S C O P I N G PA P E R

Digital literacy for children:

exploring definitions and
frameworks
August 2019
UN I C EF Office of Global Insight and Policy

Fabio Nascimbeni, Universidad Internacional de La Rioja

Steven Vosloo, UN I C E F
About
The Office of Global Insight and Policy serves as UNI C EF's internal think-tank, investigating issues with
implications for children, equipping the organization to more effectively shape the global discourse, and
preparing it for the future by scanning the horizon for frontier issues and ways of working. With dedicated
expertise in seven policy areas — digital technology, human capital, governance, the environment,
society, markets, and finance — the Global Insight team assists the organization in interpreting, and
engaging in, a rapidly changing world. Visit us online to learn more: unicef.org/globalinsight

Acknowledgments
This scoping paper is the culmination of the work of numerous individuals. UN I C EF is grateful to three
external reviewers who provided valuable feedback: Petar Kanchev, Mark Pegrum and Karen McCabe.
We are also grateful to the experts who were interviewed — Ellen Helsper, Shafika Isaacs, Jonghwi Park,
Yuhyun Park, Yve s Punie, Janice Richardson, Michael Trucano, and Riina Vuorikari — as well as the many
UN I C EF colleagues who completed the country office survey. Jasmina Byrne provided overall guidance
in shaping the paper.

Gratitude is extended to the following UN I C EF colleagues for peer reviewing the paper: Laurence
Chandy, Daniel Kardefelt-Winther, Bassem Nasir and Inge Vervloesem.

Copy editing: Eve Leckey

Layout and design: Kathleen Edison

Photo credits
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Acronyms
ACAR A Communication for Development

AI Artificial Intelligence

CoE Council of Europe

CSM Common Sense Media

EC European Commission

EU European Union

G KO Global Kids Online

ICDL International Computer Drivers Licence

ICILS International Computer and Information Literacy Study

IEEE Institute of Electrical and Electronics Engineers

ILO International Labour Organization (United Nations)

IOT Internet of Things

ISTE International Society for Technology in Education

ITU International Telecommunication Union

JRC Joint Research Centre

LSE London School of Economics

MI L Media and Information Literacy

NGO Non-governmental organization

OECD Organization for Economic Co-operation and Development

PPP Public-Private Partnership

UNESCO United Nations Educational, Scientific and Cultural Organization

In brief
This paper presents the results of a scoping exercise on children's digital literacy that has been
undertaken with the following objectives:

• to understand the current digital literacy policy and practice landscape;

• to highlight existing competence frameworks and how they can be adapted to UNIC EF’s needs;
• to analyse the needs and efforts of UN I C EF country offices; and
• to reflect on policy and programme recommendations, including a definition of digital literacy for
UNICEF.

Contents
Executive summary 5

Introduction and methodology 7

Part 1 Understanding child-related digital literacy concepts and frameworks 10

1.1 Digital literacy: current definitions 10
1.2 Children's digital literacy: the emergence of a holistic, empowering and active approach 12
1.3 Factors that influence the digital literacy of children 13
1.4 Children's digital literacy: policy landscape 15
1.5 Digital literacy frameworks 18
1.6 Snapshot of UNI C EF ’s work in the field of digital literacy 22
1.7 Key takeaways 26

Part 2 Towards a holistic vision for digital literacy 29

2.1 Introduction 29
2.2 Digital literacy as part of the broader skills for learning 29
2.3 Towards a UN I C EF definition of digital literacy 30
2.4 Suggested digital literacy frameworks for UN I C EF 32
2.5 Proposal for integrated UN I C EF support 34
2.6 Moving ahead 36

References 38

Annex: Lis t of experts and stakeholders consulted 40

Executive summary
Part one of the paper presents an analysis of the actual debate
and developments in the field of children’s digital literacy,
together with the results of a survey conducted among UNIC EF
country and regional offices on their main activities and needs.

A review of both the most recent policy documents and literature reveals that digital
liter-acy is a complex and somewhat scattered field, where different perspectives
coexist. The field is evolving from an operational focus − that is, on technical digital
skills − towards more holistic approaches that consider also the cultural and critical
thinking aspects of digital literacy. In the area of children's digital literacy, policy,
research and practices are converging from a risk and safety paradigm towards
rights-based approaches to chil-dren’s active digital media practices. In fact, research is
starting to show that the benefits associated with children’s online participation seem
to overtake the risks connected to being online (Livingstone et al. 2019).

In terms of policies and initiatives, digital literacy is high on the agenda of major
internation-al organizations such as UN ES CO, the European Commission and
International Telecom-munication Union, mainly targeting citizens in general and not
children specifically. At the same time, commercial actors, such as the International
Computer Drivers Licence (ICDL),
Microsoft, Intel and Google, actively promote digital literacy programmes based on their 5
specific approaches. In general terms, across the main national and international contexts
there is a broad convergence on the areas of digital literacy that build on approaches
put forward by both public and private actors. However, the use of international
competence frameworks seems not to be the norm within national initiatives, where
governments often adopt frameworks provided by commercial actors. Also, a lack of
global consensus and standards makes it difficult for governments and other
stakeholders to design and imple-ment comparative and cost-effective initiatives,
especially within developing countries.

This situation is confirmed by an analysis of UNI C EF’s efforts in the field of children's
digital literacy, based on a consultation with 37 UN I C EF country and regional offices. Re-
sponding to generalised demand by governments, 40 relevant initiatives were reported.
The initiatives are normally run by multi-stakeholder partnerships and tend to engage
parents and teachers, but they often remain uncoordinated across UN I C EF and are not
based on a common set of competence frameworks. The most pressing challenges of
working in the field were also investigated, revealing the following most important is-
sues: teachers’ lack of capacity, problems with connectivity and infrastructure, and the
limited understanding by governments of digital literacy issues.

