Faculty of Education Banaras Hindu University, Varanasi
The use of information and communication technologies (ICTs) at work, school, and home is pervasive and becoming an essential part of people’s daily lives. ICTs have transformed everyday activities. In this era we need to train all of us how to use ICTs, including computers and the internet and acquire digital literacy in this digital age. The development of digital literacy is essential to support digital inclusion and equip individuals with the necessary tools for active digital citizenship. In today's digital world, where information is available at the touch of a button, students need to be able not only to access digital information but also assess its accuracy and reliability, and use it productively — which means schools are instrumental in instilling students with the essential digital literacy skills required for success in the 21st century. This will allow schools to provide their students the benefits of digital literacy and give them the ability to success in their schools, careers and other areas that they may be placed into later. This is an exploratory study which analyses students’ perception towards digital literacy and how they utilise their critical thinking for assessing digital knowledge & information; which is very much important. This research uses a qualitative method with a Case study approach. The subjects in this research are 8 participants for analyse the importance of digital literacy. The researcher has used Non-probability purposive sampling technique for demand of the present study and data collection was conducted by interview Scheduled. Conducted study is evident that digital literacy and critical thinking play a huge role in students academic growth as well as for their futuristic prospective.
Technology has spanned the globe, connected people in a whole new way. Gilster (1997) defined digital literacy as the “ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers” (p. 1). At this time, the Internet was in its infant stages. More than a decade later with Internet usage in full swing, Fieldhouse and Nicholas (2008) asserted that terms like literacy and fluency can be used to describe how users find and evaluate information within digital environments. Digital literacy involves any number of digital reading and writing techniques across multiple media forms, including: words, texts, visual displays, motion graphics, audio, video, and multimodal forms. The digital context is challenging for all readers due to the fluid nature of the Web and the demand for critical judgments (Spires & Estes, 2002) as the reader makes decisions about how to locate information as well how to discern the reliability and credibility of that same information. To gain a better understanding of the skills that are considered important for the future, a literature study was carried out to establish a conceptual framework with explicit attention for Digital Literacy (Thijs, Fisser & van der Hoeven, 2014; Fisser & Thijs, 2015). Digital literacy is increasingly important for digital inclusion and digital citizenship. Many people take for granted the knowledge of how to use computers and the Internet and perform basic tasks using them. However, individuals who are still digitally illiterate or have a lack of digital literacy have been excluded from the digital world (Orrick, 2011; Seale, 2009; van Dijk, 2006). The digital literacy gap is considered one of the important social fairness issues confronting digital society (Seale, 2009). Those living in marginalized circumstances continue to show low levels of digital literacy, a contributing factor to the digital literacy gap (Hadjerrouit, 2010; Junge & Hadjivassiliou, 2010). The reason the digital literacy gap matters is that those with a lack of digital literacy can be further marginalized, given that information, communication, business, and prevailing social functions are increasingly structured on the Internet. The use of information and communication technologies (ICTs) at work, school, and home is pervasive and becoming an essential part of people’s daily lives. ICTs have transformed everyday activities. People need to know how to use ICTs, such as computers and the Internet, and they need to develop their digital literacy in this digital age. Digital literacy represents a person’s knowledge of and skills in using ICTs and the ability to perform a variety of complex tasks using them effectively and efficiently in digital environments (Jones-Kavalier & Flannigan, 2008). This conceptualization reflects that digital literacy has become the skill required for people to gain information, personally develop and achieve, communicate and interact with others, acquire jobs, attain economic success, and actively participate in citizenship and collaborative networks online (EC, 2011). The term digital literacy has been used as the most synonymous term for digital competence and also could be exchangeable to terms such as digital skills, digital and media literacy (DML), ICT skills, eSkills, ICT literacy, media literacy and information literacy (e.g., Crawford & Irving 2010; Hobbs 2010; Potter 2010). The penetration of ICTs in everyday life and the 007; EC, 2011; Eshet-Alkalai, 2004; ETS, 2007; Ezziane, 2007; Hargittai, 2005 the use of digital technology by a variety of population from different age groups have provoked discussion about changes in digital literacy (Nawaz & Kundi,2010). Digital literacy builds a groundwork for participation in community activities and social action in an online environment (Hobbs, 2010). In this sense digital literacy is a social, political, economic and cultural phenomena which has multifaceted impacts especially on contemporary education, culture, society and community development in the information age (Bruce, 2003; Nawaz &Kundi, 2010). The National Education Policy (NEP) 2020 defines 'digital literacy' as the capacity to appropriately and meaningfully use digital technology to access, manage, integrate, evaluate, design and communicate information in order to function in relation to other people which is necessary for full participation in modern social economic cultural and political life so that all children become active participants of the 21st century"; the policy places significant reliance on this particular 21st-century skill for all learners through universalization targeting integration of technology in school which will help enrich learning experiences and ensure equal opportunity for quality education irrespective of one's geographical location.
