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Digital Literacy: A Conceptual Framework for Survival Skills in the Digital era Article

, Tel Hai Academic College, Israel

Journal of Educational Multimedia and Hypermedia Volume 13, Number 1, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA


Digital literacy involves more than the mere ability to use software or operate a digital device; it includes a large variety of complex cognitive, motor, sociological, and emotional skills, which users need in order to function effectively in digital environments. The tasks required in this context include, for example, “reading” instructions from graphical displays in user interfaces; utilizing digital reproduction to create new, meaningful materials from existing ones; constructing knowledge from a nonlinear, hypertextual navigation; evaluating the quality and validity of information; and have a mature and realistic understanding of the “rules” that prevail in the cyberspace. This newly emerging concept of “digital literacy” may be utilized as a measure of the quality of learners’ work in digital environments, and provide scholars and developers with a more effective means of communication in designing better user-oriented environments. The present paper proposes a holistic, refined conceptual framework for digital literacy, which includes photo-visual literacy; reproduction literacy; branching literacy; information literacy; and socio-emotional literacy.


Eshet, Y. (2004). Digital Literacy: A Conceptual Framework for Survival Skills in the Digital era. Journal of Educational Multimedia and Hypermedia, 13(1), 93-106. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved July 20, 2018 from .


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Cited By

  1. Interacting and learning together: Factors influencing preservice teachers’ perceptions of academic wiki use

    Maya Israel, University of Cincinnati, United States; Andrew Moshirnia, Harvard Law School, United States

    Journal of Technology and Teacher Education Vol. 20, No. 2 (April 2012) pp. 151–176

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