The document discusses the significance of digital literacy in the 21st century, highlighting its multidimensional nature and its impact on various aspects of life such as education, employment, and social engagement. It addresses the existing digital divide, the essential components of digital literacy, and the disparities in access and training among different demographics. The paper concludes with recommendations for improving digital literacy through education, community programs, and policy development.

1. I. INTRODUCTION
Digital literacy has become a vital ability in the twenty-first century, needed
to successfully negotiate the intricacies of the digital world. When used widely, the
term "digital literacy" refers to the capacity to communicate, produce, and solve
issues using digital technology in an efficient and critical manner. The idea of
digital literacy is examined in this essay, along with its significance, related
difficulties, and effects on daily life, the workplace, and education.
In research (Hasan Tinmaz, 2022) who also quote from several sources
mentioned, In the present literature, digital literacy is described as the abilities
and skills necessary for navigating a fragmented and complicated information
environment (Eshet, 2004). This is one of the issues associated with integrating
technology in academic courses (Blau, 2020). Six categories make up (Eshet‐
Alkalai, 2012). "Digital Literacy Framework": (a) photo-visual thinking (using
and understanding visual information); (b) real-time thinking (processing multiple
stimuli simultaneously); (c) information thinking (evaluating and combining
information from multiple digital sources); (d) branching thinking (navigating
non-linear hyper-media environments); (e) reproduction thinking (creating
outcomes using technological tools by designing new content or remixing existing
digital content); and (f) social-emotional thinking (knowing and applying
cyberspace rules). Digital literacy comprises the following clusters, according to
(Heitin, 2016): (a) finding and consuming digital content; (b) generating digital
content; and (c) communicating or sharing digital content. Therefore, by linking a
variety of technical and non-technical components, the literature defines digital
literacy in multiple ways.
According to (Padmanabhan, 2023) The capacity to comprehend and use
information in a variety of formats from a broad range of sources when it is
delivered electronically is what Paul Gilster originally defined as "digital literacy"
in 1997. Globally, according to the United Nations Educational, Scientific, and
Cultural Organization (2018), "digital literacy encompasses various digital
technologies to search, navigate, create, communicate, collaborate, think
critically, analyze information, and address safety and well-being." It also covers
the software and hardware operations of digital devices. "Digital Literacy as the
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2. ability of individuals and communities to understand and use digital technologies
for meaningful actions within life situations ". Additionally, according to the
Indian National Statistical Office, "a digitally literate person is one who is at least
five years old, can use a web browser to navigate the Internet, send and receive
emails, and find, assess, and communicate information through social media tools.
Media, information, technology, communication, and software and hardware
literacy in a variety of forms and degrees can all be included in the concept of
digital literacy, which is multifaceted literacy. Because digital literacy is a
dynamic field that is constantly changing due to the introduction of new tools and
technology, it has become increasingly intense and vivid to characterize.
Digital literacy is a notion that is becoming more and more crucial. The
ability to efficiently browse, assess, and produce digital content is referred to as
digital literacy. There may be differences in how easily people can access
opportunities and information since not everyone has the same level of digital
literacy. Based on the background mention above,
1.1 Problem:
There is still a sizable disparity in digital literacy among various
demographics, even with the growing integration of digital technologies into
every part of life. This disparity, sometimes known as the "digital divide," affects
social engagement, employment prospects, and information access. Important
issues consist of:
1. Access Disparity: Different people have different access to digital
devices and the internet, particularly in rural and low-income areas.
2. Education and Training Gaps: Teachers' access to professional
development and digital literacy instruction in schools is inadequate.
3. Rapid technological change: Digital technologies are always evolving
at a rate that is faster than many people can keep up with.
4. Socioeconomic Barriers: Disparities in wealth that restrict access to
training and technology that are essential.
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3. 5. Generational Differences: Compared to younger generations, older
persons frequently encounter more difficulties learning digital literacy.
1.2 Objectives:
The following are the goals of this paper:
1. To provide an explanation of digital literacy and its essential elements.
2. To emphasize how crucial digital literacy is in today's society.
3. To determine the main obstacles and problems that need to be overcome
in order to achieve widespread digital literacy.
4. To talk about methods for raising digital literacy among various
demographics.
