Abstract
This study determined the relationship between digital literacy, digital competence and research productivity of educators. This research employed the descriptive-correlational research design. The respondents of the study were the permanent faculty members of the university. The research instruments utilized were the standardized scales of Being Digital: Digital Literacy Checklist of The Open University © 2012 United Kingdom, measured the digital literacy of the respondents. And the digital competence was assessed through the Self-Assessment Tool of the European Digital Competence Framework for Educators (DigComEdu). The statistical tools used were the weighted mean, Standard Deviation and Chi-Square. The findings revealed that there is a strong and significant relationship between faculty members' digital literacy and research productivity. This means that the increase in understanding, finding, using, and creating information using digital technologies is positively related to faculty members' ability to conduct, complete, present and publish a research article. Likewise, faculty member's digital competence is strong and significantly correlated to their research productivity, which clearly indicates that as their knowledge, skills and attitudes for working, living and learning in the knowledge society increases, there is also a significant increase in their ability to produce publishable research outputs.
Highlights
The ability to read and write is the concept of being literate
As reported by the European Commission (EC) on their 2015 Digital Agenda Scoreboard, 40% of the European Union (EU) population has an insufficient level of digital competence, including 22 % who do not use the Internet
This study utilized the standardized Being Digital: Digital Literacy Checklist of The Open University to measure the digital literacy of the respondents while the digital competence was assessed through the Self-Assessment Tool of the European Digital Competence Framework for Educators (DigComEdu)
Summary
The ability to read and write is the concept of being literate. These abilities would assure an individual to get a high-paying job or to obtain a higher education. In the study conducted by Shannon (2017) that the concepts of digital literacy are the set of competencies required for full participation in a knowledge society. It includes devices such as smartphones, tablets, laptops, and desktop PCs for purposes of communication, expression, collaboration and advocacy. The European Commission (EC) defined digital competence as it involves the confident and critical use of Information Society Technology (IST) for work, leisure and communication It is underpinned by basic skills in Information and Communication Technology (ICT) that the use of computers to retrieve, assess, store, produce, present and exchange information and to communicate and participate in collaborative networks via the internet (Holmstrom, 2013). It is in this light that the researchers intend to explore the relationships that may exist among digital literacy, digital competence and research capability of educators
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