The NEP 2020 recognises the importance of digital education and has emphasised the need for its integration into the school curriculum. Spires and Bartlett (2012) have divided the various intellectual processes associated with digital literacy into three categories: (a) locating and consuming digital content, (b) creating digital content, and (c) communicating digital content.
Locating and consuming digital content
Having the mental models to locate, comprehend and consume digital content makes navigating the Web easier for users Effective use of the Web involves strategically searching for information and evaluating its accuracy and relevancy (Leu et al, 2008) There is consensus that effective Web search skills must be developed for educational success in a digital society, and instruments such as The Teaching Internet Comprehension to Adolescents (TICA) checklist can ensure that students have the necessary prerequisite Web search skills (Leu et al, 2008) However, there is little consensus with regard to how to incorporate the effective teaching and development of Web search skills in the classroom (Moraveji, Morris, Morris, Czerwinski, & Riche, 2011) Nevertheless, some important skills are considered necessary for locating and using digital content: domain knowledge, a working knowledge of how to use search engines, basic literacy skills, and a general knowledge of resources available on the Web (Moraveji et al, 2011) In addition to building on the ability to craft productive Web search terms, search lessons should involve direct modeling of the use of Boolean search techniques, differentiating between domain names (eg, com versus org), and querying sites for accuracy and transparency.
Creating digital content
Digital content is easily created by teachers and students alike through multiple media and a variety of Web 2.0 tools The implementation of digital content in the classroom may be an important and effective method of enhancing teacher-learning (Bakkenes, Vermunt, & Wubbles, 2010), enabling them to embrace the 21st century skills that students are expected to master Digital resources can also free up teachers, allowing them to spend more time facilitating student learning and less time lecturing Allowing students to create and consume digital content in the classroom may increase engagement while also encouraging the development of skills needed for a technological society Although the creation of digital content is becoming increasingly simple, personalization of learning will require teachers to locate and utilize a variety of digital resources to meet the needs of every learner Personalization will also put a heavier emphasis on asking students to show mastery of learning by producing digital content and sharing outside the classroom walls.
Communicating digital content
Digital content must be communicated effectively in order to be a useful educational medium Using social networking sites like Facebook and Twitter is one method of communicating digital content, because using these sites requires the ability to understand and use information in multiple formats from a wide range of sources Web 2.0 tools are social, participatory, collaborative, easy to use, and are facilitative in creating online communities Even simpler, yet effective means of communicating digital content exist, such as using email as a means for children to communicate information digitally to their teachers (Merchant, 2003) The use of email to communicate in and out of school contexts has been found to enhance children’s narrative and writing skills by not only enriching their print based literacy skills, but also by encouraging students to implement new and more sophisticated means of writing and communicating to more diverse audiences (Merchant, 2003).
Need of the study
Digital literacy incorporates abilities including those of basic computer use, to more complex problem-solving skills in digital environments. These skills are often linked by educators to socalled “21st Century Skills”, such as critical thinking, creativity, collaboration and communication. With information just a few clicks away, students should be equipped to obtaining digital information and discern its veracity for the appropriate use. Schools had an important role to play in supporting students to acquire the requisite digital literacy skills needed for successful engagement with the 21st century. However, by integrating digital literacy on curriculums in school, students will start on the right foot and fully equipped to succeed not only academically but professionally too. Broadly termed digital literacy is here defined as “the basic skills necessary to gain independent access to information available on the internet; the ability to develop oneself personally and to achieve, communicate and interact effectively with others in a variety of ways; and finally, for people to be able to find jobs, wellpaid work and assessments online” (EC, 2011). The latest statistics claim that one sixth of the world’s population, 2.3 billion individuals, now use the Internet to read, write, communicate, learn, and solve important problems online (Internet World Stats, 2011). Digital literacy should be understood as a wide-ranging set of practices that enable students to create, share, and understand meaning and knowledge in an increasingly digital age. Fieldhouse and Nicholas(2008) claim that digital literacy requires students to have critical thinking skills for “determining how credible information is and to contextualize, analyse, and synthesize what is found online” (p. 57) Digital literacy should be positioned as an entitlement for students that supports their full participation in a society in which social, cultural, political and financial life are increasingly mediated by digital technologies (California Technology Assistance Project, 2009). This is an exploratory study which analyses students’ perception towards digital literacy and how they utilise their critical thinking for assessing digital knowledge & information; which is very much important.
