Analysis of the current state of evidence regarding the relationship between reading, writing, and digital literacy skills in K-12 education: A systematic review

Abstract

This paper aims to conduct an in-depth analysis of studies on the relationship between reading and writing skills and digital literacy at the K-12 level, following the PRISMA statement. The analysis included examining subjects, aims, digital materials, methodologies, and learning outcomes of relevant studies. Data were collected from the Web of Science database based on specified inclusion criteria. In total, 23 empirical studies were analyzed: 6 articles exploring the relationship between writing and digital literacy skills, and 17 articles examining the relationship between reading and digital literacy skills. The relationship between reading skills and digital literacy was explored in several contexts: the impact of digital texts on reading processes, comprehension and interpretation skills, effects of digital technologies on traditional reading methods, the influence of digital graphic novels on reading processes, and early literacy education. Findings indicated a relationship between writing skills and digital literacy, covering topics such as digital technologies in traditional writing, critical discourse analysis, writing skills in new media, and writing practices. Various digital tools were employed to enhance reading, writing, and digital literacy skills, including digital tablets, computer software, comics, educational videos, e-books, picture books, digital novels, voice recorders, and mobile devices. The majority of studies utilized qualitative and mixed methods; no studies employed quantitative methods. Overall, these findings highlight the interplay between reading, writing, and digital literacy skills at the K-12 level, providing a foundation for future research.