Part two of the paper builds on these results and on a number

of stakeholder interviews to start defining a possible UNICEF
vision of digital literacy (based on a working definition) together
with an integrated approach to support country offices and
governments in developing successful digital literacy initiatives.
Some ideas on how to advance this work are also presented.

Among the main concepts used by international organizations (digital literacy, digital work on
skills, digital competence and digital citizenship), the paper proposes the concept of digital
digital literacy as most suitable for UNI CEF. To support this vision, a short working defi- literacy in
nition of children’s digital literacy (see right) is proposed as input for future discussion. terms of
suggested
This definition is complemented by a longer modular definition. Usin g a clear and approach,
child-specific definition would help UN I C EF stress the importance of working on digital possible
literacy for children specifically. partnerships
and
Many competence frameworks have been produced following broad consultations promising
and can be used to support children’s digital literacy; UNI C EF should therefore not research
develop its own but rather adopt existing tools. The paper selects four frameworks that areas.
seem to fit particularly well for the purposes of UNICEF. These have been discussed with
experts and stakeholders, reflecting on their characteristics and on the general challenges
that UNI C EF would face in adopting a competence framework. A s a result, it is proposed
that UNI C EF should mainly rely on the DigComp framework of the European
Commission, a well-es-tablished tool that has evolved over the last six years; it has been
applied in more than 20 countries (especially in developed settings) and is accompanied
by precise guidelines and measurement metrics. In parallel, when working in the
context of developing countries and when a broader digital citizenship approach is
preferred, the paper suggests the use of the Digital Kids Asia-Pacific framework
developed by the U N E S C O Asia and Pacific Re-gional Office in Bangkok. A s a general
recommendation, these competence frameworks should not be used as stand-alone
tools but rather within an integrated approach, com-posed of preliminary guidelines and
follow-up tools, through which they can be adapted to the socio-cultural context of
application. The paper provides some ideas in this direction.

Based on the findings above, the paper offers some ideas for UN I C E F to advance the
Proposed working definition

Digital literacy refers to the knowledge, skills and attitudes that allow children to flourish and
thrive in an increasingly global digital world, being both safe and empowered, in ways that are
appropriate to their age and local cultures and contexts.

6
Introduction and
methodology
The paper presents the results of an initial scoping exercise on digital literacy
undertaken by the UN I C EF Policy Lab with the objectives of working towards a
definition of digital literacy, highlighting existing competence frameworks and how they
could be adapted to the needs of UNIC EF, and analysing the needs and efforts of UN I C EF
country offices. This work will ultimately allow UN I C EF to achieve its priority to “teach
digital literacy to keep children informed, engaged and safe online” (UNIC EF 2017), by
effectively implementing digital literacy programmes. The paper also ser ves to inform
a further stage of work in which UN I C EF could develop policy guidelines as well as a
set of tools to contextualize digital literacy interventions in order to respond to
country-level realities. Apart from informing UNI CEF’s work, the paper also aims to
contribute to the international debate on digital literacy.

The importance of digital literacy in contemporary societies is paramount, for both

adults and children. In a world where half of the population is online, including 70 per
cent of 15- to 24-year-olds (ITU 2018b), it becomes of outstanding importance that
citizens have the capabilities to make the most of digital opportunities and of the
internet (OECD 2018,
7
World Bank 2018). This is even more important for children, since they tend to spend
more time online than adults (Ofcom 2019) and therefore they are more exposed to
both the benefits and the risks of being connected. A s the second half of the world
comes on-line and the internet penetrates new areas, digital literacy is needed for first-
time users. Further, investing in children's digital literacy means building more
responsible, employ-able and tolerant future citizens.

The paper is structured in two parts. The first part presents the state of the art of chil-
dren’s digital literacy in terms of current approaches, policy initiatives, challenges and
trends. It also presents a snapshot of the activities and needs of UN I C EF country offices
in the field of digital literacy. The second part proposes a number of inputs for UN I C EF to
strengthen its work and position in the field of digital literacy: a working definition of dig-
ital literacy; suggesti ons for suitable digital literacy frameworks; an integrated approach
to developing digital literacy interventions in line with country-level realities, and some
ideas to advance work in this area.

In methodological terms, the findings of this paper are based on three sets of activities:

• Policy and research literature review

Tr ying to keep as much as possible a child-centric lens, we searched for: existing
definitions of digital literacy, noting the contexts in which they were developed; the
most-used competence frameworks and approaches; and the main barriers and en-
ablers around developing digital literacy. Recent reports from international orga-
nizations and from national governments were reviewed (trying to keep as much
as possible a North-South geographical balance) as well as research papers and
publications, especially those containing policy recommendations. Emerging
tech-nologies and domains such as artificial Intelligence (AI) or the Internet of
Things (IoT), and especially what they mean for digital literacy policies and
programmes, were included in the analysis.

• A set of interviews with key stakeholders

During the interviews, experts from a range of contexts including academia, gov-
ernment affiliated organizations, United Nations and international NGOs, non-
profit organizations, as well as independent consultants helped to deepen and
corroborate the findings of the literature review. The interviewees were asked how
an organiza-tion such as UNI C EF could play a role in the actual digital literacy
panorama. Interview findings informed much of the results of the paper; some
concepts emerging from the interviews are reported in sections 5.1 and 7.3 (see
Annex for the list of interviewees).