Objectives of the study
The present study covers the objectives; that gives in the below-
i. To Analyse Students’ perceptions of the importance of Digital literacy for Academic and Personal growth. ii. To Examine how Students’ utilise their thinking process for navigating and assessing digital information.
METHODOLOGY
A prepared and well described method provides the researcher a scientific and feasible plan for attacking and serving the problem under investigation keeping in view number of considerations such as the objective of the study, nature of the problem and resources of the investigation etc. This research uses a qualitative method with a Case study approach. Chandra Sekhar Behera Zilla School has been taken as a case for Case Study. The subjects in this research are 8 participants for analyse the importance of digital literacy. The researcher has used Non-probability purposive sampling technique for demand of the present study and data collection was conducted by interview scheduled. Each participant was interviewed individually and an attempt was made to analyse their experiences thoroughly.
RESULT AND DISCUSSION
The term digital literacy is often used as a synonym for digital competence, and is also interchangeable with digital skills, digital and media literacy, ICT skills, eSkills, ICT literacy, media literacy, and information literacy (e.g., Crawford & Irving, 2; Hobbs, 2010; Potter, 2010). According to Shamoo and Resnik (2003) various analytic procedures “provide a way of drawing inductive inferences from data and distinguishing the signal (the phenomenon of interest) from the noise (statistical fluctuations) present in the data”. While data analysis in qualitative research can include statistical procedures, many times analysis becomes an ongoing iterative process where data is continuously collected and analysed almost simultaneously. Indeed, researchers generally analyse for patterns in observations through the entire data collection phase (Savenye, Robinson, 2004).
Objective-1
While the investigator was conducting interviews, She learned about many digital knowledge perspectives. All the 8 participants agreed that digital knowledge is very much necessary for this digital world. It is very important to have digital literacy, it is related to our education, we use digital tools to understand any subject content, and to use digital tools we have to give such input that it can give us the right output.
Subject Materials and Academic Performance:
It enhances students’ ability to access, evaluate, and apply information across various subjects. One Student said, “digital literacy should be a required skill in education today. As a student I see how technology has become deeply integrated into every aspect of our life from how we communicate and access information to how we work and solve problems”. Equipping students with digital literacy skills is essential not just for their academic success, but also for their ability to enhance the modern workforce and navigate the digital world responsibly and efficiently. Another student said, This is the modern era where one should use digital tools to be academically successful. I use digital tools for better academic performance. It helps me to score well in specific subjects. Out of 8 participants, one student also said, We keep getting homework and some assignments from teachers, to complete that work we have to use our critical thinking to collect information digitally. So that digital literacy is very important for me as well as important for that person who have curious about multiple knowledge. And other students provide their opinion about Digital Literacy, that is- In school, answer to every question is not available, time is not sufficient for long term discussion because of the specific period. For a lot of content knowledge one has to be digitally dependable. We are still at the initial stage, hence a little problem is created in getting the correct information, but for subject materials we take help from parents, elder brothers-sisters and teachers.
Skills Learning: Digital tools have transformed how everyone learn new skills by making education more accessible, interactive, and personalized. Digital platform based on-
There were two students who said that, digital literacy is not just knowing how to use a computer or smartphone. This includes teaching them how to check facts, discern reliable sources, guard their own privacy and participate in an online world that is safe and responsible. This is where information teems and cyber security problems rear their ugly heads. A student said, he learnt to use digital tools during Covid, as being digital is the need of the hour. All the content was being provided online. I also had to learn how to use digital tools from YouTube, this was a new achievement for me. Two students also said, “Digital tools play a very big role in new skills development, but I only use YouTube, if I have to participate in any program or give any kind of speech, I learn by watching YouTube. I am mostly dependent on YouTube and Google, I don't have much idea about other tools”.
A girl student said that, “I like room decoration very much, but I was not able to understand how to do this work, my elder sister helped me, because of her help I still watch room decoration design videos on YouTube, I am still learning. YouTube is a big digital platform, I get to learn a lot from it”.
Two students also said that, “whenever there is any program in school, like annual function or any competition in another district, we take help of teachers, family members as well as digital tools like YouTube, zoom meeting session to showcase our skills and creativity, be it a folk song, dance or any type of drama”.
