This document reviews digital literacy in schools, emphasizing the need for effective integration of technology in education. It highlights the varying levels of digital competence among students and the critical role teachers play in fostering digital literacy skills. Additionally, it calls for comprehensive policies to support the use of digital tools while recognizing the diverse experiences and backgrounds students bring to the classroom.

1. Further reading The HEFCE-funded project Leading Transformational Change explored ways to strengthen Regional Education
collaboration between the University of Sheffield and Sheffield Hallam University to support the
Brumberger, E. (2011). “Visual Literacy and the Digital Native: An Examination of the Millennial business strengths and aspirations of the Sheffield region. Expertise Forum (REEF)
Learner.” Journal of Visual Literacy 30(1): 19-46.
As part of the project, the Schools of Education at both Universities collaborated on a range of RESEARCH BRIEFING
Carrington, V. (2009). From Wikipedia to the humble classroom Wiki: why we should pay attention activities to support educational development in the City region. This included developing research
to Wikis. Digital Literacies: Social Learning and Classroom Practices. V. Carrington and M. briefs, which aim to provide a summary of key research on a range of educational topics. Digital Literacy In Schools
Robinson. London, Sage: 65-80.
Hague, C. and S. Payton (2010). Digital literacy across the Curriculum. Slough, Futurelab.
Hague, C. and B. Williamson (2009). Digital participation, digital literacy, and school subjects: A
review of the policies, literature and evidence, Futurelab.
Lee, M., C. McLoughlin, et al. (2008). “Talk the talk: Learner-generated podcasts as catalysts for
knowledge creation.” British Journal of Educational Technology 39(3): 501-521.
Marsh, J., Brooks, G., Hughes, J., Ritchie, L., & Roberts, S. (2005). Digital beginnings: Young
children’s use of popular culture, media and new technologies. Sheffield, U.K.: University of
Sheffield. Retrieved from http://www.digitalbeginings.shef.ac.uk/
Merchant, G. (2005). “Digikids: cool dudes and the new writing.” E-Learning 2(1): 50-60.
Mills, K. (2010). “Shrek meets Vygotsky.” Journal of Adolescent & Adult Literacy 54(1): 35-45.
Rowlands, I., D. Nicholas, et al. (2008). “The Google generation: the information behaviour of the
researcher of the future.” Aslib ….
Selwyn, N. (2009). “The digital native – myth and reality.” Aslib Proceedings 61(4).
Selwyn, N. (2011). Schools and schooling in the digital age : a critical analysis. London, Routledge.
Williamson, B. and C. Hague (2009). “Digital participation, digital literacy, and school subjects:
A review of the policies, literature and evidence.” Futurelab (92a254a6-fd08-c7cb-2322-
7ca80a834090).
Contact information
Yan, L. and M. Ranieri (2010). “Are ‘digital natives’ really digitally competent? – A study on Chinese
teenagers.” British Journal of Educational Technology 41(6): 1029-1042 This research brief was completed by Isabelle Brent of Sheffield Hallam University in Summer 2012
and was commissioned by the Collaboration Sheffield: Leading Transformational Change project,
funded by HEFCE. If you are interested in finding out more about the project and related activities,
please contact reef@sheffield.ac.uk
Faculty of Development and Society School of Education
Sheffield Hallam University University of Sheffield
City Campus 388 Glossop Road
Howard Street Sheffield S10 2JA
Sheffield S1 1WB
Phone 0114 222 8177
Fax 0114 222 8105
Phone 0114 225 5555
Email edu-enquiries@sheffield.ac.uk
Fax 0114 225 4449
Email fdsenquiries@shu.ac.uk

2. Introduction
In this review we provide an overview of digital literacy in schools. This begins with an overview
of research and related issues in the school sector. This is followed by a discussion of the
implications for policy and practice.
