Online safety as a new component of digital literacy for young people

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F49777513%3A23510%2F20%3A43958843" target="_blank" >RIV/49777513:23510/20:43958843 - isvavai.cz</a>

Výsledek na webu

<a href="http://edumag.mrsu.ru/index.php/en/articles-en/95-20-2/813-10-15507-1991-9468-099-024-202002-1" target="_blank" >http://edumag.mrsu.ru/index.php/en/articles-en/95-20-2/813-10-15507-1991-9468-099-024-202002-1</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.15507/1991-9468.099.024.202002.172-184" target="_blank" >10.15507/1991-9468.099.024.202002.172-184</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Online safety as a new component of digital literacy for young people

Popis výsledku v původním jazyce

Introduction. Digital literacy refers to the skills required to achieve digital competence, the confident and critical use of information and communication technology for learning, leisure, communication and future work of young people. Digital competence has a dual nature. First of all, it is the technical ability to operate programs, pages, equipment. Secondly, it is also the ability to use digital media safely. Both perspectives are important in the educational perspective, i.e. media education and socialisation. Materials and Methods. The paper presents the attempts to measure digital literacy in the area of threats resutling from using the new media in the group of upper-secondary school students (fourth educational cycle). The study was carried out using a diagnostic test with 18 questions. The research was conducted in the group of 1693 youths aged 15–21. The research was designed based on traditional methods of testing knowledge and skills. Results. The findings showed that the weakest digital literacy component was the copyright-related knowledge and the strongest area was online shopping and financial operations. All digital literacy components are interrelated. The improvement in one area leads to the development of other digital literacy elements. Despite this correlation, digital literacy is a heterogeneous concept. There are also differences regarding certain digital literacy components, determined by gender – girls obtained higher test results in terms of the soft competencies whereas boys were better with the technical aspects of digital literacy. Based on the cluster analysis, we noticed that 41.41% of the students obtained good and very good results from the competence test. More than half of the students require further education in most of the analysed areas. Discussion and Conclusion. For educational decision-makers, the findings highlight the importance of designing training programs aimed at developing students’ digital literacies, with a special focus on new topics as sexting, piracy and cyberbullying.

Název v anglickém jazyce

Online safety as a new component of digital literacy for young people

Popis výsledku anglicky

Introduction. Digital literacy refers to the skills required to achieve digital competence, the confident and critical use of information and communication technology for learning, leisure, communication and future work of young people. Digital competence has a dual nature. First of all, it is the technical ability to operate programs, pages, equipment. Secondly, it is also the ability to use digital media safely. Both perspectives are important in the educational perspective, i.e. media education and socialisation. Materials and Methods. The paper presents the attempts to measure digital literacy in the area of threats resutling from using the new media in the group of upper-secondary school students (fourth educational cycle). The study was carried out using a diagnostic test with 18 questions. The research was conducted in the group of 1693 youths aged 15–21. The research was designed based on traditional methods of testing knowledge and skills. Results. The findings showed that the weakest digital literacy component was the copyright-related knowledge and the strongest area was online shopping and financial operations. All digital literacy components are interrelated. The improvement in one area leads to the development of other digital literacy elements. Despite this correlation, digital literacy is a heterogeneous concept. There are also differences regarding certain digital literacy components, determined by gender – girls obtained higher test results in terms of the soft competencies whereas boys were better with the technical aspects of digital literacy. Based on the cluster analysis, we noticed that 41.41% of the students obtained good and very good results from the competence test. More than half of the students require further education in most of the analysed areas. Discussion and Conclusion. For educational decision-makers, the findings highlight the importance of designing training programs aimed at developing students’ digital literacies, with a special focus on new topics as sexting, piracy and cyberbullying.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2020

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Integration of Education

ISSN

1991-9468

e-ISSN

—

Svazek periodika

24

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

RU - Ruská federace

Počet stran výsledku

13

Strana od-do

172-184

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85087449444