Exploring the structure of digital literacy competence assessed using authentic software applications
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Exploring the structure of digital literacy competence assessed using authentic software applications Frank Reichert1 · Deju (James) Zhang2 · Nancy W. Y. Law3 · Gary K. W. Wong4 · Jimmy de la Torre5 Accepted: 10 September 2020 © Association for Educational Communications and Technology 2020
Abstract Digital literacy competence (DL) is an important capacity for students’ learning in a rapidly changing world. However, little is known about the empirical structure of DL. In this paper, we review major DL assessment frameworks and explore the dimensionality of DL from an empirical perspective using assessment data collected using authentic software applications, rather than simulated assessment environments. Secondary analysis on representative data collected from primary and secondary school students in Hong Kong using unidimensional and multidimensional item response theory reveals a general dimension of digital literacy performance and four specific, tool-dependent dimensions. These specific DL dimensions are defined by the software applications that students use and capture commonality among students’ performance that is due to their familiarity with the assessment tools and contexts. The design of DL assessment is discussed in light of these findings, with particular emphasis on the influence of the nature of digital applications and environments used in assessment on the DL achievement scores measured. Keywords Assessment · Authentic software applications · Digital literacy · Purpose-built software · Twenty-first century skills
Electronic supplementary material The online version of this article (https://doi.org/10.1007/s1142 3-020-09825-x) contains supplementary material, which is available to authorized users. * Frank Reichert [email protected] 1
Faculty of Education, The University of Hong Kong, Room 217, Runme Shaw Building, Pok Fu Lam Road, Hong Kong, Hong Kong SAR
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Faculty of Economics and Business, University of Groningen, Nettelbosje 2, 9747 Groningen, The Netherlands
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Faculty of Education, The University of Hong Kong, Room 111A, Runme Shaw Building, Pok Fu Lam Road, Hong Kong, Hong Kong SAR
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Faculty of Education, The University of Hong Kong, Room 113, Runme Shaw Building, Pok Fu Lam Road, Hong Kong, Hong Kong SAR
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Faculty of Education, The University of Hong Kong, Room 520, Meng Wah Complex, Pok Fu Lam Road, Hong Kong, Hong Kong SAR
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Introduction Digital representation of information and its communication through digital technologies has transformed the way we work, learn, express ourselves, and even the way we think, as humans are challenged by the cognitive, informational, technological, and socio-emotional demands of the digital world (List et al. 2020; Littlejohn et al. 2012). Digital technologies are ubiquitous and require a certain level of literacy in their usage. Unsurprisingly, digital literacy competence (DL) has become an essential capacity in daily life and important for lifelong learning in our rapidly changing world (Rohat
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