• An online survey among UNICEF country and regional offices

Through the survey, data was collected from 37 UN I C EF country and regional offices
on their programmes as well as on their main challenges and needs for support in the
area of digital literacy. The survey was complemented by a review of UN I C EF country
office annual reports from 2017, searching for the keywords: ICT, technologies,
digital literacy, digital skills, online, digital (see Annex for the list of survey
respondents).

The results of the analysis that emerged from these sources were finally validated by an
external expert review team.

UN I C EF recognises two main limitations of the paper. First, the literature review is not
exhaustive of all existi ng digital literacy frameworks, programmes and policies, and was
based on reports and documentation in English. Second, the analysis of UNIC EF ’s efforts
in the digital literacy field is solely based on input provided by the country and regional
offices that responded to the survey, and therefore should not be considered as an ex-
haustive picture the organization’s work in this area.
8
PA R T 1

Understanding
child-related digital
literacy
concepts and
frameworks
1.1 Digital literacy: current definitions
Digital literacy can be seen as an umbrella t e rm that includes a continuum of
mean-ings extending across the ability to use digital devices or software, to being
capable of consuming and producing digital content, to meaningfully participating in
digital com-munities (Alexander, Adams Becker and Cummins 2016). Further, multiple
and overlap-ping understandings and uses of the terms ‘digital literacy’, ‘digital
skills’ and ‘digital competencies’ exist 1 (Brown et al. 2016) as well as a number of sister
concepts to digital literacy, such as computer literacy, information literacy, 21st
century skills, new media literacies, media and information literacy. Without entering
into the debate about these multiple concepts and meanings, in the present section
we will describe a few defini-tions of digital literacy, with the aim of informing the
following sections of the paper.

A s with any relatively new concept, definitions of digital literacy abound, going from
rath-er prescriptive ones that focus on what a digitally literate individual should be able
to do, to others that take a broader perspective focusing on what a digitally literate
individual should be able to achieve.

An example of the first is:

Digital literacy is the awareness, attitude and ability of individuals to appropriately
use digital tools and facilities to identify, access, manage, integrate, evaluate, analyse
and synthesize digital resources, construct new knowledge, create media
expressions, and communicate with others, in the context of specific life
situations, in order to enable constructive social action, and to reflect upon this
process. (Stergioulas 2006)

Ji s c in the United Kingdom provides an example of the second, broader, interpretation:

Digital literacies are those capabilities which fit an individual for living, learning and
working in a digital society. (Jisc 2014)

The definitions used by the most active international organizations in the field (such as
UN ESC O, European Commission, ITU, CoE) tend to focus on all-age citizens, therefore a
child-centric definition − that could be adopted by UN I C EF − would be a valuable contri-
bution to the field and would ensure that the specific challenges and opportunities for
children in the digital space are correctly understood and considered.
1 Competencies are traditionally conceptualised as a combination of knowledge, sk ills and attitudes, where knowledge
includes the facts and figures, concepts, ideas and theories which are already established and support the understanding
of a certain area or subject; sk ills are the abiliti es and capacities to carry out processes and use the existing knowledge
to achieve results; and attitudes are the dispositions and mind-sets to act/react to ideas, persons or situations (European
Council 2018). 10
We will briefly describe some of these definitions here, and in section 2.3 propose a pos-
sible working definition of children’s digital literacy that UN I C EF could adopt.

Following a recent review of a number of approaches from government and non-gov-

ernment agencies, UNESCO (2018) proposes the following definition for digital literacy:
Digital literacy is the ability to access, manage, understand, integrate, communicate,
evaluate and create information safely and appropriately through digital
technolo-gies for employment, decent jobs and entrepreneurship. It includes
competences that are variously referred to as computer literacy, IC T literacy,
information literacy and media literacy.

Another interesting definition, under the label of digital literacy, is used by the Lon-
don School of Economics (LS E) in their work with the International
Telecommunication Union (ITU):
Digital literacy is the opportunity and ability to use (or decide not to use) IC Ts in
ways that allow individuals to obtain beneficial and avoid negative outcomes of
digital engagement across all domains of everyday life now and in the future. This
includes (the understanding of the implication of) using different platforms and
de-vices, skills that can be applied when using these platforms and devices, and
the use of various types of content and platforms that allow the individual to
achieve a broad range of high-quality outcomes.

This definition entails three components: the understanding of what types of

technolo-gies should be used for different purposes, the operational skills to use
these technol-ogies, and the ability to translate the use of these technologies into
real tangible out-comes such as citizenship, well-being, avoidance of harm, problem
solving, ultimately making sense of the use of I C T in our lives.

The European Commission uses the term digital competence.

Digital competence involves the confident, critical and responsible use of, and en-
gagement with, digital technologies for learning, at work, and for participation in
society. It includes information and data literacy, communication and collaboration,
media literacy, digital content creation (including programming), safety (including
digital well-being and competences related to cybersecurity), intellectual property
related questions, problem solving and critical thinking. (European Council 2018)

Here, the concept of competence is understood as a combination of knowledge, skills

and attitudes. Including a distinction between these three dimensions is particularly im-
portant for children, who might have the skills to complete a certain digital task but might
lack knowledge about the context and critical approach to performing that task. Also,
such a categorization can help in adapting digital literacy frameworks into educational
curriculums, which are normally based on knowledge, skills, and attitudes.

The Council of Europe (CoE) uses the term digital citizenship.

