A Global Framework of Reference on Digital Literacy Skills ...

Information Paper No. 51 June 2018 UIS/2018/ICT/IP/51

A Global Framework of Reference on Digital Literacy

Skills for Indicator 4.4.2

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A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2

UNESCO

The constitution of the United Nations Educational, Scientific and Cultural Organization (UNESCO) was adopted by 20 countries at the London Conference in November 1945 and entered into effect on 4 November 1946. The Organization currently has 195 Member States and 10 Associate Members. The main objective of UNESCO is to contribute to peace and security in the world by promoting collaboration among nations through education, science, culture and communication in order to foster universal respect for justice, the rule of law, and the human rights and fundamental freedoms that are affirmed for the peoples of the world, without distinction of race, sex, language or religion, by the Charter of the United Nations.

To fulfil its mandate, UNESCO performs five principal functions: 1) prospective studies on education, science, culture and communication for tomorrow's world; 2) the advancement, transfer and sharing of knowledge through research, training and teaching activities; 3) standard-setting actions for the preparation and adoption of internal instruments and statutory recommendations; 4) expertise through technical cooperation to Member States for their development policies and projects; and 5) the exchange of specialized information.

UNESCO Institute for Statistics

The UNESCO Institute for Statistics (UIS) is the statistical office of UNESCO and is the UN depository for global statistics in the fields of education, science, technology and innovation, culture and communication.

The UIS was established in 1999. It was created to improve UNESCO's statistical programme and to develop and deliver the timely, accurate and policy-relevant statistics needed in today's increasingly complex and rapidly changing social, political and economic environments.

This paper was written by Nancy Law, David Woo, Jimmy de la Torre and Gary Wong, Centre for Information Technology in Education (CITE), University of Hong Kong.

Published in 2018 by: UNESCO Institute for Statistics P.O. Box 6128, Succursale Centre-Ville Montreal, Quebec H3C 3J7 Canada Tel: +1 514-343-6880 Email: uis.publications@

Ref: UIS/2018/ICT/IP51

? UNESCO-UIS 2018

This publication is available in Open Access under the Attribution-ShareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) license (). By using the content of this publication, the users accept to be bound by the terms of use of the UNESCO Open Access Repository (). The designations employed and the presentation of material throughout this publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its authorities or concerning the delimitation of its frontiers or boundaries. The ideas and opinions expressed in this publication are those of the authors; they are not necessarily those of UNESCO and do not commit the Organization.

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A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2

Table of contents

Introduction ............................................................................................................................................................ 5

1. Definitions of digital literacy .............................................................................................................................. 6

2. Mapping of ICT and digital literacy frameworks and examples of competences .......................................... 6

3.1 Mapping of cross-national and selected national lCT and digital literacy frameworks .................. 7 3.2 Differences in mapped competences across frameworks ............................................................. 11 3.3 Relative importance of the different competences ........................................................................ 13 3.4 Proficiency levels and assessment ................................................................................................... 13

4. Mapping of digital literacy competences in examples of digital technology use......................................... 13 4.1 Methodology for searching and selecting examples ...................................................................... 14

5. Pathways for digital literacy development and assessment: An example application

of a Digital Literacy Global Framework ................................................................................................ 18

6. Rounds of consultation leading to a proposal for a Digital Literacy Global Framework skills .................... 19

6.1 In-depth consultation methodology ................................................................................................ 19 6.2 In-depth consultation findings ......................................................................................................... 20 6.3 Online consultation methodology ................................................................................................... 20 6.4 Online consultation findings ............................................................................................................ 21 6.5 Summary............................................................................................................................................ 22

7. Recommendations for the next steps............................................................................................................. 26

7.1 Digital literacy assessment instruments and indicators ................................................................. 27

7.2 Development of global digital literacy indicators should be supported by cost-effective

cross-national R&D programmes ........................................................................................................... 27 7.3 Proficiency levels and case examples for digital literacy frameworks........................................... 28 7.4 Indicators for digital literacy to monitor progress towards SDG 4.4 ............................................. 28

8. Conclusion ........................................................................................................................................................ 28