From this it is clear that YouTube is a big platform, which is helping in enhancing multiple knowledge and skills. Most of the people are dependent on YouTube.
Personal Growth: Digital Literacy enhances academic performance while also focusing on digital awareness and personal growth. Initially all the participants were feeling hesitant in telling all this, but gradually after getting familiar and making them feel comfortable they started telling their experiences. All participants said that they use digital tools more for learning new skills and increasing their creativity than for academic performance. Their opinion- “We take help from teachers for academic performance, but teachers are not able to give that much time for co-curricular activities, hence we have to take help of YouTube to learn some specific things”. The majority of students said they regularly used Coursera and YouTube for personal development.
There was one such participant who said, “I had found my destination through Google Map. And I had learnt this method of finding destination through Google Map around 2 weeks ago. That day I felt extremely happy, it felt like I had succeeded a big goal”.
From the student’s feedbacks: Digital tools that help them to overcome personal challenges are convenient, efficient and accessibility. They help to manage time, increase productivity, improve mental health and physical health.
Mental health apps like Headspace and Calm offer guided meditation and relaxation techniques that can help reduce stress and anxiety. Brands like Better Help are examples of therapy platforms that connect users with licensed professionals to offer emotional support. Health and Fitness: Using apps like MyFitnessPal or Fitbit to set health goals, track your physical activity or intake of calories to maintain a healthy eating routine. In addition, with digital learning platforms such as Coursera and Khan Academy people have access to knowledge and skill upgradation that would enable individuals to be better prepared for and navigate through career challenges. Zoom, WhatsApp and a plethora of other digital communication tools ensure that people can stay in touch with loved ones (leading to less loneliness!). Google Maps, as an example of apartment applications for performing such activities, makes navigation easier by sending real-time directions, which allows you to get lost less often and spend more time with a little stress. AI-powered assistants, such as Siri and Google Assistant, use data to provide rapid solutions by responding to questions and setting reminders or automating actions. These digital aids are essential in assisting people to manage their day to day lives with a greater sense of well-being, confidence, and help them overcome personal challenges. They are indispensable in today's world for their accessibility, ease of use and integration into aspects of life. As technology advances, digital tools will continue to evolve, offering even more personalized and effective solutions to everyday problems.
Confidence Booster: Digital literacy works like a confidence booster, it is seen in every field that the more technology-related knowledge a person has, the more confident he/she is.
A student said that, “I know how to use a little bit of digital tool, sometimes a situation arises where I am unable to think what command I should give to the digital tool”.
Another student said that, “I do not know how to use digital tools, whether it is classroom or any other place, whenever there is a discussion related to technology, I feel very inferior, I lose my confidence”.
Therefore, a further two other students were also of the opinion, “since my digital literacy has improved I feel ten times more confident with technology in my everyday life. Before, I had a lot of difficulty with the basics like browsing the web, checking my email or making a document. But now, with a better understanding of digital tools and internet safety I can do my schoolwork quicker and talk to teachers or classmates.”
One of the 8 participants said this, “technology has made my daily life more convenient. I can buy books delivered to my door, and gain new skills via tutorial videos. What I would consider crucial to my getting along just fine in a society, social media and messaging apps continuously keep me updated with the activities of friends and family on the move.”
The investigator found out this from the analysis- Out of the 8 participants, there were some students who knew how to use technology, that is why they were very confident, their communication and interaction with teachers and other students was very good. And there were some children who did not have digital knowledge, that is why they were not able to grow up with the digital world.
Objective 2
Information Searching Technique
With the ever-increasing rate of change in today´s digital world, being able to search for information efficiently has become a basic skill (and not just understanding if something is right or wrong!) Searching for information is not just a matter of typing some words into a search bar, but about knowing how to use the tools digitally in order to be able to find sources that may help us interpret results in a critical way. For educational, personal or work reasons digital literacy is a key component in ensuring that knowledge (at least, up-to-date information) is readily available.
Searching for information, that may be formal or informal in digital tools requires understanding various techniques and strategies, such as-
Children’s Responses and Observations: -
Respondent-1 pointed out that he types one or two simple words for a science project into a search engine looking for information. He even admitted he didn't know how to type quotation marks and use advanced search filters. But he takes them slowly and considers what one word or phrase, in order to produce the right yield. So, for example when conducting a presentation on “renewable energy sources,” he just searched “energy project ideas” although he realized this might not generate the most targeted results.
