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Young peoples’ perceptions of digital, media and information literacies across Europe: gender differences, and the gaps between attitudes and abilities

Jones, Sarah Louise; Procter, Richard

Authors

Richard Procter



Abstract

The need to develop digital, media and information literacies in young people is not a new idea. Increasing numbers of regional, national and international policies make the case and offer frameworks for such literacy development in schools. However, there is still no common agreement about what a basic level of literacy might look like across or within countries, resulting in what UNESCO described as a serious knowledge gap about the global state of digital literacy skills of youth. This article reports on the empirical findings derived from a self-assessment tool, providing a comprehensive view of these literacies in 13–18-year-old students (n = 1051) across eight countries in Europe. This article offers a significant contribution to the field, identifying gender differences and specific differences in ‘attitude minus ability’ scores relating to plagiarism and critical awareness of sources. This has implications for teaching and curriculum development across Europe.

Citation

Jones, S. L., & Procter, R. (in press). Young peoples’ perceptions of digital, media and information literacies across Europe: gender differences, and the gaps between attitudes and abilities. Technology, Pedagogy and Education, https://doi.org/10.1080/1475939X.2023.2210152

Journal Article Type Article
Acceptance Date Jan 9, 2023
Online Publication Date Jun 5, 2023
Deposit Date Jan 9, 2023
Publicly Available Date Mar 29, 2024
Journal Technology, Pedagogy and Education
Print ISSN 1475-939X
Electronic ISSN 1747-5139
Publisher Routledge
Peer Reviewed Peer Reviewed
DOI https://doi.org/10.1080/1475939X.2023.2210152
Keywords Digital, Media & Information Literacies; Global Competence; Computer Information Literacy, 13-18 year olds, Gender Difference
Public URL https://hull-repository.worktribe.com/output/4174291

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Publisher Licence URL
https://creativecommons.org/licenses/by-nc-nd/4.0/

Copyright Statement
© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http:// creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.




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