Summary
Background
Digital technology is now well-embedded in contemporary social life and is increasingly being
used in schools to support learning particularly through the use of computers, interactive white
boards and mobile technologies. Futurelab defines digital literacy as:
Knowing how technology and media affect the ways in which we go about finding things out,
communicating with one another, and gaining knowledge and understanding. And it also means
understanding how technologies and media can shape and influence the ways in which school
subjects can be taught and learnt. (Williamson and Hague 2009: 5)
Teachers are routinely expected to combine the development of students’ subject knowledge
with the ability to use technology safely and effectively (Hague and Williamson 2009). The UK What can teachers do to approach these issues in Conclusions
is relatively well provided for in terms of computers per pupil and access to other digital media. schools? To conclude, the widespread use of digital technology amongst children of all ages does not
However teachers’ use of digital technology is inconsistent and many continue to focus on the mean they have digital skills appropriate for school use. Teachers have a pivotal role to play in
passive delivery of information with PowerPoint or interactive whiteboards (Selwyn 2011). Research Research shows varying degrees of experience and competence with digital technology amongst incorporating digital literacy in their work which enables children to access the curriculum through
into new Web 2.0 technologies shows innovative use which contributes to digital literacy such children; however, the positive role that teachers can play is clear. International research indicates digital tools and develop a critical appreciation of the digital world.
as creative writing in online synchronous communication (Merchant 2005), collaborative wikis that educational experiences may be more important than the availability of technological tools in
(Carrington 2009) and podcasting (Lee, McLoughlin et al. 2008). the home (Yan and Ranieri 2010) in predicting high levels of digital competence.
Mills (2010) describes the necessity for teachers to provide expert guidance in supporting the Implications for policy and practice
Digital natives? development of digital literacy. She proposes a scaffolding model where teachers structure • Teachers should recognise that children come to school with a variety of experiences and
students’ experiences to enable them to eventually work independently. competences with digital technology. It should not be assumed they automatically have
Digital literacy can play an important part in learning for all children – all of whom were born
after the advent of widespread access to digital technology. Much has been written about this acquired particular skills outside the school setting.
generation; they have been variously labelled as ‘digital natives’ and ‘millennials’ and claims have Strategies for engaging children with digital literacy • Children should be encouraged and supported in the development of digital literacy practices
been made as to their digital technology skills that are supposed to far surpass those of their that are safe, ethical and advantageous.
• Creating educational applications for tools children are already familiar with – for
parents and teachers – the so-called ‘digital immigrants’ (Hague and Payton 2010). example, class projects using mobile technology such as iPods and mobile phones. • Schools should have a clear and comprehensive policy on the use of social media and
portable devices. Currently there is a great divide between those schools that encourage this
Evidence collected by researchers does not support these claims. Suggestions that the younger • Enabling children to engage with a broader audience – blogs are an ideal way of
media and those than ban it.
generation are more visually literate than their elders have been refuted (Brumberger 2011;Selwyn encouraging literacy and enable children to share their work and invite responses.
• Children’s progress in digital literacy should be monitored and assessed to ensure individual
2009). Age is an important consideration when researching children’s experiences: the social, • Facilitating links with local organisations – for example creating QR codes to contribute to progress.
cultural and cognitive backgrounds of a seven year old are very different to those of a fifteen year a local museum.
• Schools should integrate Open Educational Resources into the curriculum to encourage
old (Selwyn 2009). Research by the British Library of students on entry to university suggests that • Encouraging children to create digital artefacts – rather than being passive consumers of openness and to educate children in an awareness of copyright and sharing resources online
the academic searching skills of young people has been over estimated (Rowlands, Nicholas educational broadcasting, allowing children to make their own films using simple hardware and
software. • Digital tools should also be integrated into opportunities for teachers’ professional
et al. 2008). Nevertheless, there is evidence that many young children acquire a range of skills,
development.
knowledge and understanding through their engagement in digital technologies outside of school • Integrate digital literacy into children’s research skills – using social-bookmarking sites
For further information, including case studies and a full literature review, see Digital Futures in
and that this occurs from a young age (Marsh et al., 2005). (such as Diigo) for children to form groups and add their own bookmarks and evaluate those
Teacher Education, an open resource on digital literacy for educators, teachers and schools
of others on a particular research topic.