5. To make suggestions for next studies and the formulation of policies.
The researcher is interested in writing a paper entitled "WHAT IS DIGITAL
LITERACY AND WHY IT MATTERS"
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4. II. DISCUSSION
2.1 Definition of Literacy
According to (Padmanabhan, 2023) The capacity to comprehend and use
information in a variety of formats from a broad range of sources when it is
delivered electronically is what Paul Gilster originally defined as "digital
literacy" in 1997. On a global basis, "Digital literacy covers the physical
operations of digital devices and the software operations in those devices; it
incorporates various digital technologies to search, navigate, create,
communicate, collaborate, think critically, analyse information, and address.
safety and well-being".
Another explanation of Digital Literacy According to (K.C.O'Rourke,
2016) (Knobel, 2006-2016) The term "digital literacy" refers to the behaviour’s,
knowledge, and abilities that are necessary to operate a variety of digital devices,
including desktop PCs, laptops, tablets, and smartphones all of which are viewed
as networks rather than computing units. This definition is a little restrictive
because it implies that being able to use internet-connected tools is the main
component of digital literacy. fundamental work on digital literacy highlights
critical thinking rather than mere mastery of technical tools as the core talent of
digital literacy, other definitions focus on the abilities and skills required to
operate a particular brand or type of software.
The journal (Knobel, 2006-2016) in (Larham, 1995) asserts that the
definition of literacy has changed, encompassing not just the ability to read and
write but also the capacity to comprehend knowledge regardless of how it is
presented. The multi mediated aspect of digital information is emphasized, and
he contends that "being skilled at deciphering complex images and sounds as
well as the syntactical subtleties of words" is a prerequisite for becoming
digitally literate (Larham, 1995) A person who is digitally literate can switch
between media quickly, grasp which forms of communication fit which fields of
expertise, and develop presentation skills in the format that will make their
information the most understandable to their audience (ibid). With the use of
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5. digital literacy, we can fit the medium we employ to the type of information we
are delivering.
According to (Erstad, 2006-2016) When discussing the significance of
digital media in the lives of young people, the idea of a "digital generation" has
taken canter stage in public conversation. Questions of how to create an
educational system that can meet the demands of the twenty-first century are
strongly related to issues pertaining to the digital generation. "Media/digital
literacy" is an expanding subject of study that aims to bring attention to current
and upcoming issues facing our educational system. Convergence processes
have been a significant cultural development in recent years (Jenkit, 2006). This
has to do with the manner in which technology come together, content creation
evolves, new text formats are created, and people perceive information inside
communication networks in various ways. In tandem with these convergence
processes, several literacy scholars have endeavoured to consolidate the
numerous emerging literacies under broad categories that emphasize the
diversity of literacies, such "multiliteracies" (Kalantzis, 2000) (Snyder, 2002)
and "meta media literacy" (Lemke, 1998).
According to (YORAM ESHET-ALKALI, 2004) "Digital literacy" in
contemporary writing. 1 through 9 Beyond simply being able to use digital
devices properly, digital literacy includes a range of cognitive abilities that are
useful for carrying out tasks in digital environments, like using databases,
navigating the Web, interpreting user interfaces, and participating in chat rooms.
In the technology era, digital literacy has evolved into a "survival skill" that is
essential to working intuitively on complicated projects that have required
significant effort in recent years. designed to construct and explain the cognitive
abilities people use in digital contexts. A wide range of abilities and knowledge
are included in digital literacy, which is essential for productive engagement in
the digital age.
Moreover, according to (Samaniego) A wide variety of abilities and
proficiencies required for productive engagement in a digital environment
are included in digital literacy. Among them are:
1. Technical Proficiency: Fundamental knowledge of how to operate
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6. software and digital equipment.
2. Information literacy: the capacity to find, assess, and make efficient use
of information.
3. Media Literacy: The ability to comprehend and assess media material
critically.
4. Communication Skills: Using modern technologies to communicate
effectively.
5. Ethical and Social Awareness: Being aware of the social norms and
ethical ramifications of using digital media.
