin,I., & Purcell,K.(2014). Social mediaand the ‘‘spiral of silence.’’ Pew Research Center.

McEwan,B., & Zanolla,E.(2020). The impact of smartphone use on human interaction.Philosophical Transactions B. 5) Hall,J.A., Baym,N.K., & Miltner,K.M.(2019). Momentary pleasuresand lingering costs of using social media in daily life.Journalof Social Psychology.

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Author: Shawndeep Virk

Published: June 9, 2023

Word Count: 2922

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How the Digital Age Is Affecting Students

Five books that give insight into how social media and technology are shaping today’s students and their learning.

Teachers don’t have to look far to see how changes in technology and social media are shaping students and influencing classrooms. We watch kids obsess over the latest apps as they chat before class. We marvel at the newest slang edging its way into student essays, and wonder at the ways constant smartphone communication is shaping students’ friendships, bullying, and even study habits.

To understand the internet-savvy students who fill our classrooms and the changing landscape of social media they inhabit, we need more than hot new gadgets or expensive educational software. The book list below is a starting point if you’re looking for insight into how the digital age is shaping students and ideas about how you can respond in the classroom.

Each book was chosen for its combination of research, story, and applicability to the classroom. Grab one or two to help you invent new strategies to reach students or reimagine your application of technology in your classroom.

Social Media

If you’ve ever wondered what students are doing with all their time on the internet, It’s Complicated: The Social Lives of Networked Teens  is for you. Author danah boyd dissects how and why kids rush to the online world. Using student interviews and stories, boyd describes the ways youngsters use social media to connect, escape, and eke out a little privacy away from their parents and teachers. She includes a chapter on how the internet has shaped young people’s understanding of personal and public spaces. Read this book if you want to help students optimize the knowledge and skills they already have as digital natives.

A clinical psychologist and researcher at MIT, Sherry Turkle isn’t against the smartphones our students love so much. But she is worried that the obsession with phones—and the texting and social media posting they enable—is impacting in-person discussion and deep conversation. In her book Reclaiming Conversation: The Power of Talk in a Digital Age , Turkle claims that students’ communication skills have changed. Her suggestions for taking back in-person conversation in a digital world can shape collaborative classrooms and guide teachers on how to help students improve peer-to-peer interactions.

Social media and the free flow of information have also influenced the language we use every day. In A World Without ‘Whom’: The Essential Guide to Language in the Buzzfeed Age , Emmy Favilla lays out a case for language shaped by the internet. This entertaining and informative 2017 book is peppered with pop culture examples ready for use in class, though like all pop culture references they’ll quickly become dated. Favilla’s writing is pragmatic; she offers advice on where to hold the line on traditional language and when readability and appeal to a new generation might be more important. As Favilla puts it, “We’re all just trying to be heard here.” The book is a timely reminder that social-media-fueled language innovation deserves some classroom discussion.

If you’re eager to understand larger trends affecting young students, pick up Jean Twenge’s iGen: Why Today's Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy—and Completely Unprepared for Adulthood . Drawing from large data sets and longitudinal studies, Twenge examines everything from SAT scores to rates of loneliness. Her research-heavy book offers helpful hints about the impact of technology and other cultural changes. Read this book if you want to brainstorm about how to adapt classes and school structures to meet student needs. To bring students in on the conversation, consider using Twenge’s easy-to-read graphs as discussion kick-starters or as a way to provide historical context to current trends.

If you want to reimagine the way computers and video games might be used in the classroom, check out David Williamson Shaffer’s book How Computer Games Help Children Learn . A professor at the University of Wisconsin-Madison, Shaffer believes that video games can help schools foster creative thinking, problem solving, and strategic decision making. After all, making mistakes and trying out innovative strategies are less risky in a game than in real life. And even reluctant learners will often dive eagerly into video games. A lot has changed since the book’s publication in 2007, but its ideas—about what students can learn from video games, how video games engage students, and what issues to avoid—can guide you toward thoughtful, effective video game use.

Our students are steeped in the internet, social media, and all types of technological innovations, and it’s time for schools and teachers to carefully examine how these things interact with curriculum and learning.

Student Writing in the Digital Age

Essays filled with “LOL” and emojis? College student writing today actually is longer and contains no more errors than it did in 1917.

“Kids these days” laments are nothing new, but the substance of the lament changes. Lately, it has become fashionable to worry that “kids these days” will be unable to write complex, lengthy essays. After all, the logic goes, social media and text messaging reward short, abbreviated expression. Student writing will be similarly staccato, rushed, or even—horror of horrors—filled with LOL abbreviations and emojis.

In fact, the opposite seems to be the case. Students in first-year composition classes are, on average, writing longer essays (from an average of 162 words in 1917, to 422 words in 1986, to 1,038 words in 2006), using more complex rhetorical techniques, and making no more errors than those committed by freshman in 1917. That’s according to a longitudinal study of student writing by Andrea A. Lunsford and Karen J. Lunsford, “ Mistakes Are a Fact of Life: A National Comparative Study. ”

In 2006, two rhetoric and composition professors, Lunsford and Lunsford, decided, in reaction to government studies worrying that students’ literacy levels were declining, to crunch the numbers and determine if students were making more errors in the digital age.

They began by replicating previous studies of American college student errors. There were four similar studies over the past century. In 1917, a professor analyzed the errors in 198 college student papers; in 1930, researchers completed similar studies of 170 and 20,000 papers, respectively. In 1986, Robert Connors and Andrea Lunsford (of the 2006 study) decided to see if contemporary students were making more or fewer errors than those earlier studies showed, and analyzed 3,000 student papers from 1984. The 2006 study (published in 2008) follows the process of these earlier studies and was based on 877 papers (one of the most interesting sections of “Mistakes Are a Fact of Life” discusses how new IRB regulations forced researchers to work with far fewer papers than they had before.

Remarkably, the number of errors students made in their papers stayed consistent over the past 100 years. Students in 2006 committed roughly the same number of errors as students did in 1917. The average has stayed at about 2 errors per 100 words.

What has changed are the kinds of errors students make. The four 20th-century studies show that, when it came to making mistakes, spelling tripped up students the most. Spelling was by far the most common error in 1986 and 1917, “the most frequent student mistake by some 300 percent.” Going down the list of “top 10 errors,” the patterns shifted: Capitalization was the second most frequent error 1917; in 1986, that spot went to “no comma after introductory element.”

In 2006, spelling lost its prominence, dropping down the list of errors to number five.  Spell-check and similar word-processing tools are the undeniable cause. But spell-check creates new errors, too: The new number-one error in student writing is now “wrong word.” Spell-check, as most of us know, sometimes corrects spelling to a different word than intended; if the writing is not later proof-read, this computer-created error goes unnoticed. The second most common error in 2006 was “incomplete or missing documentation,” a result, the authors theorize, of a shift in college assignments toward research papers and away from personal essays.

Additionally, capitalization errors have increased, perhaps, as Lunsford and Lunsford note, because of neologisms like eBay and iPod. But students have also become much better at punctuation and apostrophes, which were the third and fifth most common errors in 1917. These had dropped off the top 10 list by 2006.

The study found no evidence for claims that kids are increasingly using “text speak” or emojis in their papers. Lunsford and Lunsford did not find a single such instance of this digital-era error. Ironically, they did find such text speak and emoticons in teachers’ comments to students. (Teachers these days?)

The most startling discovery Lunsford and Lunsford made had nothing to do with errors or emojis. They found that college students are writing much more and submitting much longer papers than ever. The average college essay in 2006 was more than double the length of the average 1986 paper, which was itself much longer than the average length of papers written earlier in the century. In 1917, student papers averaged 162 words; in 1930, the average was 231 words. By 1986, the average grew to 422 words. And just 20 years later, in 2006, it jumped to 1,038 words.

Why are 21st-century college students writing so much more? Computers allow students to write faster. (Other advances in writing technology may explain the upticks between 1917, 1930, and 1986. Ballpoint pens and manual and electric typewriters allowed students to write faster than inkwells or fountain pens.) The internet helps, too: Research shows that computers connected to the internet lead K-12 students to “conduct more background research for their writing; they write, revise, and publish more; they get more feedback on their writing; they write in a wider variety of genres and formats; and they produce higher quality writing.”

The digital revolution has been largely text-based. Over the course of an average day, Americans in 2006 wrote more than they did in 1986 (and in 2015 they wrote more than in 2006). New forms of written communication—texting, social media, and email—are often used instead of spoken ones—phone calls, meetings, and face-to-face discussions. With each text and Facebook update, students become more familiar with and adept at written expression. Today’s students have more experience with writing, and they practice it more than any group of college students in history.

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In shifting from texting to writing their English papers, college students must become adept at code-switching, using one form of writing for certain purposes (gossiping with friends) and another for others (summarizing plots). As Kristen Hawley Turner writes in “ Flipping the Switch: Code-Switching from Text Speak to Standard English ,” students do know how to shift from informal to formal discourse, changing their writing as occasions demand. Just as we might speak differently to a supervisor than to a child, so too do students know that they should probably not use “conversely” in a text to a friend or “LOL” in their Shakespeare paper. “As digital natives who have had access to computer technology all of their lives, they often demonstrate in theses arenas proficiencies that the adults in their lives lack,” Turner writes. Instructors should “teach them to negotiate the technology-driven discourse within the confines of school language.”