Digital Citizenship may be said to refer to the competent and positive engagement
with digital technologies and data (creating, publishing, working, sharing, social-
izing, investigating, playing, communicating and learning); participating actively
and responsibly (values, skills, attitudes, knowledge and critical understanding) in
communities (local, national, global) at all levels (political, economic, social, cultural
and intercultural); being involved in a double process of lifelong learning (in formal,
informal, non-formal settings) and continuously defending human dignity and all
attendant human rights.

11
The concept of digital citizenship was also chosen by the UNESCO Asia and Pacific Re-
gional Office, in its Digital Kids Asia-Pacific project that targets specifically children and
defines digital citizenship as the capacity of
… being able to find, access, use and create information effectively; engage with
other users and with content in an active, critical, sensiti ve and ethical manner; and
navigate the online and IC T environment safely and responsibly while being aware of
one’s own rights. (UN ES C O 2016)

Finally, it is worth mentioning a recently emerging concept, that of digital intelligence,

put forward by the DQ Institute as
… a comprehensive set of technical, cognitive, metacognitive, and socio-emotional
competences grounded in universal moral values that enable individuals to face the
challenges of digital life and adapt to its demands. (Park 2019, p. 12)

This definition tries to encompass many of the existing ‘labels’, positioning digital
intel-ligence as the last step in a scale that starts with digital citizenship and moves to
digital creativity and then digital competitiveness.

1.2 Children's digital literacy: the emergence of a

holistic, empowering and active approach
What these recent definitions show, as noted by Buckingham (2010) among others,
and more recently by the ITU Broadband Commission (2017), is a shift from an
instrumental view of digital literacy (somehow represented by the concept of digital skills
and still com-mon in some private sector competencies certification schemes) towards a
more compre-hensive understanding of what it should mean to be digitally literate today
(sometimes un-der the label of digital citizenship). This increasingly holistic understanding
is shared by the most active international organizations in the field, by national
governments (“Digital liter-acy looks beyond functional IT skills to describe a richer
set of digital behaviors, practices and identities”, Jisc
2014), and by research (already in 2008 digital
Recent definitions show a shift
literacy was defined as the “complex integration from
an instrumental view of digital
between cog- literacy
nitive processes and dimensions as well as methodolog- ... towards a more comprehensive
ical and ethical awareness”, Calvani et al. 2008, p. 186). understanding of what it should mean
to be digitally literate
In the area of children's digital literacy, such a holistic ap-
today. proach is advocated by the most important international
research projects and networks. Research based on the Global Kids Online surveys 2
(Byrne et al. 2016) recommends a comprehensive approach for policy interventions
dealing with children’s well-being and rights in the digital age: “Access, skills, risks and
opportunities are all part of the overall picture of children’s well-being and rights in the
digital age and should all, therefore, be kept in mind when developing policy
interventions” (p. 81).

The DigiLitEY project,3 supported by the European Commission, connects literacy and
digital literacy suggesting that three elements are involved in children’s digital literacy:
operational, cultural and critical, where operational elements refer to the skills required to
read and write in diverse media; cultural elements include understanding literacy as a cul-
tural practice; and critical elements emphasize the need for critical engagement as well as
to ask questions about power, representation and authenticity (Sefton-Green et al.
2016).

2 Global K id s Online is an international research project that aims to generate and sustain a rigorous cross-national
evidence base around children’s use of the internet by creating a global network of researchers and experts. It is a
collaborative initiati ve of the U N I C EF Office of Research−Innocenti, the London School of Economics and Political Science
(L SE), and the E U K id s Online network. More at http://globalkidsonline.net.
3 The Digital Literacy and Multimodal Practices of Young Children Network is a C O S T action supported by the European
Commission for the period 2015−2019, analysing what requirements multimodal and interactive media impose on the
digital literacy of children of up to eight years old, and how they can support the use and interpretation of these services.
More at www.digilitey.eu. 12
Another important element emerging from research is the call for an active role for
children: If children are to participate fully in the digital age, greater efforts will be
needed to ensure that they become the content creators and engaged actors that
many hope for. It is particularly crucial that efforts to keep them safe from risks do
not, however unintentionally, also serve to constrain their opportunities. (Byrne et
al. 2016, p. 82)

Livingstone and Third (2017) note that such an active role in the discourse of
children’s rights in the digital world is connected to the potential of children’s rights to
reshape the broader debate on digital rights.

F inally, we note that protectionist and empowering perspectives coexist within policy
and research literature. The first perspective views media, I C Ts and the internet in a
negative light and calls for digital literacy as a way to protect children from digital risks,
while the latter sees those as positive developments: here digital literacy becomes a
means to empower children for access to information and for freedom of expression
and participation. While research has shown that in the digital world the opportuni-
ties offered to citizens (at all ages) far outnumber the risks (Buckingham 2010), when it
comes to children, evidence sugges ts the need to balance the two perspectives (Byrne
et al. 2016). Increasingly, the empowering approach is being extended in viewing
chil-dren's digital literacy as a way to increase future employability of children, for a
future where there will be tens of millions of jobs for people with advanced digital
skills (ITU and ILO 2017), as well as their entrepreneurial and innovative potential.4

1.3 Factors that influence the digital literacy of children

Existing data on children’s digital literacy
While there is worldwide recognition of the importance for children to be digitally literate
(CoE 2018, UN I C EF 2017, U N E S C O 2017, among others), there is a lack of global data
for children’s digital literacy. Data from the ITU, which is a major source of global IC T
data, only starts at age 15. In the absence of data, country or regional studies provide
some indication of digital literacy, even if incomplete. Carried out across 11 countries,
the Glob-al Kids Online study compared the digital competencies of 14,733 children
aged 9−17, focusing on information-seeking skills, critical evaluation skills and privacy
skills (Global Kids Online, forthcoming). The research found that while there were
differences across the countries in the actual levels of self-reported skills, there was
also a definite trend that older children had greater digital skills in the three categories.