2.2 The Importance of Digital Literacy
According to (Jenkit, 2006) A increasing amount of research points to the
potential advantages of these participatory culture models, such as peer-to-peer
learning opportunities, a shift in perspective regarding intellectual property, a
wider range of cultural expression, the acquisition of skills that are essential in
today's workforce, and a stronger sense of civic responsibility. When it comes
to determining which young people will thrive and which will fall short when
they enter the workforce and educational system, access to this participatory
culture acts as a new kind of hidden curriculum.
As stated by (Umi Proboyekti, 2003) Through the Internet, anyone can
publish ideas and information for free or very little money. Information in a
variety of types can be digitalized and posted online. This implies that we can
use the Internet to obtain information in the form of text, audio, video, and
photos. When people misinterpret the Internet, they could become frustrated
when they need information. They may not receive anything since they are
illiterate and do not believe that the contents of the Internet are that plentiful.
However, if one misjudges this medium, those who post stuff online may also
become frustrated. They have no idea how much of an impact their writing and
the way it is published have on this medium. It is challenging for people to
assess Internet material since it is a platform that makes it simple for anyone to
post anything. Anybody with the necessary abilities may develop sophisticated,
professional-looking websites, but that doesn't mean the content is reliable or
of high quality.
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7. According (R, 2007) The quantity of media exposure alone does not
justify the need of media literacy. Information's crucial role in the growth of
democracy, cultural engagement, and engaged citizenship further supports it. It
is imperative that we recognize the significant number of media messages that
children and teens are exposed to, as entertainment and popular culture
messages play a socialization role. Teenagers are watching TV, using the
internet, listening to music they like, watching movies, and playing video
games for extended periods of time. Information creation, manipulation, and
use are becoming more and more important, especially for knowledge workers
who depend more and more on computers and the internet.
According to (leal, 2022) The following reasons digital literacy is
essential:
1. The majority of modern employment need economic participation,
which improves employability and spurs economic growth.
2. Educational Access: Required to have access to chances for lifelong
learning and online educational materials.
3. Social Inclusion: Allows people to interact with communities, receive
resources, and take part in social networks.
4. Civic Engagement: Promotes knowledgeable involvement in political
and public life.
According to (Hasan tinmaz, 2022) Difficulties and Obstacles, the
following issues obstruct the growth of digital literacy:
Access Disparity: It is imperative to address the disparity in access to internet
connectivity and technology. Educational Gaps: Comprehensive digital literacy
programs in schools and ongoing professional development for teachers are
necessary. Economic Barriers: To ensure that all people have equitable access
to the tools and training they need, economic imbalances must be addressed.
Generational Differences: To help older persons acquire digital skills,
specialized methods are required.
According to (Si, 2024) Improving Computer Literacy A multifaceted
strategy is required to overcome these obstacles: 1. Educational Initiatives:
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8. Include digital literacy in school curricula and give teachers continual
professional development. 2. Community Programs: Create neighbourhood-
based initiatives to help marginalized groups become more proficient with
technology. 3. Policy Development: Promote digital inclusion by putting
policies into place that offer resources for teaching digital literacy. 4. Public-
commercial Partnerships: Develop and support digital literacy efforts by
working with the commercial sector.
III. CONCLUSION
In conclusion, Digital literacy is the ability to access, assess, and create
digital content with effectiveness. It goes beyond simply knowing how to utilize
technology. Digital literacy is becoming a necessary ability for people of all ages
and backgrounds in today's linked society, where information is always at our
fingertips. Digital literacy is crucial because it enables people to interact critically
with online content, obtain trustworthy information, and defend themselves against
false information and online threats. Additionally, it provides access to opportunities
in the online education space, the digital economy, and communications within a
technologically advanced society. Additionally, by ensuring that everyone has the
skills necessary to succeed in the digital world, promoting digital literacy can aid in
closing the gap between the digital and social inclusion.
3.1 Suggestions
In the modern digitally connected world, digital literacy is essential because
it:
1. Expand Access: Boost internet connectivity and digital device access,
particularly in underdeveloped areas.
2. Build Digital Literacy into Education: Include digital literacy into all levels
of school curricula.
3. Professional Development: Educators should receive continual training to
stay current on digital literacy techniques.
4. Community Engagement: To reach a varied demographic, create
community-based digital literacy initiatives.
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9. 5. Research and Innovation: Promote studies on digital literacy and creative
methods of instruction in the digital world.
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