Document Type

Article

Rights

Available under a Creative Commons Attribution Non-Commercial Share Alike 4.0 International Licence

Disciplines

5.3 EDUCATIONAL SCIENCES, Library science

Abstract

In the past two decades the internet, email, apps, mobile devices and all associated hardware and software have become firmly embedded in everyday life, to the extent that it often feels that we have had no control over this phenomenon. What are the implications for education?

Primary and secondary students today have grown up with the always-connected life which the internet has enabled. However, the credence given to the idea that this makes them fully comfortable and aware as "digital natives" is misguided. The social implications of the internet society – surveillance and the decline of privacy, cyberbullying and so on – are only now becoming evident. Are our students developing skills for living, learning and working in a digital society? For that matter, do those of us who teach and offer guidance ourselves possess those capabilities? How can we tell?

This chapter attempts to define digital literacy, outlines some of the ways in which guidance counsellors can help students develop their digital literacy, and looks how guidance counsellors can develop their own digital literacy skills.

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