Even though children are seemingly adept at using digital tools, this does not mean that
they are digitally literate. In Bulgaria, for example, children use the internet at an earlier
age and more frequently than ever but still need support and guidance for developing
their critical evaluation skills and collaborative competencies (Kanchev et al, 2016).
Skill inequalities exist between children as much between adults, debunking the ‘digital
native’ idea. While there is little data available outside Europe, “available data suggest
that digital inequalities are not a generational thing and will persist into the future” (ITU
2018b).

Despite there being an enormous range of digital literacy assessments worldwide, a sin-
gle standard does not exist. The disparate approaches vary by “focus, purpose (admis-
sion, certification, training needs assessment, employment, etc.), target group, uptake,
item development, reliability and validity, mode of delivery, cost, scalability and responsi-
ble authority” (UNESC O 2018). Whatever approach is agreed upon as the global
standard (with recent attempts to do this, described below), it will need to be an
affordable — and, therefore, scalable — way to measure digital literacy in low- and
middle-income coun-tries. Achieving this remains a challenge.
4 Se e for example the U N I C EF U P SH IF T programme, that aims to empower young − and often disadvantaged − people to
identify challenges in their communities and create entrepreneurial solutions to address them. 13
Main challenges to developing digital literacy among children
Beyond the lack of data and measurement, a number of challenges exist to realizing the
goal of digitally literate children around the world. Building on recent research, we can
identify four interconnected areas where challenges can emerge: the general social envi-
ronment, the family context, the school context, and the role of private actors.

1. The challenges impacting the development of digital skills depend on children’s

social environment: low-quality technological infrastructure (low connectivity rates
and low share of households with computers), cost of infrastructure needed for the
use of ICT, poor quality or no online content in local languages, poor quality or no
online content related to everyday life, low diversity of online activities (Tan et al.
2017). Further, while the technology landscape changes quickly, in most countries
curricular reforms happen slowly, resulting in outdated digital skills education (ITU
2018a).

2. Research shows the importance of the family context for digital literacy
acquisition: “Parental expectations of the role of IC Ts in their children’s future,
discourses of the opportunities and risks of the internet, and the everyday practices
of media engage-ment all shape the ways in which children are socialized into
using digital media at home” (Mascheroni et al. 2016, p. 1). Livingstone and Byrne
(2015) note that the role of parents and families as digital mediators varies depending
on the local context, with a strong divide between developed and developing
countries, and suggest that greater investments should be made by governments
and other stakeholders to aid parents so that they can enable their children to learn
and grow in the digital age.

3. Schools play a role in the acquisition of digital competencies including creativity

when integrating digital technology as an active learning tool (Chaudron et al. 2018).
Schools as well as community learning centres are key to raise awareness, build criti-
cal thinking and resilience, and to influence families’ supportive technology mediation
strategies. “Improving school access, supported by teacher training, could further
link internet use with education and information benefits, specifically by developing
children’s digital skills, which have been shown in this report to include notable gaps
in competence, especially among younger users” (Byrne et al. 2016, p. 81).
Notably, already in 2014 the U N Committee on the Rights of the Child advised
member govern-ments to include digital literacy in their national school
curriculums (Committee on the Rights of the Child 2014).

4. The role of the private sector in supporting the development of children's

digital literacy is increasingly being recognised, both in terms of the expected
attention of companies to the design of their devices and services, that should
empower and protect children by embedding effective digital literacy and
safety mechanisms (Kidron and Rudkin 2018) and in terms of their capacity to
support initiatives aimed at promoting digital literacy, such as the Google Safety
initiative. 5 Also, multination-al companies have a prominent role in influencing the
decisions of governments on the digital literacy competencies that should be
taught and assessed, particularly in developing countries (UN E S C O 2017).

All these challenges are interconnected. A s shown by a recent U N E S C O study that

com-pares five different international skills surveys, the level of children’s digital skills is
con-nected to a multiplicity of factors. First, it is influenced more by usage than by
access, meaning that having ICT equipment does not guarantee actual use. Second, what
matters is not the amount of time spent on the computer but the use made of it, both
at home and at school: a greater diversity of activities is associated with improved
skills. Third, digital skills are affected by the number of years of computer use by
children: the earlier digital skills are acquired, the greater the impact. Fourth,
strengthening students’ writ-ten-language skills, such as reading, comprehension and
word processing, is necessary to develop their digital skills. Fifth, the use of ICT by
teachers is positively correlated with

5 Se e https://teachercenter.withgoogle.com/digital_citizenship/preview. 14
students’ digital skills levels: if schools wish to best develop their students’ digital skills,
they must invest in ICT training for teachers and support the integration of IC T into curric-
ula (UN ESC O 2017). In parallel with all these factors, a further level of complexity is
added by the fact that digital literacy is developed at school, at home, in community
centres, or simply by being active online, and that children’s increasing online agency is
connected with both opportunities and risks and is at the same time contributing to
and shaping online environments.

