Imre Fekete: Technology in English teaching • The Hungarian university context
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2. Theoretical and Empirical Background
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2.1. Terminology
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2.1.2. ICT Literacy

2.1.2. ICT Literacy

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Signalling that it is rather a continuum than something discreet, the International ICT Literacy Panel defines ICT literacy as “using digital technology, communications tools, and/or networks to access, manage, integrate, evaluate, and create information in order to function in a knowledge society” (ICTLP, 2007, p. 2). The definition focuses on five key aspects:

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  1. access – knowing how to find and gather information (e.g., using search engines, wikis);
  2. manage – understanding information storage systems (e.g., booking sites, Client Gate, learning management systems);
  3. integrate – understanding and evaluating information (e.g., comparing prices, summarizing news);
  4. evaluate – evaluating digital content critically (e.g., noticing fake news, biases, overexaggerated viewpoints);
  5. create – sharing or authoring information (e.g., sharing news stories, writing blogs, or creating any other types of digital content whether textual, audial, visual, or audio-visual).
 

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Consequently, a person’s level of ICT literacy is difficult to measure objectively. Individuals are rather offered various forms of self-assessment tools, such as the European context is the European Union’s Digital competences self-assessment grid (EU, 2015) which has been part of Europass CVs ever since. The tool allows users to rate their digital competences through a set of can-do statements, categorising literacy on three scales for each individual component: basic, independent, and proficient user (EU, 2015). Table 1 summarizes the key competences and features a sample statement for each.
 

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Table 1 The European Union’s Digital Competences Self-Assessment Grid With Sample Statements
Basic user
Independent user
Proficient user
Information processing
I know not all online information is reliable.
I compare different sources to assess the reliability of the information I find.
I can assess the validity and credibility of information using a range of criteria.
Communication
I can share files and content using simple tools.
I can use some features of online services (e.g., public services, e-banking, online shopping).
I can use advanced features of communication tools (e.g., video conferencing, data sharing, application sharing).
Content creation
I can make basic editing to content produced by others.
I can apply basic formatting (e.g., insert footnotes, charts, tables) to the content I or others have produced.
I can use advanced formatting functions of different tools (e.g., mail merge, merging documents of different formats, using advanced formulas, macros).
Safety
I am aware that my credentials (username and password) can be stolen.
I use different passwords to access equipment, devices and digital services and I modify them on a periodic basis.
I know how to encrypt e-mails or files.
Problem solving
I can find support and assistance when a technical problem occurs or when using a new device, program, or application.
I can solve most of the more frequent problems that arise when using digital technologies.
I can solve almost all problems that arise when using digital technology.
Note. Adapted from EU (2015, p. 1).
 

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The Digital competences self-assessment grid (DigComp) aimed to become 1) the basis of educational policy formulation, 2) the basis of instructional planning as well as 3) an assessment and certification tool that allows individuals to evaluate their own competences and find gaps in their knowledge to outline possible development areas (Vuorikari et al., 2016). Because of this, its components and descriptions have been edited many times. Vuorikari and colleagues (2016) published an updated version of the grid, called DigComp 2.0, which resulted in establishing five key areas and 21 competences (EU, 2016), summarised in Table 2, which is still in use as of this day – albeit the call for participation in developing DigComp 2.2 is already out by the EU. An even more detailed conceptualisation with the detailed description of each competence is accessible on the EU Science Hub website of the European Commission (https://ec.europa.eu/jrc/en/digcomp/digital-competence-framework).
 

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Table 2 DigComp’s Five Key Areas and 21 Competences
Information and data literacy
  • Browsing, searching and filtering data, information and digital content
  • Evaluating data, information and digital content
  • Managing data, information and digital content
Communication and collaboration
  • Interacting through digital technologies
  • Sharing through digital technologies
  • Engaging in citizenship through digital technologies
  • Collaborating through digital technologies
  • Netiquette
  • Managing digital identity
Digital content creation
  • Developing digital content
  • Integrating and re-elaborating digital content
  • Copyright and licences
  • Programming
Safety
  • Protecting devices
  • Protecting personal data and privacy
  • Protecting health and well-being
  • Protecting the environment
Problem solving
  • Solving technical problems
  • Identifying needs and technological responses
  • Creatively using digital technologies
  • Identifying digital competence gaps
Note. Adapted from EU (2016, p. 4).
 

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Consequently, it is possible to differentiate between individuals’ ICT competences based on their sub-competence levels and competence areas. It might occur that one competence area is more developed than the other, and it is also possible that some competence areas are not regarded as key by the individual. Taking the development history (EU, 2015; 2016; Vuorikari et al., 2016) of the DigCom grid into consideration, it can be argued that there are some key digital competences that the EU heavily encourages citizens to recognise and develop, since the grid has been integrated to the Europass CV system. It also suggests that the terminology surrounding ICT and ICT literacy are continuously changing, and as time progresses, the competences based on which the individual can be regarded as ICT literate are getting broader and more complex.
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