Responses to Lunsford and Lunsford’s study focused on what the results revealed about mistakes in writing: Error is often in the eye of the beholder . Teachers mark some errors and neglect to mention (or find) others. And, as a pioneering scholar of this field wrote in the 1970s, context is key when analyzing error: Students who make mistakes are not “indifferent…or incapable” but “beginners and must, like all beginners, learn by making mistakes.”

College students are making mistakes, of course, and they have much to learn about writing. But they are not making more mistakes than did their parents, grandparents, and great-grandparents. Since they now use writing to communicate with friends and family, they are more comfortable expressing themselves in words. Plus, most have access to technology that allows them to write faster than ever. If Lunsford and Lunsford’s findings about the average length of student papers stays true, today’s college students will graduate with more pages of completed prose to their name than any other generation.

If we want to worry about college student writing, then perhaps what we should attend to is not clipped, abbreviated writing, but overly verbose, rambling writing. It might be that editing skills—deciding what not to say, and what to delete—may be what most ails the kids these days.

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7 Digital literacies and the skills of the digital age

Cathy L. Green, Oklahoma State University

Oklahoma State University

Abstract – This chapter is intended to provide a framework and understanding of digital literacy, what it is and why it is important. The following pages explore the roots of digital literacy, its relationship to language literacy and its role in 21 st century life.

Introduction

Unlike previous generations, learning in the digital age is marked by the use of rapidly evolving technology, a deluge of information and a highly networked global community (Dede, 2010). In such a dynamic environment, learners need skills beyond the basic cognitive ability to consume and process language. In other words: To understand what the characteristics of the digital age, and of digital learners, means for how people learn in this new and changing landscape, one may turn to the evolving discussion of literacy or, as one might say now, of digital literacy. The history of literacy contextualizes digital literacy and illustrates changes in literacy over time. By looking at literacy as a historical phenomenon, the characteristics of which have evolved over time, we can glean the fundamental characteristics of the digital age. Those characteristics in turn illuminate the skills needed in order to take advantage of digital environments. The following discussion is an overview of digital literacy, its essential components and why it is important for learning in a digital age.

Moving from Literacy to Digital Literacy

Literacy refers to the ability of people to read and write (UNESCO, 2017). Reading and writing then, is about encoding and decoding information between written symbols and sound (Resnick, 1983; Tyner, 1998). More specifically, literacy is the ability to understand the relationship between sounds and written words such that one may read, say and understand them (UNESCO, 2004; Vlieghe, 2015). Literacy is often considered a skill or competency and is often referred to as such. Children and adults alike can spend years developing the appropriate skills for encoding and decoding information.

Over the course of thousands of years, literacy has become much more common and widespread with a global literacy rate ranging from 81% to 90% depending on age and gender (UNESCO, 2016). From a time when literacy was the domain of an elite few, it has grown to include huge swaths of the global population. There are a number of reasons for this, not the least of which are some of the advantages the written word can provide. Kaestle, (1985) tells us that “literacy makes it possible to preserve information as a snapshot in time, allows for recording, tracking and remembering information, and sharing information more easily across distances among others” (p. 16). In short, literacy led “to the replacement of myth by history and the replacement of magic by skepticism and science. Writing allowed bureaucracy, accounting, and legal systems with universal rules and has replaced face-to-face governance with depersonalized administration” (Kaestle, 1985, p. 16). This is not to place a value judgement on the characteristics of literacy but rather to explain some of the many reasons why it spread.

There are, however, other reasons for the spread of literacy. In England, throughout the middle ages literacy grew in part, because people who acquired literacy skills were able to parlay those skills into work with more pay and social advantages (Clanchy, 1983). The great revolutions of the 19th and 20th centuries also relied on leaders who could write and compatriots who could read as a way to spread new ideas beyond the street corners and public gatherings of Paris, Berlin, and Vienna. Literacy was perceived as necessary for spreading information to large numbers of people. In the 1970’s Paulo Freire insisted that literacy was vital for people to participate in their own governance and civic life (Tyner, 1998). His classic “Pedagogy of the Oppressed” begins from the premise that bringing the traditional illiterate and uneducated into learning situations as partners with their teachers awakens the critical conscience necessary as a foundation for action to foment change (Freire, 1973). UNESCO (2004) also acknowledges the role that literacy plays in enabling populations to effect change and achieve social justice aims. They speak even more broadly, moving beyond the conditions necessary for revolution, contending that literacy is a fundamental right of every human being, providing employment opportunities, and the fundamental skills necessary to accrue greater wealth and improve one’s quality of life.

Although the benefits of literacy were a driving force in its spread, technological advances also enabled the spread of literacy to greater and greater numbers of people. From stamped tokens, tally sticks and clay tablets, to ancient scrolls, handwritten volumes, the printing press, typewriters, and finally computers, technology is largely responsible for driving the evolution of literacy into the particular forms of encoding and decoding information associated with the digital age. Technology has made it possible for literacy to move from the hands of the few to the hands of the masses and to morph into a digital environment with characteristics extending far beyond anything that has been seen before.

Not only did computers and electronic technology deliver literacy into the hands of many but also created an environment that made it possible to store vast amounts of information. Books and libraries led the way to making information easily available to the public, but within the age of computers and the internet the volume of accessible information is larger than ever, more readily available than ever, and changing more quickly than ever before. In the early 21st century, technology continues to develop more quickly than at any time in the past creating an environment that is constantly changing. These changes contribute to the need for different skills beyond traditional literacy skills also called new media literacy (Jenkins, 2018). For a short video on the reasons why digital literacy is important visit “ The New Media Literacies ” located on YouTube.com and created by the research team at Project New Media Literacies.

Literacy in the Digital Age

If literacy involves the skills of reading and writing, digital literacy requires the ability to extend those skills in order to effectively take advantage of the digital world (ALA, 2013). More general definitions express digital literacy as the ability to read and understand information from digital sources as well as to create information in various digital formats (Bawden, 2008; Gilster, 1997; Tyner, 1998; UNESCO, 2004). Developing digital skills allows digital learners to manage a vast array of rapidly changing information and is key to both learning and working in an evolving digital landscape (Dede, 2010; Koltay, 2011; Mohammadyari & Singh, 2015). As such, it is important for people to develop certain competencies specifically for handling digital content.

People who adapt well to the digital world exhibit characteristics enabling them to develop and maintain digital literacy skills. Lifelong learning is a key characteristic necessary for handling rapid changes in technology and information and thus, critical to digital literacy. Successful digital learners have a high level of self-motivation, a desire for active modes of learning and they exercise the ability to learn how to learn. Maintaining and learning new technical skills also benefits learners in the digital age and an attitude of exploration and play will help learners stay engaged and energized in a world where speed of change and volume of information could otherwise become overwhelming (Dede, 2010; Jenkins, 2018; Visser, 2012). A final characteristic of a digital learner includes the ability to engage in a global network with a greater awareness of one’s place and audience in that network. Together, these characteristics of the digital age guide us in understanding what traits a learner will require to be successful in the digital environment. The following section will help understand what lies at the intersection of digital skills and traits of successful digital learners by reviewing existing digital literacy frameworks.

Reviewing Existing Frameworks for Digital Literacy/ies

Digital literacy is alternately described as complicated, confusing, too broad to be meaningful and always changing (Heitin, 2016; Pangrazio, 2014; Tyner, 1998; Williams, 2006). Due to this confusion, some feel it best to completely avoid the term digital literacy altogether and instead opt for the terms such as digital competencies (Buckingham, 2006), 21st century skills (Williamson, 2011) or digital skills (Heitin, 2016). Another way to sort out the confusion is to look at digital literacy as multiple literacies (Buckingham, 2006; Lankshear & Knobel, 2008; UNESCO, 2004)

Here, I take the latter approach and look at digital literacy as a collection of literacies each of which play a significant role in learning in a digital world. Ng (2012), operationalizes digital literacy as a framework of multiple, specific competencies which, when combined, form a cohesive collection of skills. By taking this approach, we link the characteristics of the digital environment as well as those of the digital learner not to a single digital skill but rather a set of digital literacy practices. In this way, we can consider the various skills needed to navigate the digital world in an organized and consistent manner.

Ng (2012) proposes a three-part schema for discussing the overlapping functional characteristics of a digitally competent person: technical, cognitive, and social (see Figure 1).

