Literacy Researchers’ Perspectives on Digital Literacy: A Systematic Literature Review
DOI:
https://doi.org/10.5281/zenodo.17489043Keywords:
Digital Literacy, Systematic Literature Review, Teacher Practices, Conceptualizations of Literacy, Educational ResearchAbstract
This systematic literature review investigates how literacy researchers conceptualize and examine digital literacy within educational contexts. Guided by Cooper’s (2010) procedural model, 38 empirical, peer-reviewed studies published between 2011 and 2021 were analyzed. The review focused on three key questions: the variables used to study digital literacy, researchers’ perspectives on the concept, and the characteristics of studies associated with each perspective. Findings revealed three dominant views: (1) digital literacy as a skillset for teachers’ instructional practices, (2) digital literacy as the ability to receive and transmit information supporting reading and writing development, and (3) digital literacy as a competency for lifelong learning, ethical engagement, and societal participation. Qualitative case studies were the most common research design, and social constructivism and related theoretical frameworks frequently guided the studies. Interviews and surveys were the most employed data sources, while Google-based tools were the most cited digital platforms. Overall, the findings highlight digital literacy as a multifaceted construct encompassing technical, cognitive, and sociocultural dimensions. This review contributes to the field by synthesizing current scholarship, clarifying areas of consensus and divergence, and identifying directions for future research. Implications extend to teacher education, curriculum design, and policy initiatives aimed at fostering comprehensive digital literacy skills in students and educators.
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