Respondent-2 describe experience of taking help from elder brother for academic assignment. He advises on what keywords to input and sometimes helps her find trustworthy websites. She said, “Whenever I search on my own, I type whatever pops into my head. But when my brother helps, we decide together which words to write, so I get right information quicker.”
Respondent-3 stated that he still prefers typing into search engines as he is not confident that
AI tools always provide proper responses. According to him, “When I voice search, the reason why is because it prompts me to have to speak slowly. Otherwise it, it promises something else.”
Among them, Respondent-4 revealed that he would often fail in group projects and wait for the computer teacher to guide him how to select words when searching. Sir told us that if we want info about ancient Indian history, he will only reply to full terms like- ancient Indian civilization timeline, not only history. However, this advice made it less difficult for them to avoid ineffective outcomes.
The data from these interviews suggested that very few children use systematic search strategies. Instead of using search strategies deliberately, they generally just type in an app or a search engine some specific words. The very choice of these words is in itself an act of critical thinking, as they are forced to choose phrases likely to give good results. But largely, their process isn't structured—it's intuitive. For academic assignments, students said they were dependent on computer teachers at school, or elder siblings and peers. With it, they can improve their search terms and navigate more effectively the vast number of online sources. Notwithstanding this backing, students regularly experience clashing or obsolete data that underscores the requirement for skills to critically appraise sources.
Why can digital knowledge and awareness be important?
Digital literacy is part of foundational skills in formal education. Digital literacy in academic settings improves the quality of research, depth of understanding and practicality in problem-solving. Digital literacy is essential for other real-life problems and ethical issues, it helps kids to face those challenges wisely & avoid Scam, Misinformation, Wrong Content etc.
Digital literacy is a confidence booster, recognized by the students themselves. Kids with good tech skills search, find, analyze and use information much faster. This translates into concrete advantages: better educational results, increased competence in the use of tools, and a naturalisation of their presence in everyday teaching. In addition, digitally literate students are more versatile in meeting the changing requirements of education and society.
Implications:
Respondents indicated that although students are aware of some basic searching tools, they have not been explicitly taught how to search for information using a systematic process. The manner of theirs is experimental instead of a systematic one. So, they always rely on outer guidance for understanding the academics and this leads to slow learning. Furthermore, exposure to contradictory information aids in emphasizing the necessity of learning how to evaluate credibility and cross-verify facts as well using advanced search techniques.
One of the ways in which these gaps can be addressed is through introducing structured digital literacy programs in schools. Educators can enable students to become autonomous learners by teaching them how to craft specific queries, utilize similar filtering methods and verify the credibility of the retrieved data. This, in return, will not only contribute to enhancing their learning experiences but also helping them properly and safely navigate through all digital content in general life.
CONCLUSION
In a technology world, digital literacy is the most important skill for students. In this regard, a literate individual can access information and tools to evaluate it in an efficient manner, allowing them to keep updated and competitive in the academic and professional context. Due to the global adoption of online learning, digital devices and communication method, students have an added responsibility to be adept at managing themselves across electronic platforms with responsibilities and development of digital literacy: By promoting critical thinking, problem-solving, and creativity, students become capable of analysing a large amount of information, understanding the implications and subsequently taking deciding actions. It also removes communication barriers and encourages students to interact with each other, as this medium allows them to discuss things with their educators and peers. Raising cyber identity and protecting personal information, as securely using this channel (being on the internet) is one of the most important basic aspects that should be promoted so that they can grow up safely. In a world in which technology is ever evolving, it means that digital literacy ensures students are ready for their chosen future careers as so often now, digital competence skills are essential. And it cultivates agility, making them more comfortable adopting new technologies. Without a broad informant on digital literacy, students may have difficulty recognizing credible sources from misinformation which can hurt their learning and knowledge. Additionally, in the modern era of online interactions being a standard practice for social discourse, digital literacy helps students participate as well-behaved discussants. Therefore, schools and teachers have a significant responsibility when integrating digital literacy to fulfill student learning standards in an ever-changing digital world. After all, digital literacy is not merely the operation of technology rather that of recognizing its outcomes and implications for improvement. Digital literacy means students can leave us as able and confident digital citizens, ready to face the complexities of their modern world.
REFERENCE
Smitamayee Raj*, Ajay Kumar Singh, An Exploratory Study on Digital Literacy and Critical Thinking in Students, Int. J. Sci. R. Tech., 2026, 3 (3), 29-37. https://doi.org/10.5281/zenodo.18879973
10.5281/zenodo.18879973