Technical literacy, also referred to as operational literacy, refers to the mastery of technical skills and tasks required to access and work with digital technology such as how to operate a computer; use a mouse and keyboard; open software; cut, copy and paste data and files, acquire an internet connection and so on (Lankshear & Knobel, 2008). The cognitive area of digital literacy focuses on activities such as critical thinking, problem solving and decision making (Williamson, 2011) and includes the ability to “evaluate and apply new knowledge gained from digital environments”(Jones-Kavalier & Flannigan, 2006, p. 5). The third of Ng’s three categories – social literacies – covers a wide range of activities which together constitute the ability to communicate in a digital environment both socially and professionally, understand cyber security, follow “netiquette” protocols, and navigate discussions with care so as not to misrepresent or create misunderstandings (Ng, 2012). Of particular note, Ng captures the essence of digital literacy by showing how digital literacy exists at the intersection of the technical, cognitive and social aspects of literacy which are referred to as dimensions. Ng’s framework is not, however, a digital literacy framework itself. Instead it provides a vehicle for exploring the various components of digital literacy at a conceptual level while remaining clear that the individual skills are at all times connected to and dependent upon each other.

There are a number of organizations that publish their own framework for digital literacies including the International Society for Technology in Education ICT Skills (ISTE), the American Association of College and Universities (AACU), the Organization for Economic Cooperation and Development (OECD), the American Library Association (ALA), and the Partnership for 21st Century Skills among others (Dede, 2010). The digital frameworks exhibit many similarities, and a few differences. There are some differences in the terminology and organization of these frameworks, but they all include similar skills. What follows is a brief overview of the different digital frameworks. See Figure 2 for a composite of these frameworks.

Figure 2. Major Frameworks for 21st Century Skills (American Library Association, 2013; Dede, 2010; SCONUL, 2016; Vockley & Lang, 2008)

Each of the frameworks come from a slightly different angle and will at times reflect the background from which they come. The American Library Association (ALA) framework evolved out of the information literacy tradition of libraries, while the American Association of College and Universities (AACU) and the Society of College and University Libraries (SOCNUL) evolved from higher education perspective, the Partnership for 21st century learning addresses K-12 education, and the ISTE is steeped in a more technical tradition. Even with these different areas of focus the components of each framework are strikingly similar although some in more detail than others. Three of the six specifically address the skills necessary for accessing, searching and finding information in a digital environment while the other three have broader categories in which one might expect to find these skills including, research and information fluency, intellectual skills, and ICT literacy. Cognitive skills required for digital literacy are also covered by all of the frameworks in varying degrees of specificity. Among them one will find references to evaluating, understanding, creating, integrating, synthesizing, creativity and innovation. Finally, four of the six digital frameworks pay homage to the necessity of solid communication skills. They are in turn, referred to as life skills, personal and social responsibility, communication, collaboration, digital citizenship and collective intelligence.

What seems oddly missing from this list of skills is the technical component which only appears explicitly in the ISTE list of skills. The partnership for 21st century learning uses ICT literacy as a designation for the ability to use technology and the ALA, in discussing its framework, makes it clear that technical proficiency is a foundational requirement for digital literacy skills. Even with these references to technical skills the digital literacy frameworks are overwhelmingly partial to the cognitive and social focus of digital skills and technical proficiency tends to be glossed over compared to the other dimensions. Even though technical skills receive relatively little attention by comparison we will assume for this discussion, technical skills are a prerequisite to the other digital skills, and we will look more carefully at each of them in the next section.

To fully understand the many digital literacies, we will use the ALA framework as a point of reference for further discussion using the other frameworks and other materials to further elucidate each skill area. The ALA framework is laid out in terms of basic functions with enough specificity to make it easy to understand and remember but broad enough to cover a wide range of skills. The ALA framework includes the following areas:

• Understanding,
• Evaluating,
• Creating, and
• Communicating (American Library Association, 2013).

Finding information in a digital environment represents a significant departure from the way human beings have searched for information for centuries. The learner must abandon older linear or sequential approaches to finding information such as reading a book, using a card catalog, index or table of contents and instead use lateral approaches like natural language searches, hypermedia text, keywords, search engines, online databases and so on (Dede, 2010; Eshet, 2002). The shift from sequential to lateral involves developing the ability to construct meaningful search parameters (SCONUL, 2016) whereas before, finding the information would have meant simply looking up page numbers based on an index or sorting through a card catalog. Although finding information may depend to some degree on the search tool being used (library, internet search engine, online database, etc.) the search results also depend on how well a person is able to generate appropriate keywords and construct useful Boolean searches. Failure in these two areas could easily return too many results to be helpful, vague or generic results, or potentially no useful results at all (Hangen, 2015).

Not immediately obvious, but part of the challenge of finding information is the ability to manage the results. Because there is so much data, changing so quickly, in so many different formats it can be challenging to organize and store it in such a way as to be useful. SCONUL (2016) talks about this as the ability to organize, store, manage and cite digital resources while the Educational Testing Service also specifically mentions the skills to access and manage information. Some ways to accomplish these tasks is through the use of social bookmarking tools such as Diigo, clipping and organizing software such as Evernote and OneNote, and bibliographic software. Many sites, such as YouTube allow individuals with an account to bookmark videos as well as create channels or collections of videos for specific topics or uses. Other websites have similar features.

Understanding

Understanding in the context of digital literacy perhaps most closely resembles traditional literacy in so much as it too, is the ability to read and interpret text (Jones-Kavalier & Flannigan, 2006). In the digital age, however, the ability to read and understand extends much further than text alone. For example, searches may return results with any combination of text, video, sound, and audio as well as still and moving pictures. As the internet has evolved, there have evolved a whole host of visual languages such as moving images, emoticons, icons, data visualizations, videos and combinations of all of the above. Lankshear & Knoble, (2008) refer to these modes of communication as “post typographic textual practice”. Understanding the variety of modes of digital material may also be referred to as multimedia literacy (Jones-Kavalier & Flannigan, 2006), visual literacy (Tyner, 1998), and digital literacy (Buckingham, 2006).

Evaluating digital media requires competencies ranging from evaluating the importance of a piece of information to determine its accuracy and its source. Evaluating information is not new to the digital age, but the nature of digital information can make it more difficult to understand who the source of information is and whether it can be trusted (Jenkins, 2018). When there is abundant and rapidly changing data across heavily populated networks, anyone with access can generate information online, making decisions about its authenticity, trustworthiness, relevance, and significance daunting. Learning evaluative digital skills means learning to ask questions about who is writing the information, why they are writing it, and who the intended audience is (Buckingham, 2006). Developing critical thinking skills is part of the literacy of evaluating and assessing the suitability for the use of a specific piece of information (SCONUL, 2016).

Looking for secondary sources of information can help confirm the authenticity and accuracy of online data and researching the credentials and affiliations of the author is another way to find out more about whether an article is trustworthy or valid. One may find other places the author has been published and verify they are legitimate. Sometimes one may be able to review affiliated organizations to attest to the expertise of the author such finding out where an employee works if they are a member of a professional organization or a leading researcher in a given field. All of these provide essential clues for use in evaluating information online.

Creating in the digital world makes explicit the production of knowledge and ideas in digital formats. While writing is a critical component of traditional literacy, it is not the only creative tool in the digital toolbox. Other tools are available and include creative activities such as podcasting, making audio-visual presentations, building data visualizations, 3D printing, writing blogs and new tools that haven’t even been thought of yet. In short, all formats in which digital information may be consumed, a digitally literate individual will also want to be able to use in the creation of a product. A key component of creating with digital tools is understanding what constitutes fair use and what is considered plagiarism. While this is not new to the digital age, it may be more challenging to find the line between copying and extending someone else’s work.

In part, the reason for the increased difficulty of finding the line between plagiarism and new work is the “cut and paste culture” of the internet referred to as “reproduction literacy” (Eshet 2002, p.4) also referred to as appropriation in Jenkins’ New Media Literacies (Jenkins, 2018). The question is, what can one change and how much can one change work without being considered copying? This skill requires the ability to think critically, evaluate a work and make appropriate decisions. There are tools and information to help understand and find those answers such as the creative commons. Learning about these resources and learning how to use them is part of this digital literacy.

Communicating

Communicating is the final category of digital skills in the ALA digital framework. The capacity to connect with individuals all over the world creates unique opportunities for learning and sharing information for which developing digital communication skills is vital. Some of the skills required for communicating in a digital environment include digital citizenship, collaboration, and cultural awareness. This is not to say that one does not need to develop communication skills outside of the digital environment but that the skills required for digital communication go beyond what is required in a non-digital environment. Most of us are adept at personal, face to face communication but digital communication needs the ability to engage in asynchronous environments such as email, online forums, blogs and social media platforms where what we say can’t always be deleted but can be easily misinterpreted. Add that to an environment where people number in the millions and the opportunities for misunderstandings and cultural miscues are much more likely.

The communication category of digital literacies covers an extensive array of skills above and beyond what one might need for face to face interactions. It includes competencies around ethical and moral behavior, responsible communication for engagement in social and civic activities (Adam Becker et al., 2017), an awareness of audience and an ability to evaluate the potential impact of one’s actions online. It also includes skills for handling privacy and security in online environments. These activities fall into two main categories of activity including digital citizenship and collaboration.