1.4 Children's digital literacy: policy landscape

International initiatives
In the last couple of decades, the need to equip citizens with digital skills for economic
and societal improvement has emerged as a key concern for international organizations.
This interest has been on the rise in the last couple of years: from 2017 to date, all
major international institutions dealing with citizenship and human development have
in fact produced important reports and policy documents in the area of digital literacy,
some of which specifically target children’s development in the digital world.

Equipping European citizens with digital competencies is at the core of the European
Union strategy. In 2006 the European Parliament recognized digital literacy as one of the
eight key competencies that every European citizen should master and as one of the four
foundational skills for learning. Further, enhancing digital literacy is one of seven pillars in
the European Commission’s 2010 Digital Agenda for Europe. In 2017, the European
Com-mission has released the second version of the E U Digital Competence
Framework for Citizens (DigComp), 6 that has inspired policies in more than 20
countries in Europe and beyond (Kluzer and Pujol Prego 2018).7 In addition, for over 15
years the European Com-mission has supported the Better Internet for Kids initiative, 8 a
programme with important digital literacy components that is being deployed across the
European Union.

UNESCO is equally active, in the fields of both adult and children's digital literacy. In
2018 the organization issued the Global Framework of Reference on Digital Literacy
Skills, 9 a synthesis of existing digital literacy competence frameworks relevant for the
global context aiming to contribute to measuring Sustainable Development Goal 4.4,
and specifically the indicator “4.4.1 Proportion of youth and adults with information
and communications technology (ICT) skills, by type of skill.” In a recent report
U N E S C O analysed five international studies and produced an international
benchmark of best policy initiatives identified among top performing countries
(U N E S C O 2017). Finally, the U N E S C O Asia and Pacific Regional Office is running the
Digital K ids Asia-Pacific project, aiming at supporting governments from the region in
developing children’s initiatives in the area of digital citizenship.

The CoE is probably the most advanced international organization in terms of policy-
making in the field of children and the digital society, under the flag of Digital Citizenship
Education.10 Recognizing that digital citizenship is important for its three missions related
to human rights, democracy and rule of law, the CoE has produced ‘Guidelines to
Respect, Protect and Fulfil the Rights of the Child in the Digital Environment’ and the
‘Strategy for the Rights of the Child’ (2016-2021). These two documents form a solid
set of binding rules to assist states in developing policies for safeguarding children’s
interests in digital environments.

6 https://ec.europa.eu/jrc/en/digcomp
7 The DigComp framework as well as the other competence frameworks presented in this section will be analysed later
in section 1.5.
8 https://www.betterinternetforkids.eu
9 http://uis.unesco.org/sites/default/files/documents/ip51-global-framework-reference-digital-literacy-skills-2018-en.pdf
10 https://www.coe.int/en/web/digital-citizenship-education 15
Other international organizations that are active in policy support in the area of digital lit-
eracy are the International Telecommunication Union through its Broadband Commission
Working Group on Education, which in 2017 produced the report ‘Digital Skills for Life
and Work’ (ITU and ILO 2017) and the Organisation for Economic Co-operation and
De-velopment (OECD), whose report ‘Which Skills for the Digital Era?’ (OECD 2018)
presents the organization’s position on the needed skills for the digital age and some
guidelines for policymaking in the field of digital literacy. It should be noted that these
two organiza-tions do not consider children’s specificities and use approaches that are
not immediately transferable to children.

The Coalition for Digital Intelligence11 is a recent international multi-stakeholder initia-

tive which includes the OECD, the IEEE Standards Association, and the DQ Institute in
association with the World Economic Forum. Launched in September 2018, the initiative
aims to set a global framework for digital skills development, which includes a common
set of definitions, language, and understanding of comprehensive digital literacy, skills,
and readiness that can be adopted by stakeholders worldwide, including national govern-
ments, educators, and technology companies.

Alongside these institutional initiatives, multinational Since 2016, the Finnish Ministry
of programmes promoted by commercial actors, mostly Education has reformed the national
focusing on developing countries, are also relevant. core
curriculum ... digital literacy is
One example is the IBM Digital — Nation Africa pro-
ject,12 run in collaboration with the United Nations De-
embedded
into all competence areas, with a
velopment Programme, aiming to reach out to African specific
area called multiliteracies and
ICT. youth who need digital literacy to succeed in the local
and global workforce. The project, launched in 2017,
aims to reach 25 million African citizens during the five years of its implementation. A
second example is the Digital Skills for Africa programme,1 3 run by Google in collabora-
tion with a number of training partners, offering 89 courses through an online portal and
face to face training in more than 20 African countries. The programme, which address-
es the needs of small business owners who want to take advantage of the web across
Africa, aims at training 10 million young Africans by 2022. A third example is the Indian
Digital Wellness Programme14 by INT EL, that has developed a Digital Wellness
curricu-lum for school children aged 13−18 with a set of guidelines for safe IC T practices.
In 2015, the programme organized a Digital Wellness Online Challenge, with almost
one million participants, resulting in 144 winners from across 36 countries.

National initiatives
The work of these international organizations has inspired a number of national initiatives
in the field of children's digital literacy, either as independent programmes or as actions
embedded within broader policies that promote the use of ICT for children or the
protec-tion of children on the 1internet. 5 These can be of a very different nature, along
four broad categories (ITU, B B C and U N E S C O 2017).

