Meta-framework of digital literacy: Comparative analysis of 21st century skills frameworks

Abstract

Introduction: Faced with an imminent digital era marked by globalization and technological innovation, different organizations raised the importance of innovating education with the so-called 21st century competencies. The need for new skills to participate in digital culture is highlighted in the different proposals, where digital competence is key and fundamental to live, work and participate in Knowledge Society. Methodology: This work aims to generate an integrated proposal of digital literacy through a comparative analysis of digital competence in eight frameworks of 21st century skills (ATCS, enGauge, Naep, Nets, OECD, P21, UNESCO, European Union), which they are studied in three main thematic blocks: a) definition, b) objectives and vision, c) competences and abilities. Results: Digital literacy encompasses a holistic approach, nurtured by different literacies, from which a meta-framework with nine competencies is built: three direct competencies, 1) information and data, 2) communication and collaboration, and 3) technical; five transversal competences, 4) problem solving, 5) global citizenship and multicultural awareness, 6) interpersonal, 7) future thinking, 8) creative thinking and 9) critical thinking; and 53 cognitive, critical, technical, social, emotional and projective digital skills. Conclusions: Multidimensional digital literacy consolidates the techno-social perspective for empowerment and technological appropriation, which exceeds the operational use of tools and guarantees the broad, meaningful and innovative use of technology for the construction of an equitable society, decent employment, social participation, among other purposes that are connected with the Sustainable Development Goals.