Digital citizenship refers to one’s ability to interact effectively in the digital world. Part of this skill is good manners, often referred to as “netiquette. There is a level of context which is often missing in digital communication due to physical distance, lack of personal familiarity with people online and the sheer volume of people who may come in contact with our words. People who know us well may understand exactly what we mean when we say something sarcastic or ironic, but those and other vocal and facial cues are missing in most digital communication making it more likely we will be misunderstood. Also, we are also more likely to misunderstand or be misunderstood if we remain unaware of cultural differences amongst people online. So, digital citizenship includes an awareness of who we are, what we intend to say and how it might be perceived by other people we do not know (Buckingham, 2006). It is also a process of learning to communicate clearly and in ways that help others understand what we mean.

Another key digital skill is collaboration, and it is essential for effective participation in digital projects via the internet. The internet allows people to engage with others we may never see in person and work towards common goals be they social, civic or business oriented. Creating a community and working together requires a degree of trust and familiarity that can be difficult to build given the physical distance between participants. Greater awareness must be paid to inclusive behavior, and more explicit efforts need to be made to make up for perceived or actual distance and disconnectedness. So, while the promise of digital technology to connect people is impressive it is not necessarily an automatic transition, and it requires new skills.

Parting thoughts.

It is clear from our previous discussion of digital literacy that technology and technical skills underpin every other digital skill. A failure to understand hardware, software, the nature of the internet, cloud-based technologies and an inability to learn new concepts and tools going forward handicaps one’s ability to engage with the cognitive and social literacies. While there are sometimes tacit references to technical skills and ability, extant digital literacy frameworks tend to focus more on the cognitive and social aspects of digital environments. There is an implied sense that once technical skills are learned, we the digitally literate person can forget about them and move on to the other skills. Given the rapid pace of technological change in the last 40 years, however, anyone working in a digital environment would be well advised to keep in mind that technical concepts and tools continue to develop. It does not seem likely that we will ever reach a point where people can simply take technological skills for granted and to do so would undermine our ability to address the other digital skills.

Another way to think of this is to recognize that no matter what the skill, none of them operate independently of one another. Whether searching, creating, evaluating, understanding or communicating, it is a combination of skills (or literacies) that allow us to accomplish our goals. Thinking critically, and evaluating information and sources leads to sound decision-making. Understanding and synthesizing information is necessary for creating and again the technical tools are necessary for completing the product. Finding information is of little use if one is unable to analyze its usefulness and creating a great video or podcast will not mean much if one is unable to navigate social and professional networks to communicate those works to others. If only understood in isolation, digital literacies have little meaning and can be of little use in approaching digital environments.

Ng’s (2012) conceptual framework reminds us that digital literacy is that space where technical, cognitive and social literacies overlap. A digital skill is not the same thing as digital literacy but the two are fully intwined. Acquiring digital skills is only the beginning of a study of digital literacies, however, and it would be a mistake to stop here. Furthermore, digital literacies span multiple areas including both the cognitive and the social. The real value of digital literacy lies in understanding the synergistic effect of individual digital literacy skills integrated with sets of competencies that enable one to work effectively in the digital world.

Learning Activities.

Literacy Narratives are stories about reading and composing in any form or context. They often include poignant memories that involve a personal experience with literacy. Digital literacy narratives can sometimes be categorized as narratives that focus on how the writer came to understand the importance of technology in his/her life or teaching pedagogy. More often, they are simply narratives that use a medium beyond the print-based essay to tell the story.

Kairos: A Journal of Rhetoric, Technology, and Pedagogy, 20(1), available at http://kairos.technorhetoric.net/20.1/praxis/bourelle-et-al

• Combining both aspects of the genre, write a piece based on your technological literacy, choosing a medium you feel best conveys the message you want to share with your audience.
• Find and read 2-4 literacy narratives online that emphasize the use of technology and write a short reflection that discusses the main digital literacies used, summarizes the main points made and describes the elements you felt were most important. Also, describe any digital literacy skills you utilized to complete the assignment.
• Create your literacy narrative that tells the story of a significant experience of your own with digital literacy. Use a multi-modal tool that includes audio and images or video. Share with your classmates and discuss the most important ideas you noticed in others’ narratives.
• Compare two of the literacy frameworks in Figure 2. How are they alike? How are they different? Do you like one better than the other? Why or Why not?
• Digital Literacy and why it matters – https://www.youtube.com/watch?v=p2k3C-iB88w
• The essential elements of digital literacies https://www.youtube.com/watch?v=A8yQPoTcZ78
• What is a Literacy Narrative? https://www.youtube.com/watch?v=_Mhl2j-cpZo
• Benji Bissman’s computer literacy narrative – http://daln.osu.edu/handle/2374.DALN/2327
• Global Digital Literacy Council
• International Society for Technology in Education
• Information and Communication Technologies
• Education Development Center, Inc.
• International Visual Literacy Association
• http://mediasmarts.ca/digital-media-literacy-fundamentals/digital-literacy-fundamentals
• https://www.microsoft.com/en-us/digitalliteracy/overview.aspx
• . http://info.learning.com/hubfs/Corp_Site/Sales%20Tools/12EssentialSkills_Brochure_Apr16.pdf
• http://www. digitalliteracy.us
• https://k12.thoughtfullearning.com/FAQ/what-are-literacy-skills

References.

Adam Becker, S., Cummins, M., Davis, A., Freeman, A., Hall Gieseinger, C., & Ananthanarayanan, V. (2017). NMC Horizon Report: 2017 Higher Education Edition. NMC Horizon Report. https://doi.org/ISBN 978-0-9977215-7-7

Association, A. L. (2013). Digital literacy, libraries, and public policy (January). Washington, D.C. Retrieved from http://www.districtdispatch.org/wp-content/uploads/2013/01/2012_OITP_digilitreport_1_22_13.pdf

Bawden, D. (2008). Origins and concepts of digital literacy. In C. Lankshear & M. Knobel (Eds.) (pp. 17–32).

Buckingham, D. (2006). Defining digital literacy. District Dispatch, 263–276. https://doi.org/10.1007/978-3-531-92133-4_4

Clanchy, M. (1983). Looking back from the invention of printing. Resnick (Ed.), Literacy in historical perspective (pp. 7–22). Library of Congress.

Dede, C. (2010). Comparing frameworks for 21st century skills. 21st Century Skills: Rethinking How Students Learn, 51–76.

Eshet, Y. (2002). Digital literacy: A new terminology framework and its application to the design of meaningful technology-based learning environments. Association for the Advancement of Computing in Education, 1–7.

Gilster, P. (1997). Digital Literacy. New York: Wiley Computer Pub.

Hangen, T. (2015). Historical digital literacy, one classroom at a time. Journal of American History. https://doi.org/10.1093/jahist/jav062

Heitin, L. (2016). Digital Literacy: Forging agreement on a definition. Retrieved from www.edweek.org/go/changing-literacy

Jenkins, H. (2018). This page has a content security policy that prevents it from being loaded in this way . Retrieved from http://www.newmedialiteracies.org/

Jones-Kavalier, B. B. R., & Flannigan, S. L. (2006). Connecting the digital dots : Literacy of the 21st century. Workforce, 29(2), 8–10. https://doi.org/Article

Kaestle, C. F. (1985). Review of Research in Education. The History of Literacy and the History of Readers, 12(1985), 11–53. Retrieved from http://www.jstor.org/stable/1167145

Koltay, T. (2011). The media and the literacies: Media literacy, information literacy, digital literacy. Media, Culture & Society, 33(2), 211–221. https://doi.org/10.1177/0163443710393382

Lankshear, Colin & Knobel, M. (2008). Introduction. In C. & K. M. Lankshear (Ed.), Digital Literacies: Concepts, policies and practices. https://doi.org/9781433101694

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Learning in the Digital Age Copyright © 2020 by Cathy L. Green, Oklahoma State University is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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Learning in the Digital Age

(3 reviews)

Tutaleni Asino, Oklahoma State University

Rebecca Bayeck

Wilmon Brown

Raymond W. Francis

Tammi Kolski

Kathy Essmiller

Cathy L. Green

Sarah L. Lewis

Corrine McCabe

Josephine Shikongo

Jose Fulgencio

Copyright Year: 2020

Publisher: Oklahoma State University

Language: English

Formats Available

Conditions of use.

Learn more about reviews.

Reviewed by Brenda Williams, Part-time Faculty, Lane Community College on 2/1/22

It covers a variety of topics but did not include a index or glossary. read more

Comprehensiveness rating: 4 see less

It covers a variety of topics but did not include a index or glossary.

Content Accuracy rating: 4

THe content is accurate.

Relevance/Longevity rating: 4

It is up to date and should be easy to update again if needed

Clarity rating: 4

The abstracts are helpful at the beginning of each chapter

Consistency rating: 4

The layout and the header styles are consistent.

Modularity rating: 3

Some of the chapters are much longer than others but there is consistent use of headers. There wasn't much use of pictures or graphs.

Organization/Structure/Flow rating: 3

The book could do a better job of grouping chapters together.

