David Keyes

Digital Inclusion Bytes: Digital Skills – Using frameworks and skill lists

This is the second of a  two-part blog post on digital skills. The first part presented a model to use for digital skill learning purposes, the link between individual and broader field needs, and introduced digital skill assessments, lists and frameworks. This post (part two) explores the available frameworks and skill lists, how to use them, and digital literacy definitions. A full set of resource links can be found at the bottom of this post.  This is the third in the series of Digital Bytes posts.

Part 2: Using and comparing frameworks and skill lists

Digital skills frameworks and skill lists can be compared to the instruction you or others provide to better understand what levels and ranges of learning are being offered and achieved…and for users to recognize and celebrate their success! 

A few foundational frameworks exist, including the ISTE (International Society for Technology in Education) standards for school-based education and the Digital Competence Framework for Citizens (or DigComp) from the European Union, which is focused on adult education. 

The challenge of articulating what basic digital skills training included and how to measure them at the program or population level led me to partner with Stacey Wedlake at the University of Washington to complete the research “Digital skill sets for diverse users: A comparison framework for curriculum and competencies.” Our report compared six frameworks and nine curricula used locally and internationally. This led to a list of ten skill categories. The skills category list is also provided in the NDIA The Digital Inclusion Program Manual (Page 59). This has been further developed and used in the Digital Skills Library by WorldEd. 

Tools for you to use

We have adapted a skills table from the research for you to download, add your programs, and check off the skills covered. Literacy Source has also shared a basic digital skills checklist that they piloted in their classes with English language learners.

Digital skills for diverse users checklist Literacy Source basic digital skills checklist

Adapting to class design and curriculums

Teaching a set of skills may be offered in many ways. Curriculums or class design is driven by industry or service needs (e.g. what’s required to develop data analysts or apply for health insurance online) along with participant goals, the cultural context of the students, and how they learn best. Prescribed curriculums often need to be modified for different audiences, but it’s helpful to identify what specific skills are covered and what students will be capable of by completing your program. As you evaluate a set curriculum or training, it’s also important to note what the course or class doesn’t cover. Particular company or application-focused learning materials may be limited, and you will have to adapt to your student needs.

A course syllabus, training description, intake form, assessment or community survey may list various digital skills to be learned or measured. Sometimes, a shorter set of skill questions serves as a proxy or indicator for a broader set of specific skills. For the City of Seattle’s 2024 Technology Access & Adoption Study community survey we grouped basic skills with questions in four categories: Basic skills, Setup skills, Security skills, and Collaboration skills. The survey questions are also available in multiple languages on the City’s digital equity tech study web site. 

Do we use literacy or skills as a reference? 

Many of us refer to “digital literacy” as well, which ties the learning of skills to literacy levels of proficiency in applying them to daily life for work, education, and civic engagement. The American Library Association and UNESCO from the United Nations adopted digital literacy definitions that are often cited as standards. Digital skills are recognized as part of the basic literacy skill continuum. Digital skills and digital literacy are tightly woven with other critical and historic literacy efforts and standards, including information literacy and media literacy. Digital fluency and, more recently, digital resiliency are also being used to describe skills competencies (see DRAW report listed in resources). 

It’s valuable to hold that people learn in bits and build blocks of learning to meet current needs and goals. Referring to people’s “digital skill-building” recognizes the multiple levels of learning and integration in applying skills to daily life. The NDIA community prefers to avoid negative referrals of learners as “illiterate” and instead to focus on the positive progression of digital skills. In any context, it’s clear we still have huge, critical gaps in skills and equity in opportunities to learn essential skills. 

Works in progress and how to use these tools

There has been a lot of progress in developing course materials, frameworks, and skill lists identifying the essential ingredients of digital learning. But it’s still a work in progress, both for the standards and for the inclusiveness of the diversity of learners. With the most drive and funding around basic education and workforce development, we must not lose sight of the challenges of those “other” residents, from an elder to the young parent or veteran just trying to survive.

Take a look at the frameworks, and compare them to what you offer. Consider how to use them with learners to set goals and to inform what assessments you do at intake and end of classes. Use them in class planning or to guide directories of training and digital navigators in your community. Let funders know what you cover and what needs support. 

Mapping your training to these recognized frames and skills will help you share with others, lend credibility to the design of your programs, and provide some benchmarks for you to recognize the success of your students in completing levels of training. There is an increase in “micro certifications” recognizing the layers of learning done and still more to be done in the digital skills training field to come to agreement on the standards in a way that also adjusts to our varied learners and evolution of skill sets needed. We hope you will browse and dig deep into the resources to find what works best for your program and learners, to strengthen your ability to communicate, adapt and evaluate what you teach. Most importantly, we hope these tools can be used to help share the opportunities and excitement of building digital skills and paths of possibility.

We need to continue to develop standards of competency and recognition (by badge, certificate, or other means) to reward and acknowledge the multiple steps in learning achievement and to evolve them over time. Not all users need all skills (which could depend on how much technical support or other help is available), but the goal is to help learners understand what’s possible and achieve comfort in being able to learn more. On the macro level, let’s actively encourage and guide standards and policies that build the digital skill paths to success for all.

Resources

Download this resource list as a PDF

Frameworks

Overview and Summary Reports

Direct Learning and Curriculum Resources

  • GCF Global Technology provides a range of basic learning modules on devices, internet use and applications, with materials available in English and Spanish. Also offers learning on other subjects such as work, math and more.
  • DigitalLearn.org features English and Spanish audio-visual presentations on over a dozen basic skills topics.
  • Learn Digital Skills at GoodThingsAustralia.org offers a broad range of topics to learn to use your phone, computer or tablet, improve the skills you already have, connect with others and stay safer online. Includes videos, online courses, guides, tip sheets and self-paced activities. Includes resources to learn about Artificial Intelligence (AI).
  • Digital Skills Library by WorldEd is an open repository of free learning resources for adult learners to develop digital skills in 10 areas of skills.
  • DART Foundational Digital Literacy ESL Curriculum provides teaching materials for 20 lessons on keyboarding, security, parts of a computer, using a computer, going online, creating accounts, safety, searching and trouble-shooting.  Provides a foundation for lower-level students & English language learners. 

Population Survey Tools with digital skills and use questions

Tools

Digital Skill Assessments

  • Northstar Digital Literacy Assessment : PDF list of skills in computer and internet use, software, and use in everyday life. This is a resource from the broader Northstar skills training and assessment program of Literacy Minnesota.
  • ICDL International Certification of Digital Literacy (formerly known for the International Computer Drivers License). It includes a syllabus for basics, digital students, workforce modules, and basic “Insights” for non-tech workers to help them understand cloud computing. ICDL, (International Certification of Digital Literacy) is a globally recognized paid certification program that verifies an individual’s proficiency in essential computer skills.

Definitions of Digital Literacy

This blog was written by David Keyes, Advisor, NDIA, and is the third of a four-part series, Digital Inclusion Bytes: Insights and Resources, covering digital inclusion resources. You can find the other posts and their associated resources in the NDIA blog:

Our thanks to partners Bridging the Digital Divide and the Lucy and Jack Rosenberg Fund for their support in launching this blog series.