(www.digitalfutures.org).

3. Introduction
In this review we provide an overview of digital literacy in schools. This begins with an overview
of research and related issues in the school sector. This is followed by a discussion of the
implications for policy and practice.
Summary
Background
Digital technology is now well-embedded in contemporary social life and is increasingly being
used in schools to support learning particularly through the use of computers, interactive white
boards and mobile technologies. Futurelab defines digital literacy as:
Knowing how technology and media affect the ways in which we go about finding things out,
communicating with one another, and gaining knowledge and understanding. And it also means
understanding how technologies and media can shape and influence the ways in which school
subjects can be taught and learnt. (Williamson and Hague 2009: 5)
Teachers are routinely expected to combine the development of students’ subject knowledge
with the ability to use technology safely and effectively (Hague and Williamson 2009). The UK What can teachers do to approach these issues in Conclusions
is relatively well provided for in terms of computers per pupil and access to other digital media. schools? To conclude, the widespread use of digital technology amongst children of all ages does not
However teachers’ use of digital technology is inconsistent and many continue to focus on the mean they have digital skills appropriate for school use. Teachers have a pivotal role to play in
passive delivery of information with PowerPoint or interactive whiteboards (Selwyn 2011). Research Research shows varying degrees of experience and competence with digital technology amongst incorporating digital literacy in their work which enables children to access the curriculum through
into new Web 2.0 technologies shows innovative use which contributes to digital literacy such children; however, the positive role that teachers can play is clear. International research indicates digital tools and develop a critical appreciation of the digital world.
as creative writing in online synchronous communication (Merchant 2005), collaborative wikis that educational experiences may be more important than the availability of technological tools in
(Carrington 2009) and podcasting (Lee, McLoughlin et al. 2008). the home (Yan and Ranieri 2010) in predicting high levels of digital competence.
Mills (2010) describes the necessity for teachers to provide expert guidance in supporting the Implications for policy and practice
Digital natives? development of digital literacy. She proposes a scaffolding model where teachers structure • Teachers should recognise that children come to school with a variety of experiences and
students’ experiences to enable them to eventually work independently. competences with digital technology. It should not be assumed they automatically have
Digital literacy can play an important part in learning for all children – all of whom were born
after the advent of widespread access to digital technology. Much has been written about this acquired particular skills outside the school setting.
generation; they have been variously labelled as ‘digital natives’ and ‘millennials’ and claims have Strategies for engaging children with digital literacy • Children should be encouraged and supported in the development of digital literacy practices
been made as to their digital technology skills that are supposed to far surpass those of their that are safe, ethical and advantageous.
• Creating educational applications for tools children are already familiar with – for
parents and teachers – the so-called ‘digital immigrants’ (Hague and Payton 2010). example, class projects using mobile technology such as iPods and mobile phones. • Schools should have a clear and comprehensive policy on the use of social media and
portable devices. Currently there is a great divide between those schools that encourage this
Evidence collected by researchers does not support these claims. Suggestions that the younger • Enabling children to engage with a broader audience – blogs are an ideal way of
media and those than ban it.
generation are more visually literate than their elders have been refuted (Brumberger 2011;Selwyn encouraging literacy and enable children to share their work and invite responses.
• Children’s progress in digital literacy should be monitored and assessed to ensure individual
2009). Age is an important consideration when researching children’s experiences: the social, • Facilitating links with local organisations – for example creating QR codes to contribute to progress.
cultural and cognitive backgrounds of a seven year old are very different to those of a fifteen year a local museum.
