Research on ‘Diteracy’ Measurement as a Smart Literacy Element

Abstract

This preliminary study focuses on investigating whether digital literacy, which is termed ‘diteracy,’ can be measured and how it relates to the conventional concepts and terms of literacy and numeracy by proxies of math and language achievement. First, the results of this study indicated relatively higher diteracy scores of the sixth-grade elementary students and the third-grade secondary ones. While no significant relations were found in terms of smart device using experiences of elementary students, the diteracy scores of the secondary ones indicated higher level of diteracy in some sub-components. Second, math scores are found to have more relations with diteracy than language scores.