Digital competence and digital literacy in higher education research: Systematic review of concept use. Spante, M., Hashemi, S., Lundin, M., & Algers, A. Cogent Education, 5(1):1-21, Taylor and Francis Ltd., 2018. cited By 8
Digital competence and digital literacy in higher education research: Systematic review of concept use [link]Paper  doi  abstract   bibtex   
Digital competence and digital literacy are concepts that are increasingly used in public discourse. However, how the concepts are used and how they are defined remains unclear. This paper presents a systematic review of research where these concepts are used in higher education research. The aim is to establish an understanding of referencing strategy to digital literacy and digital competence over time, disciplines, countries, methods and level of analysis. Three databases were used in the systematic literature review: Web of Science, Scopus and Education Resources Information Centre. We delimited the search to title, abstract and keywords in the databases. Inclusion criteria were peer-reviewed publications written in English. Initially 107 publications between 1997 and 2017 were found, with 28 addressing digital competence and 79 digital literacy. Our review demonstrates that there is a range of definitions used in higher education research. They vary depending on if the concepts are defined by policy, research or both and whether they focus on technical skills or social practices. This review indicates directions for further research in higher education i) do more research based on critical perspectives to avoid commonsensical use of the concepts, ii) take the development of definitions of these concepts seriously iii) avoid cross-referencing incompatibilities and finally iv) engage in critical investigations regarding the legitimacy of policy over research in the domain of higher education research. © 2018, © 2018 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.
@ARTICLE{Spante20181,
author={Spante, M. and Hashemi, S.S. and Lundin, M. and Algers, A.},
title={Digital competence and digital literacy in higher education research: Systematic review of concept use},
journal={Cogent Education},
year={2018},
volume={5},
number={1},
pages={1-21},
doi={10.1080/2331186X.2018.1519143},
note={cited By 8},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-85060932273&doi=10.1080%2f2331186X.2018.1519143&partnerID=40&md5=6542deb60f1e99817f00e1513ecb46f4},
affiliation={School of Business, Economics & IT, Division of Informatics, University West, Trollhättan, SE-461 86, Sweden; Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, PO Box 300, Göteborg, SE- 405 30, Sweden; Department of Education, Communication and Learning, University of Gothenburg, PO Box 300, Göteborg, SE-405 30, Sweden},
abstract={Digital competence and digital literacy are concepts that are increasingly used in public discourse. However, how the concepts are used and how they are defined remains unclear. This paper presents a systematic review of research where these concepts are used in higher education research. The aim is to establish an understanding of referencing strategy to digital literacy and digital competence over time, disciplines, countries, methods and level of analysis. Three databases were used in the systematic literature review: Web of Science, Scopus and Education Resources Information Centre. We delimited the search to title, abstract and keywords in the databases. Inclusion criteria were peer-reviewed publications written in English. Initially 107 publications between 1997 and 2017 were found, with 28 addressing digital competence and 79 digital literacy. Our review demonstrates that there is a range of definitions used in higher education research. They vary depending on if the concepts are defined by policy, research or both and whether they focus on technical skills or social practices. This review indicates directions for further research in higher education i) do more research based on critical perspectives to avoid commonsensical use of the concepts, ii) take the development of definitions of these concepts seriously iii) avoid cross-referencing incompatibilities and finally iv) engage in critical investigations regarding the legitimacy of policy over research in the domain of higher education research. © 2018, © 2018 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.},
author_keywords={digital competence;  digital literacy;  higher education;  systematic literature review},
correspondence_address1={Spante, M.; School of Business, Economics & IT, Division of Informatics, University WestSweden; email: maria.spante@hv.se},
publisher={Taylor and Francis Ltd.},
issn={2331186X},
language={English},
abbrev_source_title={Cogent Educ.},
document_type={Review},
source={Scopus},
}

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