An Exploratory Study of Digital Literacy Frameworks: A Comparative Analysis

29 Pages Posted: 29 Apr 2022 Last revised: 3 Oct 2022

See all articles by Yoo-Taek Lee

Yoo-Taek Lee

Endicott College of International Studies, Woosong University

Mina Fanea-Ivanovici

The Bucharest University of Economic Studies

Date Written: April 20, 2022

Abstract

Digital literacy has become as important as other the types of literacies that schools and universities teach. In this context, defining it and understanding its components are critical in order to be able to design meaningful policies meant to improve the digital literacy level of the population and to create adequate and well-articulated educational tools and curricula. The purpose of this paper is to identify, briefly describe and compare the existing digital literacy frameworks issued by academia, as well as by governmental and international organizations. Based on this comparative analysis, the paper concludes as to the strengths of the most recent and comprehensive digital literacy framework and discusses the need of progression from earlier frameworks to the most recent ones.

Keywords: digital literacy, framework, education, categories, items, comparative analysis

Suggested Citation

Lee, Yoo-Taek and Fanea-Ivanovici, Mina, An Exploratory Study of Digital Literacy Frameworks: A Comparative Analysis (April 20, 2022). Available at SSRN: https://ssrn.com/abstract=4088293 or http://dx.doi.org/10.2139/ssrn.4088293

Yoo-Taek Lee

Endicott College of International Studies, Woosong University ( email )

171 Dongdaejeon-ro
Dong-gu
Daejeon, 34606
Korea, Republic of (South Korea)
042-630-9795 (Phone)
042-630-9881 (Fax)

Mina Fanea-Ivanovici (Contact Author)

The Bucharest University of Economic Studies ( email )

Romania

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