The wave of digitalization and intelligence is surging ever stronger, and digital literacy has become the core competency for people to establish themselves and advance in the digital society. When Israeli scholar Alkalai first proposed the basic framework of digital literacy in 2004, he endowed it with rich connotations, including image literacy, re-creation literacy, branching literacy, information literacy, and socio-emotional literacy. It is not difficult to see that in early cognition, digital literacy encompassed not only the basic skills of acquiring, producing, using, and evaluating digital information, but also the innovative consciousness, security protection ability, and ethical and moral cultivation that citizens should possess in their learning, work, and life.
The ideal digital literacy framework should continually evolve with technological advancements. Currently, over a hundred related theoretical models have emerged globally, many of which are still in the process of continuous revision and improvement. Taking the UK as an example, the “Digital, Data, and Technology Professional Competency Framework” launched in 2017 has undergone several significant adjustments to date. However, such adjustments are often limited to local repairs, making it difficult to keep up with the overall pace of technological change, resulting in a diminishing guiding role for educational practice. Educators therefore often feel a significant gap between the existing framework and actual needs in practice.
Digital literacy education embraces holistic innovation