1. Initiatives aiming to ensure digital literacy for all, for example by integrating digital
competencies into school curricula or by building ICT labs and community learning
centres. A s an example, since 2016 the Finnish Ministry of Education has reformed
the national core curriculum (from pre-education to the ninth grade), shifting the
focus from subject-based learning objectives to broader cross-cutting competencies.
In the new core curriculum, digital literacy is embedded into all competence areas,
with a

11 https://www.coalitionfordigitalintelligence.org
12 https://www.borgenmagazine.com/increase-digital-literacy-in-africa
13 https://learndigital.withgoogle.com/digitalskills
14 https://aim.gov.in/pdf/Digital_Wellness_Curriculum_Learner_Edition_by_Intel.pdf
15 Some reports presenting national cases are described in D igC om p into Action: Get inspired, ma k e it h a ppen . A u s e r
gu i d e to t h e Europe an Digital C o m p e t e n c e Framew ork (2018) by the European Commission, a collection of 38 exis ting
inspiring practices of DigComp implementations. Se e also the Digital Skills and J o b s Coalition initiatives repository, a
repository of Europe’s best digital sk ills projects, or the Digital Inclusion N ew s l o g by the ITU, searchable by topic and
target group of initiati ves and the ITU- ILO 2017 report Digital skills for life and work , which contains nine case studies of
successful initi ati ves, including s i x targeted to children. 16
 specific area called multiliteracies and ICT (Ministry of Education and Culture
2011). This approach offers extended possibilities for developing students’ digital
literacies and digital citizenship through local curriculum and culture adaptation
and the en-gagement of individual teachers.

2. Projects to teach coding skills to children, including the integration of coding in

na-tional school curricula, the creation of outside-school coding clubs, or the
distribution of low-cost computers with preloaded courses and applications. A s an
example, in 2015 the French government launched the Digital Plan for Education,
with a funding of one billion euro for the first three years, aiming to innovate
teaching and learning to prepare French students for the future digital job markets.
The Digital Plan aims to ensure that every French high school student can learn
computer programming while at school, through both curricular and extracurricular
activities (French Ministry of Education 2015).

3. Programmes to develop youth digital skills with a view to future employability,

in-cluding national employability strategies, training programmes for unemployed
or marginalized youth and other forms of skills development. For example, the
Indian Government has launched the National Digital Literacy Mission Programme, 1 6

an in-tegrated platform for digital literacy awareness, education and capacity

building that will help rural communities to take the lead in the global digital
economy and to re-main competitive in a technologically empowered society. One of
the initiatives of the Digital Literacy Mission Programme is the 1S TA R T programme, 7
that has developed a digital learning and media literacy toolkit to promote digital
inclusion and fight in-formation poverty, reaching more than five million
beneficiaries in 23 Indian states.

4. Actions to foster ‘soft digital skills’, that aim to ensure digital safety, develop
digital participation, or increase awareness of how digital technology, big data
and algo-rithms shape society. If we look at Europe, a recent study in the field of
online safety (O’Neill and Dinh 2018) has demonstrated that policies to support
young people’s technical skills are well established in almost all European Union
countries, while ac-tivities to foster critical thinking and evaluating reliability of
online content exist in just three-quarters of the countries. In the Netherlands, these
issues are addressed by the 1MediaMasters initiative, 8 a project that introduces
young people to digital skills through a gamified approach: in 2017, around a third
of the total Dutch school pop-ulation aged 10 to 12 played MediaMasters. In
Australia the Office of the
1 Children’s eSafety Commissioner, 9 developed a one-
stop web portal aggregating information on all children’s cybersafety national
initiatives and programmes, with resources for children, parents and schools.

Although national initiatives in the field are abundant, few of them are based on compe-
tence frameworks developed by national governments or by international organizations.
Based on an analysis of 47 developed and developing countries where digital literacy
poli-cies have been launched, U N E S C O (2017) found that only 11 countries had
developed their own national frameworks, while 36 of the sampled countries have
adopted competence frameworks developed by commercial actors. Among these
enterprises, the Internation-al Computer Drivers Licence (ICDL)20 was adopted in 31
countries, while the Certiport Internet and Computing Core Certification21 and the
Microsoft Digital Literacy Standard Curriculum22 were used in 13 and 11 countries
respectively.

16 http://nielit.gov.in/calicut/content/national-digital-literacy-mission-ndlm
17 https://defindia.org/education-empowerment-2/#START
18 https://ec.europa.eu/digital-single-market/en/digital-skills-initiatives/mediamasters
19 https://www.esafety.gov.au
20 Se e https://icdl.org
21 https://certiport.pearsonvue.com
22 https://www.microsoft.com/en-us/DigitalLiteracy/curriculum4.aspx 17
1.5 Digital literacy frameworks
Competence frameworks are conceptualizations aimed at structuring a set of inter-
twined competencies which aim to enhance the capacities of a specific target group,
and can be found within policy documents, school curricula, certification schemes and
academic papers. These frameworks are abundant in the digital sphere, as shown by
the All Aboard research that has identified more than one hundred models to map the
digital competencies that would be needed in a contemporary economy and society (All
Aboard 2015).