Interface rating: 5

There weren't any major issues. I did notice the navigation was only at the top so I always had to scroll back to the top.

Grammatical Errors rating: 5

Cultural Relevance rating: 5

I didn't see any insensitivities.

Reviewed by Asashia Martin, Adjunct Professor, American University on 12/22/21

There are a variety of topics to consider regarding learning within a digital age and this textbook does a thorough job elevating topics. The lack of comprehensiveness for this textbook happens because you will find that the author of an included... read more

There are a variety of topics to consider regarding learning within a digital age and this textbook does a thorough job elevating topics. The lack of comprehensiveness for this textbook happens because you will find that the author of an included essay will either stay at a surface level explanation or will move through theory, definition, and application within the essay.

Content Accuracy rating: 5

Due to the variety of topics that emerge as educators navigate learning within a digital age, the reader has a first-hand glimpse of what to expect and possible next steps. From elevating play, to financial literacy development, to digital literacy, the authors share both research and anecdotes for consideration when facilitating learning in a digital age.

Relevance/Longevity rating: 5

The impact of a digital world is ever-present within today's classrooms. As the author states, we are presented with an opportunity to refine and elevate how we are impacted by the digital age as well as how we navigate it systematically to deepen learning.

Clarity rating: 5

There is a good balance between theoretical and practical language for both content and application strategies.

Some essays dive deeper into theory and application than others. Depending on the subject that the reader may feel most drawn to, they may not have a full learning experience themselves if they got a surface level essay in one area versus another.

Modularity rating: 5

Easy to read, content is accessible, essays can function as supplements to larger bodies of work around the essay topic.

Organization/Structure/Flow rating: 4

The essays elevated within the text are varied and the feel is that you are jumping from topic to topic with a lack of connection between topics.

text is clear, easy to read, graphics are supportive and easy to understand

No grammatical errors found

Cultural Relevance rating: 2

Texts reads as "race-neutral," with lack of acknowledgment of the impact of navigating digital literacies across race and culture. The board game chapter speaks of "Africa" as if it's just one country, not an entire continent made up of multiple and nuanced societies. The podcasting chapter references Maslow, who stole his framework from the Blackfoot Nation. Navigating the digital age could be an equalizer within culturally responsive classrooms but this text lacks what is needed to support educators to do so.

Reviewed by Youxin Zhang, Instructional Designer, Kapiolani Community College on 11/2/21

It might be helpful to include one chapter focusing on learning theories (e.g., Cognitive Development, Behaviorism, Constructivism) and another one on learner styles/preferences/characteristics if the vision of this textbook is to understand... read more

Comprehensiveness rating: 3 see less

It might be helpful to include one chapter focusing on learning theories (e.g., Cognitive Development, Behaviorism, Constructivism) and another one on learner styles/preferences/characteristics if the vision of this textbook is to understand learning and help learners/stakeholders learn how to learn in the digital age. What is covered in the textbook now seems too broad to be used as an intact piece for an instructional purpose. No index/glossary was provided. It might be helpful to add one.

Most of the content is accurate.

Content is recent. With the current setup, it should work well for the author to update the content when needed.

Clarity rating: 3

The abstract of each chapter is helpful to get a snap judgment of what the author attempted to deliver. But not every chapter has it following a consistent format within the same textbook. The text is easy to understand and follow. As a whole, the target audience is not clearly stated since it’s a textbook for people to use in the class.

Consistency rating: 2

The internal consistency within each chapter looks good. But the improvements could be made on the internal consistency between chapters. Learning in the digital age is a broad subject. Now, the textbook seems like a potluck containing different contributing pieces. The correlation between chapters is not explicit to tell. As a reader, I have to go to each chapter and read the abstract to do jigsaw puzzles on my own rather than reviewing the chapter names at a glance from the table of contents to draw a quick picture as a whole.

Some chapters have a fairly long length (e.g., 25 pages, single-space), the others do not. It might be helpful to reach a balance between chapters by informing the chapter authors about the word limit when calling out for book chapter proposals. The headings used in each chapter are helpful for navigation.

Definitely, some work can be done to improve the organization of this textbook. Since this textbook is a work-in-progress product, the organization of all chapters can be reconsidered when more chapters are coming in. For example, some chapters (e.g., Chapter 2) focused on K-12 settings, others related to higher education. It might be helpful to regroup these chapters based on some parameters (e.g., institution type).

Interface rating: 3

Navigation is good within this textbook. Just want to point out that some chapters contained content that is not ADA compliant. For example, a URL link is NOT descriptive and is used as hyperlinked text directly. Additionally, the images used in the chapters are not attributed to the original author in a proper manner and follow the same format.

The grammar looks good.

Not detect anything.

Table of Contents

Introduction

Board Games and Learning: Why Care in the Digital Age?

Effective Instruction in Blended Learning Environments

Podcasting as a Mode of Motivation in Online and Blended Learning

Virtual Proctoring and Academic Integrity

Personal Learning Networks: Defining and Building a PLN

Digital Learners in the Workplace

Digital Literacies and the Skills of the Digital Age

Playful Approaches to Learning

The Digital Divide

Ignored Conversations: Higher Education Funding in the Digital Age

Literacy in the Digital Age: From Traditional to Digital to Mobile Digital Literacies

The Digital Divide and the Lack of Financial Literacy Among First Generation 

Ancillary Material

About the book.

This book is designed to serve as a textbook for classes exploring the nature of learning in the digital age. The genesis of this book is a desire to use OERs in all my teachings, coupled with the realization that the resources that I was looking for were not available and as such I needed to contribute in creating them. It is thus a small attempt to contribute to the vast repository of Open Educational Resources. When discussing learning in the digital age, most focus on the technology first. However, the emphasis made in this book is that it’s about the learner not just the technology. One of the things that is easy to lose track of when talking about learning in the digital age is the learner. Technology is important and it has significant impact but it is still about the person who is using the technology. Many people conflate learning in the digital age with technology in today’s age. This important misconception is common and results from our failure to examine our understanding of what “learning” really is. Of course, Most of this depends on a person’s epistemology. There are numerous definitions of what learning is and often they come to how a person sees the world. Some argue that learning is about a change in behavior due to experiences, others state simply that learning is being able to do something new that you were not able to do before. Regardless of what side you choose, to understand what learning in the digital age is, one has to understand what learning itself is. I am immensely thankful to the authors for sharing their ideas freely and for the reviewers who volunteered their time to give feedback.

About the Contributors

Dr. Tutaleni Asino is an Associate Professor at Oklahoma State University. His areas of research revolve around diffusion of innovations in teaching and learning, mobile learning, design for mobile devices, indigenous knowledge, comparative international education, and the role of culture in the development and evaluation of learning technologies.

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Home — Essay Samples — Life — Freedom — The Right to Privacy: Personal Freedom in the Digital Age

The Right to Privacy: Personal Freedom in The Digital Age

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Published: Sep 16, 2023

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The significance of the right to privacy, historical development of the right to privacy, contemporary challenges, protecting the right to privacy, 1. individual autonomy:, 2. human dignity:, 3. democracy and free expression:, 1. data privacy:, 2. government surveillance:, 3. social media and cybersecurity:, 1. legal protections:, 2. technological solutions:, 3. digital literacy:, 4. ethical considerations:.

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Reading in a digital age

By Naomi S. Baron | Oct 9, 2017 | Feature Article

Even millennials acknowledge that whether you read on paper or a digital screen affects your attention on words and the ideas behind them.What are the implications for how we teach?

The digital revolution has done much to reshape how students read, write, and access information in school. Once-handwritten essays are now word-processed. Encyclopedias have yielded to online searches. One-size-fits-all teaching is tilting toward personalized learning. And a growing number of assignments ask students to read on digital screens rather than in print.

Yet how much do we actually know about the educational implications of this emphasis on using digital media? In particular, when it comes to reading, do digital screens make it easier or harder for students to pay careful attention to words and the ideas behind them, or is there no difference from print?

Over the past decade, researchers in various countries have been comparing how much readers comprehend and remember when they read in each medium. In nearly all cases, there was essentially no difference between the testing scenarios. (See Baron, Calixte, & Havewala, 2017 for a review.) However, such findings need to be taken with a grain of salt. These studies have typically focused on captive research subjects, mostly college students who commonly are paid to participate in an experiment or who participate to fill a course requirement. Ask them to read passages and then answer SAT-style comprehension questions, and they tend to do so reasonably carefully, whether they read on a screen or on paper. Under those conditions, it’s not surprising that their performance would be consistent across platforms.

But the devil may lie in the details. When researchers have altered the testing conditions or the types of questions they ask, discrepancies have appeared, suggesting that the medium does in fact matter. For example, Ackerman and Goldsmith (2011) observed that when participants could choose how much time to spend on digital versus print reading, they devoted less to reading onscreen and had lower comprehension scores. Schugar and colleagues (2011) found that participants reported using fewer study strategies (such as highlighting, note-taking, or bookmarking) when reading digitally. Kaufman and Flanagan (2016) noted that when reading in print, study participants did better answering abstract questions that required inferential reasoning; by contrast, participants scored better reading digitally when answering concrete questions. Researchers at the University of Reading (Dyson & Haselgrove, 2000) observed that reading comprehension declined when students were scrolling as they read, rather than focusing on stationary chunks of text.

