L4D Learning for Democracy

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                                   PREFACE
This policy brief has been prepared by the Institute for Prospective Technological Studies (IPTS)1 as part of an ongoing collaboration between DG Education and Culture, Directorate A (Lifelong Learning: horizontal Lisbon policy issues and international affairs), in particular Unit A2 (Lifelong learning: innovation and creativity). Under this collaboration, IPTS will contribute to the strategic policy work of DG EAC, by conducting focused techno-economic research and prospective analyses on the use of ICT for creativity, innovation and lifelong learning for all.
The goal of this policy brief is to summarize key messages from recent IPTS research relating to the needs for digital competence for the purposes of work, leisure and learning in the European Information Society. The research contributing to this brief has been carried out by the Information Society Unit at IPTS under various research projects. More information on the research projects and results of the IPTS Information Society Unit can be found from the Unit website, http://is.jrc.ec.europa.eu/ "

"                                     IPTS POLICY BRIEF: DIGITAL COMPETENCE FOR LIFELONG LEARNING
Digital literacy consists of the ability to access digital media and ICT, to understand and critically evaluate different aspects of digital media and media contents and to communicate effectively in a variety of contexts. Digital competence, as defined in the EC Recommendation on Key Competences (EC, 2006) involves the confident and critical use of ICT for employment, learning, self-development and participation in society. This broad definition of digital competence provides the necessary context (i.e. the knowledge, skills and attitudes) for working, living and learning in the knowledge society.
Young people in the EU27 are quite well equipped with basic internet skills, as only 11% of 16-24 year-olds have not undertaken any internet-related activities, as opposed to 71% of 55-74 year-olds in 2007 (Eurostat). However, education is a differentiating factor as the percentage of people with no internet activities was 40% for the total EU27 population, but only 12% for the highly educated and 63% for those with low or no education (Eurostat). A large share of European internet users also engages in social computing activities (Cachia, 2008; Pascu, 2008). For example, in August 2007 there were 127.3 million social networking users in Europe, representing 56.4% of Europe's 15+ internet users (Comscore, 2007). Take up of internet and social computing varies in different European countries, as, for example, 51.4% of Spanish internet users visit blogs as opposed to 26.7% of German users. YouTube is one of the most highly visited internet sites (ranging from 2nd to 5th place) in almost all European countries (Ala-Mutka, 2008). Active take up of social computing and participative approaches has impact on public services such as government, the health sector and education and training (Osimo, 2008; Ala-Mutka, 2008; Punie, 2008; Redecker, 2008, Cachia et al, 2007).
Advanced digital competence does not automatically follow from the ability to use ICT tools. Skills and knowledge challenges for both young and old internet users relate to:
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Privacy and security: A high proportion (79%) of young internet users are not careful in sharing private information (Pew/Internet, 2005), and 40% of older (50+) social network users would give their real contact information online (OCLC, 2007). Knowledge and awareness of internet security issues is important with networks and user-created content (Ala-Mutka, 2008).
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Ethical and legal use: 32% of teenagers have been cyberbullied (Lenhart, 2007), which has caused schools to ban access to social media sites (Ala-Mutka, 2008). Research suggests that only 37% of students are aware of IPR rules with online materials (Chou et al, 2007).
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A critical attitude in creating content is important for employability: 22% of employers screen potential employees from social computing sites (Careerbuilder, 2008). 21.4% of US companies have detected exposure of sensitive information in blogs or similar tools by employees, leading to disciplinary actions in most companies. (Proofpoint, 2007).
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A critical attitude in using content is needed: Online content affects people's decisions and activities (Ala-Mutka, 2008). 34% of European internet users have decided, on the basis of information from a blog, not to buy a product. Online information has led 7.9% of eUser study respondents not to follow a doctor's advice, and 19.5% not to go to a doctor. Educational institutes are banning Wikipedia usage, as students have not shown they have the skills to use it critically and responsibly.

MAIN MESSAGE
Lifelong learning strategies need to answer to the growing need for advanced digital competence for all jobs and for all learners. Learning digital skills not only needs to be addressed as a separate subject but also embedded within teaching in all subjects. Building digital competence by embedding and learning ICT should start as early as possible, i.e. in primary education, by learning to use digital tools critically, confidently and creatively, with attention paid to security, safety, and privacy. Teachers need to be equipped with the digital competence themselves, in order to support this process.