• Schools should integrate Open Educational Resources into the curriculum to encourage
old (Selwyn 2009). Research by the British Library of students on entry to university suggests that • Encouraging children to create digital artefacts – rather than being passive consumers of openness and to educate children in an awareness of copyright and sharing resources online
the academic searching skills of young people has been over estimated (Rowlands, Nicholas educational broadcasting, allowing children to make their own films using simple hardware and
software. • Digital tools should also be integrated into opportunities for teachers’ professional
et al. 2008). Nevertheless, there is evidence that many young children acquire a range of skills,
development.
knowledge and understanding through their engagement in digital technologies outside of school • Integrate digital literacy into children’s research skills – using social-bookmarking sites
For further information, including case studies and a full literature review, see Digital Futures in
and that this occurs from a young age (Marsh et al., 2005). (such as Diigo) for children to form groups and add their own bookmarks and evaluate those
Teacher Education, an open resource on digital literacy for educators, teachers and schools
of others on a particular research topic.
(www.digitalfutures.org).

4. Introduction
In this review we provide an overview of digital literacy in schools. This begins with an overview
of research and related issues in the school sector. This is followed by a discussion of the
implications for policy and practice.
Summary
Background
Digital technology is now well-embedded in contemporary social life and is increasingly being
used in schools to support learning particularly through the use of computers, interactive white
boards and mobile technologies. Futurelab defines digital literacy as:
Knowing how technology and media affect the ways in which we go about finding things out,
communicating with one another, and gaining knowledge and understanding. And it also means
understanding how technologies and media can shape and influence the ways in which school
subjects can be taught and learnt. (Williamson and Hague 2009: 5)
Teachers are routinely expected to combine the development of students’ subject knowledge
with the ability to use technology safely and effectively (Hague and Williamson 2009). The UK What can teachers do to approach these issues in Conclusions
is relatively well provided for in terms of computers per pupil and access to other digital media. schools? To conclude, the widespread use of digital technology amongst children of all ages does not
However teachers’ use of digital technology is inconsistent and many continue to focus on the mean they have digital skills appropriate for school use. Teachers have a pivotal role to play in
passive delivery of information with PowerPoint or interactive whiteboards (Selwyn 2011). Research Research shows varying degrees of experience and competence with digital technology amongst incorporating digital literacy in their work which enables children to access the curriculum through
into new Web 2.0 technologies shows innovative use which contributes to digital literacy such children; however, the positive role that teachers can play is clear. International research indicates digital tools and develop a critical appreciation of the digital world.
as creative writing in online synchronous communication (Merchant 2005), collaborative wikis that educational experiences may be more important than the availability of technological tools in
(Carrington 2009) and podcasting (Lee, McLoughlin et al. 2008). the home (Yan and Ranieri 2010) in predicting high levels of digital competence.
Mills (2010) describes the necessity for teachers to provide expert guidance in supporting the Implications for policy and practice
Digital natives? development of digital literacy. She proposes a scaffolding model where teachers structure • Teachers should recognise that children come to school with a variety of experiences and
students’ experiences to enable them to eventually work independently. competences with digital technology. It should not be assumed they automatically have
Digital literacy can play an important part in learning for all children – all of whom were born
after the advent of widespread access to digital technology. Much has been written about this acquired particular skills outside the school setting.
generation; they have been variously labelled as ‘digital natives’ and ‘millennials’ and claims have Strategies for engaging children with digital literacy • Children should be encouraged and supported in the development of digital literacy practices
been made as to their digital technology skills that are supposed to far surpass those of their that are safe, ethical and advantageous.
• Creating educational applications for tools children are already familiar with – for
parents and teachers – the so-called ‘digital immigrants’ (Hague and Payton 2010). example, class projects using mobile technology such as iPods and mobile phones. • Schools should have a clear and comprehensive policy on the use of social media and
portable devices. Currently there is a great divide between those schools that encourage this
Evidence collected by researchers does not support these claims. Suggestions that the younger • Enabling children to engage with a broader audience – blogs are an ideal way of
media and those than ban it.
generation are more visually literate than their elders have been refuted (Brumberger 2011;Selwyn encouraging literacy and enable children to share their work and invite responses.
