The presentation introduces the work done on Digital Literacy within the ELINET network, and presents the Digital Literacy Position Paper issued by ELINET, which contains a shared definition of Digital Literacy as well as a number pf challenges and opportunities for policy and practice.

1. This project has been funded with support from the European Commission.
This publication reflects the views of its authors only, and the Commission cannot be
held responsible for any use which may be made of the information contained herein.
Fabio Nascimbeni
ELINET Network
Beyond Digital
Competence: a
proposal by the
ELINET Network

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The ELINET work on Digital Literacy
1. Starting as a cross-sectoral (but not central) theme
2. Receiving increasing interest
3. DL Task Force created
4. DL Paper produced and presented in the Frankfurt ELINET Meeting
5. Collaborative work, literature review, cooperation with COST-DL
6. DL Position paper produced
7. …?

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Concepts, stakeholders...
• Digital Literacy
• Digital Competence
• Media Literacy
• ICT skills
• …
• Policy makers
• Education providers
• Teachers & trainers
• Parents
• Industry
• ….

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…models, frameworks...

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ELINET Position Paper on Digital Literacy
1. A clear definition of Digital Literacy
2. A claim to go beyond Digital Competence
3. the critical dimension recognises that meaning-making resources are
selective and operate as a means of social control. Becoming critically
literate with digital media therefore includes not simply participating
competently in digital literacy practices but also developing the ability to
transform them actively and creatively.

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Defining DL: three interrelated dimensions
1. the operational dimension includes the skills and competences that
enable individuals to read and write in diverse digital media (including
making meaning with and from diverse modes such as spoken and
written language, static and moving images, sounds, screen design etc)
2. the cultural dimension refers to developing a repertoire of digital
literacy practices in specific social and cultural contexts (such as
constructing and/or maintaining effective social, educational and/or
professional relationships online)
3. the critical dimension recognises that meaning-making resources are
selective and operate as a means of social control. Becoming critically
literate with digital media therefore includes not simply participating
competently in digital literacy practices but also developing the ability to
transform them actively and creatively

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From Digital Competence to Digital Literacy
ELINET believes that the focus should move from Digital Competence
to Digital Literacy, and that a clear distinction between the two
concepts should be made, in policy as well as in practice.
From this:
“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” (Eurostat)
To this:
“Digital literacy looks beyond functional IT skills to describe a richer set of
digital behaviours, practices and identities”. (JISC)

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Defining policy challenges and opportunities
Challenges
• Restricted access to technology
• Lack of teacher competence
• Risks for physical and mental health that may derive from the use of the
internet
Opportunities
• The use of digital (and mobile) devices is a motivating factor
• Partnerships with technology companies
• Digital Literacy capacity building would be a cost effective way to support
the integration of migrants

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DL within ELINET Good Practices

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Taking it from here...
Feedbacks and comments on the Position Paper
Final Version, dissemination and policy input
Digital Literacy reference list
Possible developments at the national level?
Other ideas?