Abstract:

Digital literacy as a concept relevant in the educational process appeared relatively recently and has been causing multiple discussions concerning components that make it up, as well as whether it should be taught at educational institutions or it is a skill that is inherent for the modern youth. In the beginning digital literacy was often equated with computer literacy, thus focusing on IT skills [1], or, later, network literacy, bringing to the fore effective use of internet resources [2], [3]. The first definition of digital literacy was given as far back as 1997 by Gilster in his book “Digital Literacy”, where he describes it as “the ability to understand and use information in multiple formats from a wide variety of sources when it is presented via computers”. Actually he distinguishes four core competences of digital literacy, those of Internet searching, hypertext navigation, knowledge assembly, and content evaluation. Since that time a plethora of meanings have been put into the notion, as it evolved from the ability to use computer into a combination of various skills that cover human activities in the digital environment (visual, cognitive, reproductive, emotional, social, etc) [4].