• Children’s progress in digital literacy should be monitored and assessed to ensure individual
2009). Age is an important consideration when researching children’s experiences: the social, • Facilitating links with local organisations – for example creating QR codes to contribute to progress.
cultural and cognitive backgrounds of a seven year old are very different to those of a fifteen year a local museum.
• Schools should integrate Open Educational Resources into the curriculum to encourage
old (Selwyn 2009). Research by the British Library of students on entry to university suggests that • Encouraging children to create digital artefacts – rather than being passive consumers of openness and to educate children in an awareness of copyright and sharing resources online
the academic searching skills of young people has been over estimated (Rowlands, Nicholas educational broadcasting, allowing children to make their own films using simple hardware and
software. • Digital tools should also be integrated into opportunities for teachers’ professional
et al. 2008). Nevertheless, there is evidence that many young children acquire a range of skills,
development.
knowledge and understanding through their engagement in digital technologies outside of school • Integrate digital literacy into children’s research skills – using social-bookmarking sites
For further information, including case studies and a full literature review, see Digital Futures in
and that this occurs from a young age (Marsh et al., 2005). (such as Diigo) for children to form groups and add their own bookmarks and evaluate those
Teacher Education, an open resource on digital literacy for educators, teachers and schools
of others on a particular research topic.
(www.digitalfutures.org).

5. Further reading The HEFCE-funded project Leading Transformational Change explored ways to strengthen Regional Education
collaboration between the University of Sheffield and Sheffield Hallam University to support the
Brumberger, E. (2011). “Visual Literacy and the Digital Native: An Examination of the Millennial business strengths and aspirations of the Sheffield region. Expertise Forum (REEF)
Learner.” Journal of Visual Literacy 30(1): 19-46.
As part of the project, the Schools of Education at both Universities collaborated on a range of RESEARCH BRIEFING
Carrington, V. (2009). From Wikipedia to the humble classroom Wiki: why we should pay attention activities to support educational development in the City region. This included developing research
to Wikis. Digital Literacies: Social Learning and Classroom Practices. V. Carrington and M. briefs, which aim to provide a summary of key research on a range of educational topics. Digital Literacy In Schools
Robinson. London, Sage: 65-80.
Hague, C. and S. Payton (2010). Digital literacy across the Curriculum. Slough, Futurelab.
Hague, C. and B. Williamson (2009). Digital participation, digital literacy, and school subjects: A
review of the policies, literature and evidence, Futurelab.
Lee, M., C. McLoughlin, et al. (2008). “Talk the talk: Learner-generated podcasts as catalysts for
knowledge creation.” British Journal of Educational Technology 39(3): 501-521.
Marsh, J., Brooks, G., Hughes, J., Ritchie, L., & Roberts, S. (2005). Digital beginnings: Young
children’s use of popular culture, media and new technologies. Sheffield, U.K.: University of
Sheffield. Retrieved from http://www.digitalbeginings.shef.ac.uk/
Merchant, G. (2005). “Digikids: cool dudes and the new writing.” E-Learning 2(1): 50-60.
Mills, K. (2010). “Shrek meets Vygotsky.” Journal of Adolescent & Adult Literacy 54(1): 35-45.
Rowlands, I., D. Nicholas, et al. (2008). “The Google generation: the information behaviour of the
researcher of the future.” Aslib ….
Selwyn, N. (2009). “The digital native – myth and reality.” Aslib Proceedings 61(4).
Selwyn, N. (2011). Schools and schooling in the digital age : a critical analysis. London, Routledge.
Williamson, B. and C. Hague (2009). “Digital participation, digital literacy, and school subjects:
A review of the policies, literature and evidence.” Futurelab (92a254a6-fd08-c7cb-2322-
7ca80a834090).
