Abstract
Abstract This paper works towards measuring students’ web literacy identities by having them self-report whether or not they can complete a list of web literacy competencies listed on a survey. The survey was developed based on Mozilla’s Web Literacy Map that separates web literacies into three primary levels that are broken down into multiple secondary levels, each of which include specific competencies. The data shows that students identify as being most comfortable with skills related to the primary level “Read” compared to the other two categories, “Write” and “Participate.” The results also challenge the idea that students are naturally proficient with technology and offer suggestions on how to rethink students’ technological abilities in the classroom.
Published Version
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