Danning Wu
ABSTRACT
Digital literacy can be defined as the critical and creative use of digital technologies to achieve one's goals related to leisure, learning, employment and participation in society. Evaluation of digital literacy involves different measurement methods, which mainly generate two kinds of implications: self-perception and actual performance. This paper evaluates the digital literacy of 665 Chinese citizens (demographically and geographically dispersed) on the basis of 15 descriptors in a domestic framework, using methods of five-scale questionnaire (self-perception), Q&A structural test and simulated digital tasks (actual performance). The results indicate that there exists noticeable disparity between self-perceived digital literacy and observed digital proficiency (except descriptor Critical Thinking), because people get used to over-rate their own digital literacy. It calls for more education to publicize the nature of digital literacy and what kinds of skills, competences and awareness it contains in the diverse social and cultural contexts. Besides, it also finds the operational skill of structured processing among Chinese people is fairly weak, which requires additional attention of educators to formulate and implement remedies. Due to a handful of existing limitations, further studies will continue on the aspects of disparity sources and evaluation instruments.
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Index Terms
- Evaluation and Analysis of Disparity Between Self-perception and Actual Performance for Chinese Citizen's Digital Literacy
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