Contact information
Yan, L. and M. Ranieri (2010). “Are ‘digital natives’ really digitally competent? – A study on Chinese
teenagers.” British Journal of Educational Technology 41(6): 1029-1042 This research brief was completed by Isabelle Brent of Sheffield Hallam University in Summer 2012
and was commissioned by the Collaboration Sheffield: Leading Transformational Change project,
funded by HEFCE. If you are interested in finding out more about the project and related activities,
please contact reef@sheffield.ac.uk
Faculty of Development and Society School of Education
Sheffield Hallam University University of Sheffield
City Campus 388 Glossop Road
Howard Street Sheffield S10 2JA
Sheffield S1 1WB
Phone 0114 222 8177
Fax 0114 222 8105
Phone 0114 225 5555
Email edu-enquiries@sheffield.ac.uk
Fax 0114 225 4449
Email fdsenquiries@shu.ac.uk

6. Further reading The HEFCE-funded project Leading Transformational Change explored ways to strengthen Regional Education
collaboration between the University of Sheffield and Sheffield Hallam University to support the
Brumberger, E. (2011). “Visual Literacy and the Digital Native: An Examination of the Millennial business strengths and aspirations of the Sheffield region. Expertise Forum (REEF)
Learner.” Journal of Visual Literacy 30(1): 19-46.
As part of the project, the Schools of Education at both Universities collaborated on a range of RESEARCH BRIEFING
Carrington, V. (2009). From Wikipedia to the humble classroom Wiki: why we should pay attention activities to support educational development in the City region. This included developing research
to Wikis. Digital Literacies: Social Learning and Classroom Practices. V. Carrington and M. briefs, which aim to provide a summary of key research on a range of educational topics. Digital Literacy In Schools
Robinson. London, Sage: 65-80.
Hague, C. and S. Payton (2010). Digital literacy across the Curriculum. Slough, Futurelab.
Hague, C. and B. Williamson (2009). Digital participation, digital literacy, and school subjects: A
review of the policies, literature and evidence, Futurelab.
Lee, M., C. McLoughlin, et al. (2008). “Talk the talk: Learner-generated podcasts as catalysts for
knowledge creation.” British Journal of Educational Technology 39(3): 501-521.
Marsh, J., Brooks, G., Hughes, J., Ritchie, L., & Roberts, S. (2005). Digital beginnings: Young
children’s use of popular culture, media and new technologies. Sheffield, U.K.: University of
Sheffield. Retrieved from http://www.digitalbeginings.shef.ac.uk/
Merchant, G. (2005). “Digikids: cool dudes and the new writing.” E-Learning 2(1): 50-60.
Mills, K. (2010). “Shrek meets Vygotsky.” Journal of Adolescent & Adult Literacy 54(1): 35-45.
Rowlands, I., D. Nicholas, et al. (2008). “The Google generation: the information behaviour of the
researcher of the future.” Aslib ….
Selwyn, N. (2009). “The digital native – myth and reality.” Aslib Proceedings 61(4).
Selwyn, N. (2011). Schools and schooling in the digital age : a critical analysis. London, Routledge.
Williamson, B. and C. Hague (2009). “Digital participation, digital literacy, and school subjects:
A review of the policies, literature and evidence.” Futurelab (92a254a6-fd08-c7cb-2322-
7ca80a834090).
Contact information
Yan, L. and M. Ranieri (2010). “Are ‘digital natives’ really digitally competent? – A study on Chinese
teenagers.” British Journal of Educational Technology 41(6): 1029-1042 This research brief was completed by Isabelle Brent of Sheffield Hallam University in Summer 2012
and was commissioned by the Collaboration Sheffield: Leading Transformational Change project,
funded by HEFCE. If you are interested in finding out more about the project and related activities,
please contact reef@sheffield.ac.uk
Faculty of Development and Society School of Education
Sheffield Hallam University University of Sheffield
City Campus 388 Glossop Road
Howard Street Sheffield S10 2JA
Sheffield S1 1WB
Phone 0114 222 8177
Fax 0114 222 8105
Phone 0114 225 5555
Email edu-enquiries@sheffield.ac.uk
Fax 0114 225 4449
Email fdsenquiries@shu.ac.uk