I was researching a bit about what governments and organizations can do to promote digital literacies. To organise the work to increase levels of digital literacies frameworks connecting large areas of society is needed. One example of an international framework for improvement of digital literacies is The European Digital Competence Framework for Citizens (DIGCOMP). DIGCOMP, a framework governed by multiple-stakeholders and end-users in both EU member and non-EU member (e.g. Norway) countries.
Another example is UNESCO who has published “ICT Competency Standards for Teachers” which is developed in cooperation different stakeholders e.g. companies, universities and societies. UNESCO have also published the book “Understanding Information Literacy - A primer” which they call “...a ready reference for consulting from time to time by busy officials and executives having to cope every day with the complex and daunting challenges being faced by all enterprises and institutions, public and private, as they make the transition to knowledge societies at the beginning of the 21st century”.
Organisations involved in higher education i.e. universities, are vital in the mission to increase digital literacy in societies. Surprisingly, institutions of higher education have not embraced digital literacy as a basic skill along with e.g. writing, and often digital literacy is taken for granted (Murray et al, 2014, Davies et al 2017). However, neither educators nor students in general in higher education have high quality skills in digital literacy (Murray et al, 2014, Davies et al 2017).
This last part that neither educators nor students are generally digital literate but are often mistaken for being digital literate is the most surprising knowledge I have gain during this research. I see it in my own communication with students and I think that the boards of universities should have policies for improving digital literacies.
