How digitally literate am I?


Image: Ken Whytock (Creative Commons License) 

Pullman and Ventimiglia (2016) describe digital literacy as “knowing the effective practices suited to the dominant media” (p38). They also set out the digital literacy skills that a graduate student should have (p40):

  • Find and vet information online
  • Become self-directed learners
  • Obtain digital solutions
  • Learn software quickly
  • Design and create digital solutions”

I have developed my digital literacy skills through work, study and personal development. E-tivity 5.1 has given me a push to evaluate my skills and I have identify the following three areas that I would like to focus on:

  1. Social media skills: as mentioned in an earlier post (A nod to the Woolf), I find social media challenging. However, I’m enjoying Twitter (@oreganeilis) as I have a clearer digital identity; I am tweeting in a personal capacity as a MATCEL student. All tweets are connected to e-learning, technical communication and instructional design. I have chosen relevant people and organisations to follow and I am slowly developing my own digital identity. I feel like the ‘new person’ in an online learning community. My next social media step is to create a LinkedIn account. LinkedIn “is the new résumé” (Grubb, 2013) however, it is not just for jobseekers. LinkedIn provides an opportunity to identify and develop networks in professional capacity. My objective is to set up an account by the end of this semester and continue to develop online networks that relate to my areas of interest, as outlined above.
  2. Develop open education practice (OEP) skills: I mentioned Catherine Cronin in an earlier post and how she introduced me to OEP. Cronin (2016) defines OEP as “collaborative practices that include the creation, use and reuse of OER, as well as pedagogical practices employing participatory technologies and social networks for interaction, peer-learning, knowledge creation, and empowerment of learners.” Throughout this MA I have trawled the internet for information to help me solve problems. An earlier MA project involved creating a digital learning resource using html. I was daunted by the project because I had never used code before. I relied on others who openly shared knowledge via videos, tips, experiences and discussion forum responses. At the time I didn’t recognise this ‘sharing’ as OEP. I have benefited from OEP and I am so grateful to those who have shared and continue to share. I want to deepen my understand of OEP within higher education and see where the path takes me.
  3. Develop proficient statistical analysis skills using SPSS (a software package): I plan to conduct quantitative analysis (in particular regression analysis) in my dissertation research. I can import data into SPSS and analyse possible relationships within my data. Data analysis will allow me to produce robust research results. An ability to use this software effectively will also enhance my research capabilities.

Although I’m not up to Pullman’s and Ventimiglia’s level of digital literacy, I have a clearer idea of the gaps within my skillset and the areas I want to develop further.


Cronin, C. (2016). Openness and Praxis. CATHERINE CRONIN Blog [online]. Available at: (Accessed: 27 February 2017).

Jones-Kavalier, B. and Flannigan, S. (2008). Connecting the digital dots: literacy of the 21st century. Teacher Librarian. EDUCAUSE Quarterly, 29(2), 1–3. Available at: (Accessed 27 February 2017)

Grubb, K. (2013) Essay on using LinkedIn in job searches in academic administration. Available at: (Accessed: 27 February 2017).

Pullman, G. and Ventimiglia, P. (2016) ‘Digital literacy and 21st-century success’, EDUCAUSE Review, 51(2), pp. 36–48. Available at: (Accessed 25 February 2017).

Whytock, K. (2014) Digital Literacy [image online], available: [Accessed 27th February 2017].


One thought on “How digitally literate am I?

  1. Pingback: You can never have too many proof readers | Blends of Learning: Learning and Collaboration Technologies

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