Defining Digital Fluency





(1) Compare and contrast different definitions (from literature and government documents) of digital literacy and digital fluency
Definitions
Digital literacy, according to the 'American Library Association', is an individual having the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills.'

Digital fluency is the ability to select and use the appropriate digital tools and technologies to achieve a particular outcome. It goes beyond understanding what types of tools are available and moves into a zone where a person can choose the right tools based on the situation and knows how to best use them to meet the situation’s requirements.
Being ‘digitally literate’ means acquiring the skills to make and create meaning and select technologies to do so.

Being fluent requires competencies and capabilities that go beyond the skill level. Someone who is digitally fluent not only selects tools and knows what to do with them but can explain why they work in the way they do and how they might adapt what they do if the context were to change. 
For example, if you are literate, you might be able to follow instructions to set up a shared document online and use it for a clear purpose.
If you are fluent, you can self-select from a range of tools to achieve the same outcome, navigate collaborative spaces effectively and confidently with other people.
Fluency represents the highest order – that of ‘unconscious competence’ – in the ‘hierarchy of competence’ that we see in models such as Burch
“Digital literacy – A digitally literate person knows how to use digital technologies and what to do with them.
Digital fluency – A digitally fluent person can decide when to use specific digital technologies to achieve their desired outcome. They can articulate why the tools they are using will provide their desired outcome”

Similarities and Differences
Multiple purposes
For Digital Literacies, the three definitions are similar in the sense that they include individuals being able to use technology in multiple ways. The MOE however, implies that an individual will know what to do with digital technologies which leaves its definition very broad. The other two references break down the skills needed to be literate in digital technologies.
For Digital Fluency, again the MOE gives a very succinct definition but is still similar to the other two regarding the fluidity of the user in their natural ability to select and use digital technologies suited to a particular use with no further inquiry or research of the technologies needed.
Conclusions
Digital literacy and digital fluency definitions are contested and their relationship to one another is complex. When breaking the terms up more, literacies is about having the ability, confidence and willingness to engage with language from any source or platform to acquire, construct and communicate meaning in all aspects of daily living. Fluency derives from the word ‘flow’ and when we think about being ‘fluent’ in any context, it refers to being flexible, accurate, efficient, and appropriate. In other words, the way we use skills, language and speech flows naturally and easily. In a digital context for learning, fluency involves using technologies “readily and strategically to learn, to work, and to play, and the infusion of technology in teaching and learning to improve outcomes for all students”

Digital literacy is a continuum of skills that one can progressively acquire towards becoming “fluent”. Digital literacy and digital fluency could be represented as a hierarchy of skills/competencies, with the former representing “lower order” skills, the latter representing “higher order” skills.



(2) Compare three different digital literacy frameworks of skills, competencies and critical approaches - and provide at least one strength and one weakness for each framework.


Framework/ Model
Features
+ve
-ve

Six capabilities:
ICT Proficiency (functional skill)
Information, data and media literacies (critical use)
Digital creation, problem solving and innovation (creative production)
Digital communication, collaboration and partnership (participation)
Digital learning and development (development)
Digital identify and wellbeing (self-actualising)
The model is applicable to a variety of contexts including large and small businesses, and education.
Is nicely linked showing that all areas cross each other, and a focus isn’t just on one capability.
The frame covers the whole individual.
Adaption is needed to meet the demands of individual subject areas for higher education levels.
Could be levelled according to student ages and stages of development like British Columbia Digital Literacy (below).

Five Areas with 21 Competences:
Information & data literacy
Communication & collaboration
Digital content creation
Safety
Problem solving
The model is thorough in terms of having a wide range of skills. It has five main areas that then have 21 competencies attached in further detail.
Descriptions for the competencies are very easy to read therefore, a learner could potentially assess their own performance against the descriptors - though the reading level is not basic.
The DigComp model was specially adapted to improve citizens of Europe’s digital competence. Its focus is on citizens as a whole, however, the PDF poster breaks this down to the different sectors it can be used in.
The official document is very comprehensive – there is a lot of reading to do especially as a policy maker.

The characteristics are:
Research and Information Literacy: 
Critical Thinking, Problem Solving, and Decision Making: 
Creativity and Innovation: 
Digital Citizenship: 
Communication and Collaboration: 
Technology Operations and Concepts: 
The framework is student centered and provides a clear and detailed sense of what digitally literate students would be able to understand and be able to do at various levels of their development.
The framework provides a set of profiles that contain activities to support the digital learning within the classroom.
Has good coverage of digital literacy ad fluency.
N/A





References:

All Aboard. (2015). Towards a National digital skills framework for Irish higher education: Review and comparision of existing frameworks and models. Accessed 7 Jan 2019 from: http://allaboardhe.org/DSFramework2015.pdf

Brown, M. (2017). The Challenge of Digital Literacy: Beyond Narrow Skills to Critical Mindsets. Retrieved from: https://www.linkedin.com/pulse/challenge-digital-literacy-beyond-narrow-skills-critical-mark-brown
Gilster,P.(1997) Digital Literacy, New York: Wiley.


Oxford. (2019). Oxford University Press. Retrieved 8 January 2019 from: https://en.oxforddictionaries.com/definition/literacy



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