What about research with younger children? Schugar and Schugar found that middle grades students comprehended more when reading print than when using e-books on an iPad (Paul, 2014) — interactive features of the digital platform apparently distracted readers from the textual content. However, the same researchers observed that among K-6 readers, e-books generated a higher level of engagement (Schugar, Smith, & Schugar, 2013). Working with high school students in Norway, Anne Mangen and her colleagues (2013) concluded that print yielded better comprehension scores. Mangen argues that print makes it easier for students to create cognitive maps of the entire passage they are reading.

For educators, though, the real question is not how students perform in experiments. More important is what they do when reading on their own: Do they take as much time reading in both media? Do they read as carefully? In short, in their everyday lives, how much and what sort of attention do they pay to what they are reading?

Questions about reading in a digital age

History is strewn with examples of people worrying that new technologies will undermine older skills. In the late 5th century BC, when the spread of writing was challenging an earlier oral tradition, Plato expressed concern (in the Phaedrus) that “trust in writing . . . will discourage the use of [our] own memory.” Writing has proven an invaluable technology. Digital media have as well. These new tools make it possible for millions of people to have access to texts that would otherwise be beyond their reach, financially or physically. Computer-driven devices enable us to expand our scope of educational and recreational experience to include audio and visual materials, often on demand. But as with writing, it’s an empirical question what the pros and cons are of the old and the new. Writing is a vital cultural tool, but there is little doubt it discourages memory skills.

When we think about the educational implications of digital reading, we need to study the issue with open minds, not make presuppositions about advantages and disadvantages.

To help forward this exploration, my own research has been tackling three intertwined questions about reading in a digital age. First, what do readers tell us directly about their print versus digital reading habits? Second, what else do readers reveal about their attitudes toward reading in print versus onscreen, and what can we infer about how well they pay attention when reading in each medium? The third question is more broad-stroked: In the current technological climate, are we changing the very notion of what it means to read?

Students are more likely to multitask when reading onscreen than in print — especially in the U.S. where 85% reported multitasking when reading digitally, compared with 26% for print.

I’ve been investigating these questions for about a half-dozen years, beginning with some pilot studies in the U.S. (Baron, 2013) and continuing with surveys (between 2013 and 2015) of more than 400 university students from the U.S., Japan, Germany, Slovakia, and India. Participants were enrolled in classes taught by colleagues, or they were classmates of one of my research assistants. Everyone was between age 18 and 26 (mean age: 21). About two-thirds were female and one-third male. (For study details, see Baron, Calixte, & Havewala, 2017.) Though my study participants were university students, I suspect that most issues at play are relevant for younger readers who have mastered the skills we would expect of middle-school students and above. Use of digital technologies is now ubiquitous among both adolescents and young adults, and teachers at all levels are increasingly assigning e-books (or online articles) rather than print.

The study consisted of three sets of questions. In the first set, we asked students:

• How much time they spent reading in print versus onscreen;• Whether cost was a factor in their choice of reading platform;
• In which medium they were more likely to reread;
• Whether text length influenced their platform choice;
• How likely they were to multitask when reading in each medium; and
• In which medium they felt they concentrated best.

In the next set, we asked what students liked most — and least — about reading in each medium. Finally, we gave participants the opportunity to offer additional comments.

Print versus digital reading habits

Here are the main takeaways of what students in the study reported in the first set of questions about their reading habits:

Time reading in print versus onscreen

Overall, participants reported spending about two-thirds of their time reading in print, both for schoolwork and pleasure. There was consider-able variation across countries, with the Japanese doing the most reading onscreen. In considering these numbers, especially for academic reading, we need to keep in mind that sometimes reading assignments are only available in one medium or the other, so students are not making independent choices.

More than four-fifths of the participants said that if cost were the same, they would choose to read in print rather than onscreen. This finding was particularly strong for academic reading and especially high in Germany (94%). Students (and for that matter, K-12 school systems) often cite cost as the reason for selecting digital rather than print textbooks. It’s therefore telling that if cost is removed from the equation, digital millennials commonly prefer print.

Not everyone in the study reread — either for schoolwork or for pleasure. Among those who did, six out of ten indicated they were more likely to reread print. Fewer than two out of ten choose digital, while the rest said both media were equally likely. Rereading is relevant to the issue of attention since a second reading offers opportunities for review or reflection.

Text length

When the amount of text is short, participants displayed mixed preferences, both when reading academic works or for pleasure. However, with longer texts, more than 86% preferred print for schoolwork and 78% when reading for pleasure. Preference for reading longer works in print has been reported in multiple studies. As Farinosi and colleagues (2016) observed, “If the text requires strategic reading, such as papers, essays, books, the paper version is preferred” (p. 417).

Multitasking

Students reported being more likely to multitask when reading onscreen than in print. Responses from the U.S. participants were particularly stark, with 85% indicating they multitasked when reading digitally, compared with 26% for print. The detrimental cognitive effects of multitasking are well known (e.g., Carrier et al., 2015). We can reasonably infer that students who multitask while reading are less likely to be paying close attention to the text than those who don’t.

Concentration

The most dramatic finding for this set of questions came in response to the query about the platform on which students felt they concentrated best. Selecting from print, computer, tablet, e-reader, or mobile phone, 92% said it was easiest to concentrate when reading print.

Paying attention to reading

Students provided open-ended comments to the second set of questions, which asked what they liked most and least about reading in print and onscreen. In these responses, students praised the physicality of print but grumbled that it was not easily searchable. They complained that reading onscreen gave them eyestrain but enjoyed its convenience.

They also had telling things to say about the cognitive consequences of reading in hardcopy versus onscreen. Of all the “like least” comments about reading digitally, 21% were cognitive in nature. Nearly all these comments talked about perceived distraction or lack of concentration. U.S. students were especially vocal: Nearly 43% of their “like least” comments about reading digitally concerned distraction or lack of concentration. When asked what they “liked most” about reading in print, respondents said, “It’s easier to focus,” I “feel like the content sticks in the head more easily,” “reading in hardcopy makes me focus more on what I am reading,” and “I feel like I understand it more [when reading in print].”

In their additional comments (the last question category), study participants wrote about how long it takes to read the same length text on the two platforms. One student observed, “It takes more time to read the same number of pages in print comparing to digital,” suggesting that the mindset she brings to reading print involves greater (and more time-consuming) attention than the one she brings to reading digitally. In fact, in an earlier pilot study, one student griped that what she “liked least” about reading hardcopy was that “it takes me longer because I read more carefully.”

Unexpectedly, several students said reading in print was boring. In response to the question of what they “liked least” about reading in print, one participant complained that “It becomes boring sometimes,” while another wrote, “it takes time to sit down and focus on the material.” Common sense suggests that if students anticipate that text in print will be boring, they will likely approach it with reduced enthusiasm. Diminished interest sometimes translates into skimming rather than reading carefully and sometimes not doing the assigned reading at all.

Is the nature of reading changing?

The biggest challenge to reading attentively on digital platforms is that we largely use digital devices for quick action: Look up an address, send a Facebook status update, grab the news headlines (but not the meat of the article), multitask between online shopping and writing an essay. When we go to read something substantive on a laptop or e-reader, tablet, or mobile phone, our now-habitualized instincts tell us to move things along.

Coupled with this mindset is an evolving sense that writing is for the here-and-now, not the long haul. Since written communication first emerged (in different places, under different circumstances, at different times), one of its consistent attributes has been that it is a durable form of communication that one we can reread or refer to. Today, a nexus of forces is making writing seem more ephemeral.

A recent Pew Research Center study of news-reading habits (Mitchell et al., 2016) reported that among 18- to 29-year-olds, 50% said they often got news online, compared with only 5% who read print newspapers. While some of us save print news clippings, few archive their online versions. Vast numbers of students choose to rent textbooks (whether digitally or in print), which means the book is out of sight and not available for future consultation after the semester ends. True, K-12 students have long been giving back their print books at the end of the year, and college students have commonly sold books they don’t wish to keep. But my conversations now with students who are dedicated readers indicate they don’t see their college years as the time to start building a personal library.

If cost is removed from the equation, digital millennials commonly prefer print.

What about public or school libraries? Increasingly, budgets are being shifted from print to digital materials. The three primary motivations are space, cost, and convenience. To grow the collection, you don’t need to build another wing. Digital is (commonly) less expensive. And users can access the collection any time of day and anywhere in the world with only an internet connection.

All true. But there are consequences. When I access a library book digitally, I find myself “using” it, not reading it. I make a quick foray to find, for instance, the reference I need for an article I’m writing, and then I exit. Had I held the physical book in my hand, it might have taken longer to find the reference, but I probably would have read entire paragraphs or chapters. Microsoft researcher Abigail Sellen has made a related observation. In studying how people perceive material they read (or store) online, she says they “think of using an e-book, not owning an e-book” (cited in Jabr, 2013).