Appendix 1. List of collected digital literacy frameworks ...................................................................................... 30 Appendix 2a. British Columbia Digital Literacy Framework fact sheet................................................................ 34 Appendix 2b. Chile SIMCE TIC fact sheet ................................................................................................................. 36 Appendix 2c. Costa Rica Student Performance Standards in Digital Technology-Enhanced Learning fact sheet ............................................................................................................................................................................. 38 Appendix 2d. India Pradhan Matri Gramin Digital Saksharta Abhiyan (PMGDISHA) fact sheet....................... 40 Appendix 2e. Kenya Digital Literacy Core Competency Six of Basic Education Curriculum fact sheet........... 42 Appendix 2f. Philippines K to 12 Basic Education Curriculum for the Alternative Learning System (ALS-K to 12) Learning Strand 6: Digital Literacy fact sheet .................................................................................. 44 Appendix 2g. IC3 Digital Literacy Certification fact sheet ...................................................................................... 46

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A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2

Appendix 2h. ICDL fact sheet .................................................................................................................................... 48 Appendix 2i. Microsoft fact sheet ............................................................................................................................. 50 Appendix 3. DigComp competence mapping codebook ....................................................................................... 52 Appendix 4. List of examples of use grouped by country and sector ................................................................. 56 Appendix 5. Summary of the different functions available on mobile and smartphones................................ 57 Appendix 6. Functions operating in the examples collected in each of the six sectors .................................... 58 Appendix 7. Mapping of the functions involved in the examples analysed to the DigComp competences .. 59 Appendix 8. Pathway mapping methodology examples and guide..................................................................... 61 Appendix 9a. Agriculture example of use 1............................................................................................................. 72 Appendix 9b. Agriculture example of use 2 ............................................................................................................ 74 Appendix 9c. Agriculture example of use 3............................................................................................................. 77 Appendix 10a. e-Government example of use 1 .................................................................................................... 80 Appendix 10b. e-Government example of use 2 .................................................................................................... 84 Appendix 11. Proposed digital literacy competence areas and competences from in-depth consultation .. 87 Appendix 12. Proposed digital literacy competence areas and competences from online consultation ...... 88 Appendix 13. Methodological notes from DLGF consultation stages.................................................................. 90 Appendix 14. In-depth consultation findings for proposed Digital Literacy Global Framework...................... 95 Appendix 15. Online consultation findings ........................................................................................................... 114 Appendix 16. Draft executive summary of Digital Literacy Global Framework (DLGF) for in-depth136 consultation ............................................................................................................................................................... 132 Appendix 17. In-depth consultation interview protocol ...................................................................................... 136 Appendix 18. List of in-depth consultation interviewees .................................................................................... 140 Appendix 19. Online consultation survey .............................................................................................................. 141 Appendix 20. List of acknowledged online consultation respondents .............................................................. 146

List of tables

Table 1. DigComp 2.0 competence areas and competences .................................................................................. 7 Table 2. Distribution of the 47 countries across geographical regions and income levels ................................ 8 Table 3. Mapping of selected digital literacy frameworks onto the extended DigComp framework.............. 12 Table 4. List of the 20 use cases selected for mapping on to DigComp competences ..................................... 15 Table 5. Proposed competence areas and competences for the Digital Literacy Global Framework ............ 23

List of figures

Figure 1. A map of the geographic locations of the countries for which the frameworks have been collected ......................................................................................................................................................................... 9 Figure 2. A map of the geographic locations of the examples of digital literacy use identified by sector and country ...................................................................................................................................................... 16

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A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2

Introduction

The objective of the Digital Literacy Global Framework (DLGF) project is to develop a methodology that can serve as the foundation for Sustainable Development Goal (SDG) thematic Indicator 4.4.2: "Percentage of youth/adults who have achieved at least a minimum level of proficiency in digital literacy skills".

To achieve this objective, we have built on the European Commission's Digital Competence Framework for Citizens (DigComp 2.0) as the initial framework and conducted four empirical studies to develop the proposed framework:

1) a synthesis of existing regional, national and sub-national frameworks to identify competences relevant for the global context, and in particular, analysing the extent to which existing, welldeveloped and all-encompassing frameworks would be relevant (i) for all countries, whether economically rich or poor, and (ii) over time;

2) an analysis of digital literacy competences demonstrated in information and communications technology (ICT) use in major socio-economic sectors, with a focus on developing countries;

3) an in-depth consultation to seek expert views on the appropriateness and use of a global framework; and

4) an online consultation to seek experts' feedback on the proposed framework. We have made particular efforts to include examples and expert views from countries in the following regions: Asia, the European Union (EU), high-income.

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