Digital fluency explored

Embracing the digital era means cutting edge technologies like smartphones, internet connectivity, wearables, and online platforms, have seamlessly woven themselves into the fabric of our lives, intertwining with every aspect of our daily routines and transforming the way we connect, work, and engage with the world. From our morning routines to our evening wind-downs, the digital realm has become an inseparable part of our daily existence, revolutionizing the way we connect, work, and navigate the world around us. However, the digital landscape is everchanging which means we have to keep up by adapting with new digital literacy and digital skills. Now, there is a difference between the 2 terms. Digital skills require knowing how to use different digital platforms, tools, and information. However, digital literacy not just requires you to know this but also understand all of the above. The responsible and safe use of technology and digital tools is digital literacy. For example- knowing how to use an app like LinkedIn is having digital skills but understanding when to use it and for what purpose is digital literacy. As skill difficulty levels rise across different areas of technology, there is a noticeable decrease in proficiency. This can be likened to playing a video game, where challenges become more demanding and we require more assistance to progress.

The need to upgrade digital skills and literacy is important to adequately manage the digital world requirement. One example could be the spread of misinformation because individuals are unable to effectively analyze and discern the accuracy of  online content. According to Reuters India Digital News Report 2019, within 52% individual gets news from Facebook and Whatsapp.Other social platforms widely used for news are instagram(26%),Twitter (18%) and Facebook Messenger (16%). Unfortunately, a considerable portion of the information obtained through these channels tends to be false or unreliable. Research conducted by the Digital Empowerment Foundation in 2018 indicates that approximately 90% of Indians lack digital literacy, which correlates with a significant surge in instances of false news dissemination. Noorrizki et al. (2022) conducted a study emphasizing that our adaptation to the evolving digital landscape, and its reciprocal adaptation to us, will shape the future of the Web and our own lives in the digital age. Acquiring digital literacy skills facilitates fruitful interactions between individuals and technology, ultimately enhancing our professional abilities through their application across various activities. Among Indians aged 15 to 29, over 40% exhibited basic skills required to handle computer files. However, when it comes to more advanced technological areas, there is a noticeable decline in proficiency as the complexity of the skills increases. This analogy can be likened to a video game, where greater challenges necessitate more assistance. Additionally, our personal biases play a role in shaping our usage patterns across various platforms and for different purposes.

Factors affecting the use of digital technology

A study conducted by Habibi et al. (2023) examined the factors influencing the integration of digital technology in education. The findings suggested that the use of digital technology in education varies significantly across different demographic areas, partially due to the teachers’ backgrounds and the geographical locations of schools. As a result, the study proposed that careful planning of development programs should be implemented by teachers, policymakers, and school officials in suburban regions to enhance the effective use of digital technology in classrooms.

Another aspect worth exploring in the realm of digital competence is the potential correlation between long-term internet usage and digital proficiency. Stiakakis and Barboutidis (2022) discovered that individuals’ digital intelligence scores decrease after more than four hours of internet access. This led to the conclusion that excessive internet use, often referred to as internet addiction, negatively affects digital competence.

In India, a digital divide exists, creating disparities between those who have access to technology and those who do not. This unequal access is influenced by factors such as financial disparities (rich vs. poor), social divisions (upper vs. lower class), and educational disparities. These variations in personal and social circumstances result in unequal access to technology, limited social participation, and unequal distribution of resources in the digital realm. Additionally, personal factors like individual biases, limited skill access, and motivation also contribute to this divide. Furthermore, cognitive factors such as the influence of parental reading habits, active engagement in social media, and academic experiences are often under-discussed aspects in this context.

Psychological factors influencing digital competency

When discussing the factors influencing digital literacy, age often comes to mind as the primary consideration. However, is age truly the sole determinant? The lockdown period witnessed a surge in the digital world, and loneliness emerged as a common theme in mental health discussions. Does this imply a connection between loneliness and digital literacy?

In a study conducted by Ko et al. (2022), the relationship between loneliness, motivation, and digital literacy was examined. The research explored whether internet usage enhances or diminishes an individual’s psychological well-being. For instance, during the Covid-19 pandemic, the shift towards limited face-to-face communication led to brief conversations and an increase in loneliness. This trend extended into the digital realm, particularly in distance learning scenarios, where the need for motivation to learn and develop digital skills, despite the associated risks of using digital media, could have an impact. This was further evident in poor academic performance, which correlated with feelings of loneliness. Moreover, loneliness and psychological exhaustion were identified as underlying factors that hinder individuals’ ability to learn and be creative at work, irrespective of organizational structure. The self-defense mechanism triggered by loneliness plays a crucial role in mediating attitudes and digital literacy. By illustrating the connections between factors influencing digital literacy, intentional methods can be designed to enhance individuals’ digital literacy skills.

Psychological bias can significantly impact digital proficiency. Biases, such as confirmation bias or negativity bias, can distort perceptions, hinder effective information processing, and limit critical thinking skills. Overcoming these biases through self-awareness and developing digital literacy can enhance one’s ability to navigate the digital world with accuracy and discernment. Suppose an individual holds a strong belief or opinion on a certain topic. When they engage with digital content, they may selectively seek out information that aligns with their existing beliefs, while dismissing or ignoring contradictory information. This confirmation bias can hinder their ability to critically evaluate diverse perspectives and impede their overall digital proficiency.

Conclusion

The digital era has brought forth a remarkable integration of cutting-edge technologies into our lives, reshaping the way we connect, work, and navigate the world. To thrive in this ever-changing landscape, it is essential to adapt and upgrade our digital skills and literacy. Overcoming biases and psychological factors, such as confirmation bias and loneliness, is crucial in enhancing digital proficiency. By promoting digital literacy, bridging the digital divide, and addressing the factors influencing the use of digital technology, we can empower individuals to navigate the digital realm effectively and make informed decisions in the digital age.

 

 

Authors bio: Aparna Gupta, Psychology Masters student at Christ University, alumna of FLAME University

Dr. Moulika Mandal, Assistant Professor- Psychology at FLAME university