Savvy students are aware of how the computer FIND function lets them zero in on a specific word or phrase so as to answer a question they have been asked to write about, blithely dismissing the obligation to actually read the full assigned text. Using, not reading. The more we swap physical books for digital ones, the easier it is for students to swoop down and cherry-pick rather than work their way through an argument or story.

Finally, contemporary digital technology is altering the role of reading in education. Film strips of old have been replaced by far more engaging (and educationally enriching) TED Talks and YouTubes, podcasts and audio books. The potential of these digital media is extraordinary, both because of their educational richness and the democratic access they provide. Yet at the same time, we should be figuring out the right curricular balance of video, audio, and textual materials.

Implications for educators

The most important lesson I have learned from my research on reading in print versus digitally is the value of asking users themselves what they like and don’t like — and why — about reading in each medium. Students are acutely aware of the cognitive tradeoffs that many perceive themselves to be making when reading on one platform rather than the other. The issue is not that digital reading necessarily leads us to pay less attention. Rather, it is that digital technologies make it easy (and in a sense encourage us) to approach text with a different mindset than the one most of us have been trained to use while reading print.

We need to ask ourselves how the digital mindset is reshaping students’ (and our own) understanding of what it means to read. Since online technology is tailor-made for searching for information rather than analyzing complex ideas, will the meaning of “reading” become “finding information” rather than “contemplating and understanding”? Moreover, if print is increasingly seen as boring (compared with digital text), will our attention spans while reading print generally diminish?

Conceivably, we might progressively abandon careful reading in favor of what has been called “hyper reading” — in the words of Katherine Hayles (2012), reading that aims “to conserve attention by quickly identifying relevant information so that only relatively few portions of a given text are actually read” (p. 12). To be fair, even academics seem to be taking less time per scholarly article, particularly online articles, than they used to (Tenopir et al., 2009). When it comes to using web sites, studies indicate (Nielsen, 2008) that on average, people are likely reading less than 30% of the words.

The issue of sustained attention extends beyond reading onscreen to other digital media. Patricia Greenfield (2009) has observed that while television, video games, and the internet may foster visual intelligence, “the cost seems to be deep processing: mindful knowledge acquisition, inductive analysis, critical thinking, imagination, and reflection.”

Returning to the physical properties of print: If fewer young adults are building their own book collections and if libraries are increasingly going digital, will writing no longer be seen as a durable medium? Yes, we could always look up something again on a digital device, but do we? If audio and video are gradually supplanting text as sources of education and personal enrichment, how should we think about the future role of text as a vehicle of cultural dissemination?

Digital technology is still in its relative infancy. We know it can be an incredibly useful educational tool, but we need much more research before we can draw firm conclusions about its positive and negative features. In the case of reading, our first task is to make ourselves aware of the effect technology potentially has on how we wrap our minds around the written word when encountered in print versus onscreen. Our second task is to embed that understanding in our larger thinking about the role of writing as a means of communicating and thinking.

Ackerman, R. & Goldsmith, M. (2011). Metacognitive regulation of text learning: On screen versus on paper. Journal of Experimental Psychology: Applied, 17 (1), 18-32.

Baron, N.S. (2013). Redefining reading: The impact of digital communication media. PMLA , 128 (1), 193-200.

Baron, N.S. (2015). Words onscreen: The fate of reading in a digital world. New York, NY: Oxford.

Baron, N.S., Calixte, R.M., & Havewala, M. (2017). The persistence of print among university students: An exploratory study. Telematics & Informatics, 34, 590-604.

Carrier, L.M., Rosen, L.D., Cheever, N.A., & Lim, A.F. (2015). Causes, effects, and practicalities of everyday multitasking. Developmental Review, 35, 64-78.

Dyson, M.C. & Haselgrove, M. (2000). The effects of reading speed and reading patterns on the understanding of text read from screen. Journal of Research in Reading , 23 (2), 210-223.

Farinosi, M., Lim, C., & Roll, J. (2016). Book or screen, pen or keyboard? A cross-cultural sociological analysis of writing and reading habits basing on Germany, Italy, and the UK. Telematics and Informatics, 33 (2), 410-421.

Greenfield, P. M. (2009). Technology and informal education: What is taught, what is learned? Science, 232 (5910), 69-71.

Hayles, K. (2012). How we think: Digital media and contemporary technogenesis. Chicago, IL: University of Chicago.

Jabr, F. (2013, April 11). The reading brain in the digital age: The science of paper versus screens. Scientific American.

Kaufman, G. & Flanagan, M. (2016). High-low split: Divergent cognitive construal levels triggered by digital and nondigital platforms. Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems. New York, NY: ACM, pp. 2773-2777.

Mangen, A., Walgermo, B.R., & Brønnick, K. (2013). Reading linear texts on paper versus computer screen: Effects on reading comprehension. International Journal of Educational Research, 58, 61-68.

Mitchell, A., Gottfried, J., Barthel, M., & Shearer, E. (2016, July 7). The modern news consumer: News attitudes and practices in the digital age. New York, NY: Pew Research Center. www.journalism.org/2016/07/07/the-modern-news-consumer

Nielsen, J. (2008, May 6). How little do users read? Fremont, CA: Nielsen Norman Group. www.nngroup.com/articles/how-little-do-users-read/

Paul, A.M. (2014, April 10). Students reading e-books are losing out, study suggests. New York Times.

Schugar, J.T., Schugar, H., & Penny, C. (2011). A Nook or a book? Comparing college students’ reading comprehension levels, critical reading, and study skills. International Journal of Technology in Teaching and Learning, 7 (2), 174-192.

Schugar, H.R., Smith, C.A., & Schugar, J.T. (2013). Teaching with interactive e-books in grades K-6. The Reading Teacher, 66 (8), 615-624.

Tenopir, C., King, D.W., Edwards, S., & Wu, L. (2009). Electronic journals and changes in scholarly article seeking and reading patterns. Aslib Proceedings: New Information Perspective, 61(1), 5-32.

Citation: Baron, N.S. (2017). Reading in a digital age.  Phi Delta Kappan  99 (2), 15-20.

ABOUT THE AUTHOR

Naomi S. Baron

NAOMI S. BARON is a professor of linguistics, Department of World Languages and Cultures, American University, Washington, D.C.

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Communicating in the Digital Age

October 01, 2019

By: Mitchell Roshong , APTD

Leaders need to adapt their communication styles to be more dynamic in the Digital Age.

Winston Churchill said, “The difference between mere management and leadership is communication.” And now the communication skills needed to lead in the Digital Age have changed. In general, communication is a way for people to connect over information, news, feelings, and so forth. But the way in which people connect has evolved, leading to new communication opportunities and challenges.

The things that frequently distract us from reaching a mutual understanding or intended message are referred to as noise: email notifications popping up on your computer screen, your cell phone buzzing with a new text message, or the ping of a Twitter alert. Maybe you get interrupted by a colleague who wants to make small talk. It can be anything that keeps us from listening to the person on the other end of the phone, understanding what the person is saying during a meeting, or putting the correct message on paper for an important project. A study conducted between the University of California, Irvine and Humboldt University of Berlin in Germany shows that the cost of interrupted work is potentially an additional 23 minutes to refocus on what you were just doing. To drown out a lot of the noise and better communicate in the Digital Age, it’s important to follow a few key points and develop a new set of communication skills.

THE SHARING SHIFT

Technology permeates our world with smartphones, tablets, e-book readers, and other resources that enhance transportability and the accessibility to communication mediums. According to Jose Luis Orihuela on Medium.com, there have been a number of paradigm shifts in communication due to the Digital Age. First, messages for general audiences are no longer acceptable, and the shift has been made to user-centric communication. Users have control over the topics they want to hear about, the way they receive their messages, and the platforms in which they view them. And information is no longer communicated one way as people have the ability to share messages interactively without any mediation or editing.

Next, text and basic images are no longer relevant as digitization, data visualization, and multimedia options are available for all forms of communication. Your communication must reflect that by incorporating dynamism to connect with your audiences.

Lastly, and possibly the most important shift for business leaders, we must now communicate data into knowledge. The sharing of information, news, or other reporting data is now in real time and global as opposed to periodic and regionalized. When we communicate, particularly business information, we must be able to tell the story behind the message to increase knowledge.

So, how do we embrace these paradigm shifts and communicate more effectively in the Digital Age? Frank J. Pietrucha of The Washington Post says a smart infographic tells a much better story than a dense paragraph. Engaging the receiver(s) by explaining why the message is important to them and keeping your delivery short and to the point will improve comprehension. Messaging platforms like Skype for Business or Slack also enable rapid communication in an abbreviated fashion as they help team members to be agile and respond quickly without going through the formalities of emails when communicating internally. Similarly, social media platforms improve concise external communication by following character limits that highlight key points with hashtags or key people with the @ symbol.

