Friends and support matter: The digital literacies skills and needs of high school students in francophone Ontario

Abstract

This research focuses on the digital literacies skills and needs of students in Grades 9 to 11 in Southern, Eastern, and Northern Ontario. A quantitative analysis of data collected through online questionnaires (n=215) identifies the time students spend online on their homework, as well as both the digital support that they receive and offer as significant factors in the development of their digital literacies skills. Teachers are thereby called upon to create opportunities for collaborative learning and to renew their pedagogies to enable students to develop and demonstrate their digital literacies skills, in their languages, both within and outside of school.