printFeatures of Digital Literacy Measurement in Russia
Popov E.V.
Junior Researcher, Institute for Statistical Studies and Economics of Knowledge National Research University “Higher School of Economics”, Russia epopov@hse.ru
The paper was prepared in the framework of a research grant funded by the Ministry of Science and Higher Education of the Russian Federation (grant ID: 075-15-2022-325).
For citation:
Popov E.V. Features of Digital Literacy Measurement in Russia. Sotsiologicheskie issledovaniya [Sociological Studies]. 2023. No 11. P. 51-61
Abstract
The first part of the article revises existing approaches to theoretical understanding of digital literacy in order to provide a conceptual basis for the new Eurostat methodology for assessing digital literacy level. Four types of theoretical approaches are distinguished in the text: technical, cognitive, social and synthetic. On their basis, an extended understanding of digital literacy is constructed as a set of applied competences to handle computer/smartphone software (including specific skills) substantiated by previous experience which allow an individual, group or community to solve emerging problems based on critical search, analysis as well as subsequent synthesis of network placed data. The second part of the article is devoted to approbation of the new Eurostat methodology for evaluating digital literacy on a Russian sample. The conclusion is made that the updated Eurostat approach does not quite adequately describe the level of Russians’ digital literacy due to the specific realities in Russia: a special structure of the labor market and distinctive “market” of digital threats.
Keywords
digital literacy; digital skills; digital gap; monitoring; Eurostat
References
Мельничук М.В. Международные тенденции развития цифровой экономики: опыт стран Северной Европы // Проблемы экономики и юридической практики. 2019. № 3. С. 265–269 [Melnichuk M.V. International trends in the development of the digital economy: Nordic experience. Problemy economici I juridicheskoy practiki [Problems of economics and legal practice]. No. 3: 256–269. (In Russ.)]
Bawden D. (2008) Origins and concepts of digital literacy. Digital literacies: Concepts, policies and practices. Vol. 30: 17–32.
Gilster P. (1997) Digital Literacy. New York: Wiley.
Hatlevik O., Christophersen K.-A. (2013) Digital Competence at the Beginning of Upper Secondary School: Identifying Factors Explaining. Digital Inclusion. Computers & Education. Vol. 63: 240–247.
Jones R., Hafner C. (2012) Understanding Digital Literacies: A Practical Introduction. London and New York: Routledge.
Martin A., Grudziecki J. (2007) DigEuLit: Concepts and Tools for Digital Literacy Development. Innovation in Teaching and Learning in Information and Computer Sciences. Vol. 5. No. 4: 1–19.
Pangrazio L., Godhe A., Ledesma A. (2020) What is digital literacy? A comparative review of publications across three language contexts. E-Learning and Digital Media: 1–18.
Rantala L., Suoranta J. (2008) Digital literacy policies in the EU: Inclusive partnership as the final stage of governmentality. Digital literacies. Concepts, policies and practices: 91–117.
Waruwu B., Tandoc E., Duffy A., Kim N., Ling R. (2020) Telling lies together? Sharing news as a form of social authentication. New Media & Society. No. 23: 1–18.
Yildiz E. (2020) Opinions of academicians on digital literacy: A phenomenology study. Cypriot Journal of Educational Sciences. Vol. 15. No. 3: 469–478.
Zittrain J. The future of the internet – and how to stop it. Yale University Press, 2008.
Content No 11, 2023