Thematic Areas: Youth Employment | Greening TVET | Access, Equity & Quality | TVET in a Digital World | Other Themes
Our Key Programmes & Projects: i-hubs: Skills for Innovation Hubs | YEM: Youth Employment in the Mediterranean | BILT: Bridging Innovation and Learning in TVET | UNEVOC TVET Leadership Programme | WYSD: World Youth Skills Day
Past Activities: TVET Global Forums
Our Services & Resources: Publications | TVeT Forum | Virtual Conferences | TVET Country Profiles | TVETipedia Glossary | Promising & Innovative Practices
Events: Major TVET Events | UNEVOC Network News
Parent term: Literacy
Digital literacy should be understood to mean the basic skill or ability to use a computer confidently, safely and effectively, including: the ability to use office software such as word processors, email and presentation software, the ability to create and edit images, audio and video, and the ability to use a web browser and internet search engines. These are the skills that teachers of other subjects at secondary school should be able to assume that their pupils have, as an analogue of being able to read and write.
Source: Royal Society 2012, UK
Digital literacy is the ability to use information and communication technologies to find, understand, evaluate, create, and communicate digital information, an ability that requires both cognitive and technical skills. (Also used in 'Media and Information literacy: Policy and strategy guidelines', UNESCO 2013)
Source: ALA 2013, USA
Digital literacy consists of equipping people with ICT concepts, methods and skills to enable them to use and exploit ICTs. The related concept of information literacy consists of providing people with concepts and training in order to process data and transform them into information, knowledge and decisions. It includes methods to search and evaluate information, elements of information culture and its ethical aspects, as well as methodological and ethical aspects for communication in the digital world.
Source: ITU 2010, Global
Digital literacy refers to the skills required to achieve digital competence, the confident and critical use of information and communication technology (ICT) for work, leisure, learning and communication.
Digital literacy is underpinned by basic technical use of computers and the Internet. To measure this, the Community survey on ICT usage in households and by individuals asked if respondents had carried out six basic computer and six basic Internet activities. Those who had done 5 or 6 were classed as highly skilled, 3-4=medium; 1-2=low; those who had not carried out any of the activities, were considered as having no skills
Source: EU commission (Eurostat) 2016, Europe