PUTTING A FACE TO IT

While phone calls and meetings remain relevant and necessary, they should be dynamic and digestible, too. With videoconferencing so easily accessible and transportable thanks to cell phones and tablets, seeing the person you’re speaking with enhances the experience and improves communication.

And the last key tip is, whether the message being communicated in today’s Digital Age is sent through email, text, video call, or social media, the information had better be personalized. Colleagues and customers alike expect instant gratification and want to feel appreciated. Chat bots, social media platforms, and direct messages allow for better engagement through back-and-forth communication with customized responses. Be aware, though, that with this visibility and personalization, you must always be transparent in your communication. Follow through with the message, follow up on outstanding items, and improve your delivery based on the feedback of your receivers.

PROVIDING INTERNAL TOOLS

With many companies going global, individuals working remotely, and work-life balance shifting, it’s paramount that leaders develop a new communication style and integrate these tips in the workplace. User-centered, dynamic, and practical information can be communicated in personalized, engaging, and digestible messages through a variety of business communication trends. Companies like Verizon, Volkswagen, and many others have adopted people-centric social intranet software solutions to create discussion boards, private and public groups, and personalized profiles for their stakeholders—think Facebook or LinkedIn, but for internal purposes. Collaborative digital workspaces and document or screen-sharing applications also enhance communication by increasing agility and fostering more of the engaging dialogue that is sought after, as opposed to long emails with instructions or feedback.

Communication is a vital leadership skill, and the Digital Age has changed the way people communicate. While technology contributes to the noise that often distracts or interrupts people from sending or receiving messages effectively, it can be a great asset for better communication. It’s up to the leaders of the business to go beyond merely managing the technology and rather embrace it to improve communicating in the Digital Age.

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84 Digital Transformation Essay Topic Ideas & Examples

🏆 best digital transformation topic ideas & essay examples, 📃 good research topics about digital transformation, 🎓 interesting topics to write about digital transformation, ❓ digital transformation research questions.

• General Electric Company’s Digital Transformation Strategy The introduction of digital products is something that should be supported by the current business model. Such an initiative required a superior business model to make the company competitive and successful.
• Bossard Company’s Digital Transformation As the size of the clients grew to industrial companies and factories, the demands for parts increased. The SmartBin technology was innovative and has become the centerpiece of Bossard’s business model and approach to customers.
• The Automobile Company’s Digital Transformation As a result, the primary objective of the project is to discuss how the company can move from the first level of the maturity model to the second level.
• Digital Transformation Strategies for Organizations The first success factor in digital transformation is the company’s preparedness to make bold moves in the digital realm to explore and anticipate customers’ expectations.
• The Digital Transformation and Innovation Nexus The practical orientation of the study ensures its applicability in the current economic environment characterized by the increasing complexity of the organizational landscape.
• Information Governance and Digital Transformation By involving information technology, innovations in technology, and data, organizations must oversee the right implementation of digital transformation to address security and privacy concerns.
• Digital Transformation: Job Satisfaction among Academic Family Physicians Some stakeholders may resist the application of Industry 4 in the manufacturing sector based on the concerns raised above. This study aims to investigate the relevance of digital transformation, specifically focusing on Industry 4, in […]
• Extending Supply Chain Digital Transformation with Analytics, Simulation, and Optimization There is a need for digital transformation in the supply chain to streamline operations, reduce costs, and improve the employees’ working environment.
• Supply Chain Digital Transformation To improve the present system, it is essential to utilize analytics, simulation, and optimization approach as a digitalization extension means.
• Sadara Company’s Digital Transformation The digital transformation and the transition to the online environment used to be seen as the prerogative of the organizations that provided solely the services that could be easily translated into the online context due […]
• Electric Utility Companies’ Digital Transformation Electric utility companies have faced the problem of decentralization in the past due to the underdevelopment of the service market in this area and the centralization of the system.
• Business and Its Digital Transformation However, if a company wants to be ahead of competitors, it needs to invest in advanced digital technologies regularly. Nonetheless, individuals should analyze the possible reasons for the deployment of NIT to their unique business […]
• Digital Transformation: E-Services in the UAE In the United Arabs Emirates, there has been a major transformation in the adoption of electronic services aimed to improve the quality of service delivery.
• Digital Transformation in the UAE’s National Policy As a result, the changes taking place in various sectors correspond to the state plan for the reorganization of different sectors and the promotion of modern digital opportunities to improve life in the country.
• How Digital Transformation Is Affecting the Oil and Gas Industry The research will assess the contributions of digital transformation in the oil and gas industry. What is the impact of digital transformation in the oil and gas industry?
• Organizational Capabilities and Digital Transformation A digital strategy entails using big data and business intelligence to acquire a competitive advantage in the industry. Data indexing, quality evaluation, and aggregation are some of the procedures that may be complex and costly […]
• Digital Transformation: Hyper-Connectedness and Collaboration The guiding principles for E2E economy formulated by the authors include the ability of organizations to provide optimal customer experiences through the right partnerships, capacity to use contextual and predictive analytics to generate customer value, […]
• American Entertainment Industry: Digital Transformation The purpose of this paper is to examine the aspects of the current competition between streaming companies and television networks with the focus on observed digital transformations in sharing information and to discuss what further […]
• Digitalization and the Future of Work: Macroeconomic Consequences
• Does Enterprise Architecture Support the Digital Transformation Endeavors?
• Digital Transformation and Lean Management: Challenges in the Energy Industry
• The Process of Digital Transformation of Airline Companies
• Digital Transformation Beyond the Digital Age
• Paving the Way Towards Digital Transformation and Sustainable Societies
• Digital Transformation, Digital Dividends, and Entrepreneurship
• The Impact of Digital Transformation on Finance Sector Competition
• Digital Transformation And Its Effect On A Business
• Linking Digital Transformation and Localizing the Sustainable Development Goals
• Digitalization Changing the Economy and the Labor Market
• The Relations Between Digital Transformation and Technological Advancements
• Digital Transformation and the Performance of Micro and Small Enterprises
• Correlation Between Digital Transformation and the Provision of Legal Services
• The Relationship Between Digital Transformation and the Renewal of Social Theory
• Digital Transformation and Value Creation: Sea Change Ahead
• Linking Digital Transformation, International Competition, and Specialization
• Does Digital Transformation Mean the End of Marketing?
• Engineering the Digital Transformation of Marketing
• How Information Systems Enable Digital Transformation: Focus on Business Models
• Predicting the Future Work Change Due to Digital Transformation
• Government Digital Transformation Strategy: High-Level Themes
• How Does the Digital Transformation Affect Organizations?
• Composing the Plan and Budget for a Digital Transformation Project
• Products’ Digital Transformation Effect on Perceived Luxury Level and Brand Authenticity
• How the Internet Drove the Digital Transformation of Products and Services
• The Digital Transformation of Healthcare: Current Status and the Road Ahead
• Retail Digital Transformation Market: Global Industry Analysis, Share, Growth, and Forecast
• The Productivity and Unemployment Effects of the Digital Transformation
• Analysis of the Key Elements of Digital Transformation
• How the Digital World May Influence Teaching
• Data, Measurement and Initiatives for Inclusive Digitalization, and Future of Work
• Digitalization and Smartening Public Governance of the European High North Regions
• Fiscal Pressures From Digital Transformation and Immigration
• How Decarbonization, Digitalization, and Decentralization Are Changing Key Power Infrastructures
• Digitalization, Multinationals, and Employment: An Empirical Analysis of Their Causal Relationships
• How Digital Transformation Has Reshaped the Mass Media
• Managing Digitalization: Challenges and Opportunities for Business
• Organizing for Digitalization Through Mutual Constitution: The Design Firm Case
• Innovative and Sustainable eMaintenance: Capabilities for Digital Transformation of Maintenance
• How Does Digital Transformation Impact Marketing?
• Why Is Digital Transformation a Never-Ending Process?
• What Is the Biggest Barrier to Digital Transformation?
• Is Digital Marketing Part of Digital Transformation?
• Which Industry Is Leading in Digital Transformation?
• What Is the Future of Digital Transformation?
• How Is Digital Transformation Affecting the Industry or Work?
• What Is the End Goal of Digital Transformation?
• How Does Digital Transformation Improve Organizational Resilience?
• What Is the Outcome of Digital Transformation?
• Does Digital Transformation Require Coding?
• Why Do People Fear Digital Transformation?
• Does Information Management Play a Critical Role in Digital Transformation?
• What Are the Biggest Digital Transformation Challenges Organizations Face?
• Why Is Digital Transformation Important for Organizations?
• How Has Technology Impacted Digital Transformation?
• Why Is Digital Transformation Critical to Business Growth?
• How Effective Is Digital Transformation?
• What Is the Negative Impact of Digital Transformation?
• Is Technology Important in Digital Transformation?
• What Are the Key Effective Strategies for Digital Transformation?
• How Do Companies Implement Digital Transformation?
• Why Is Digital Transformation Important in Retail?
• Does Digital Transformation Ever End?
• Is Digital Transformation a Business Model?
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