The key to digital literacy is choosing the proper tools and using the applications that are most beneficial to the students. The tools themselves should not be overly complicated. Anything that requires more than a few to minutes to start using is a distraction from the goal of learning how to produce content and write effectively. The process is the same, but the medium is no longer paper in many classrooms.
Once the students familiarize themselves with various platforms, they will be able to adapt quickly to new forms of production. Instant feedback is a valuable advantage to implementing digital literacy. While it does breech the standard workday and require the teacher to “be on call,” genuine interactions with peers and teachers can bridge the gap between content taught in the classroom and knowledge gained outside the classroom. Ideally, the process of learning would be perceived as a constant
enterprise to be developed throughout all interactions with knowledge applied effectively through critical thinking and analysis. In order to prepare students for university level application of their skills, we might consider what Cornell University’s website has to say about where our students need to be by the time they graduate. “Digital literacy is the ability to find, evaluate, utilize, share, and create content using information technologies and the Internet. As a Cornell student, activities including writing papers, creating multimedia presentations, and posting information about yourself or others online are all a part of your day-to-day life, and all of these activities require varying degrees of digital literacy. Is simply knowing how to do these things enough? No—there’s more to it than that.”