A number of digital literacy competence frameworks have been developed by interna-

tional organizations, such as the U N E S C O Global Framework of Reference on Digital
Literacy Skills, the European Commission DigComp framework, the U N E S C O Media and
Information Literacy (MIL) framework, the Digital Citizenship Education framework by
the CoE, the OECD Sk ills Research framework or the Digital Intelligence (DQ) framework.
Others were designed to be used at the national or sub-national level, such as the U K
Ji s c Digital Capability Model, 23 the LearningWales programme24 or the Briti sh Colum-
bia Digital Literacy Curriculum. 25 Others, such as the International Computer Driving
Licence (ICDL) or the Microsoft Digital Literacy Standard Curriculum, are maintained by
commercial private sector actors. Finally, some NGO s and foundations have developed
widely known digital literacy competence frameworks, such as the Common Sense Ed-
ucation K-12 Digital Citizenship Curriculum26 or the Mozilla Web Literacy Framework. 27

A nother category of digital literacy competence frameworks aims to foster the use of
technology for learning in schools and universities. These frameworks, which are includ-
ed in formal education curricula, generally focus on the digital competencies of students
and teachers (Nascimbeni 2018). Examples of this kind of digital literacy framework
are the International Society for Technology in Education (IST E) standard, 28 the
International Computer and Information Literacy Study (ICILS), 2 9 the U N E S C O IC T
Competency Frame-work for Teachers, 30 and the International Association for K-12
Online Learning (iNACOL) National Standards for Quality Online Teaching. 31

Having analysed this plethora of digital literacy competence frameworks and approaches
and having discussed them during the interviews, we believe that four recent
competence frameworks are of particular relevance for UNICEF: the Digital
Competence Framework for Citizens (DigComp) developed by the European
Commission (2018), the Digital Kids Asia-Pacific framework of the U N E S C O Asia and
Pacific Regional Office (2019), the Digital Intelligence framework of the DQ Institute
(2019) and the Digital Citizenship Education framework of the CoE (2019). These have
been selected for a number of reasons. First, they have been developed from mapping
exercises of other public and commercial digital literacy competence frameworks, and
therefore include a first level of aggregation of the competencies present in the majority
of existing approaches. Second, they do not repre-sent theoretical categorizations but
rather practical approaches that have been used and implemented in different contexts,
as we will briefly present below. Third, they have an international scope, and therefore
take into account some needed degree of adaptability to different contexts and cultures.

23 https://www.jisc.ac.uk/building-digital-capability
24 https://hwb.gov.wales/curriculum-for-wales-2008/digital-competence-framework
25 https://www2.gov.bc.ca/gov/content/education-training/k-12/teach/teaching-tools/digital-literacy
26 https://www.commonsense.org/education/digital-citizenship/curriculum
27 https://learning.mozilla.org/en-US/web-literacy
28 https://www.iste.org/standards
29 https://icils.acer.org
30 https://unesdoc.unesco.org/ark:/48223/pf0000213475
31 https://www.inacol.org/resource/inacol-national-standards-for-quality-online-courses-v2
18
Digital competence framework for citizens (DigComp) (European Commission)32
DigComp is one of the best known and widely applied digital literacy competence frame-
works. Developed in 2013 by the Joint Research Centre (JRC) of the European
Commission following an intensive consultation of stakeholders, DigComp has become a
reference for the development and planning of digital competence initiatives both at
European and Member State level. In June 2016 the J R C published DigComp 2.0,
updating the terminol-ogy and conceptual model (Vourikari et al. 2016). The current
version is labelled DigComp 2.1 (Carretero et al. 2017) and it focuses on expanding the
initial three proficiency levels to a more fine-grained eight-level description as well as
providing examples of their use. DigComp identifies 21 competencies along five areas
(see Figure 1).

F I G U R E 1: D I G C O M P ’ S F I V E K E Y A R E A S A N D 21 C O M P E T E N C I E S

Source: DigComp

Although it has been developed with an all-age objective, DigComp can easily be adapt-
ed to children, as indicated by the high level of correspondence between the DigComp
competencies and the latest version of the Global Kids Online questionnaire. 33 In addi-
tion, the proficiency levels of the framework can be translated into criteria for children’s
study goals, which is normally difficult for teachers due to the rather abstract nature of
such frameworks. Finally, DigComp has been evolving during its life: what was for ex-
ample information literacy in DigComp 1.0 became information and data literacy in Dig-
Comp 2.0 while communication became communication and collaboration. In 2018, the
Flemish Parliament (Belgium) adopted a new curriculum for the first grade of secondary
education which is generic for all students, where digital competence and media litera-
cy is one of the 16 key competencies, the detailed description of its learning outcomes
being fully based on DigComp. In Estonia, a national training initiative to develop digital
competence for enhancing youth job market participation is fully based on DigComp,
which has been adapted for the youth vocabulary (see Kluzer and Pujol Priego 2018, p.
100). Starting from 2019, secondary students in France will access the Pix tools 34
through their school's digital learning platform to acquire digital competence and to get
certified, based on the DigComp competencies (see Kluzer and Pujol Priego 2018, p. 99).

32 Se e https://ec.europa.eu/jrc/en/digcomp
33 Some DigComp competencies connected to digital identi ty and personal data that have become more important in the
E U since the entry into force of the General Data Protection Regulation, will be added to the Global Sk ills Online survey,
showing a dynamic convergence between the DigComp and the Global K ids Online approaches.
34 Pix is a platform for assessment and certification of digital competencies for French citizens, run by the French
Ministry of Education together with a number of research institutions. More at www.pix.fr. 19
Notably, DigComp has recently (UNESC O Institute for Statistics 2018a) been selected as
a starting point and extended by U N E S C O with the Global Framework of Reference on
Dig-ital Literacy Skills for Indicator 4.4.2, that has added a first level on devices and
software operations. This element focuses on identifying and using hardware tools and
technolo-gies as well as information and digital content needed to operate software tools
and tech-nologies; a further level of career-related competencies, focuses on operating
specialized digital technologies and understanding, analysing and evaluating specialized
data, infor-mation and digital content for a particular field (UN ESCO Institute for
Statistics 2018b).

Digital Kids Asia-Pacific competence framework (UNESCO) 3 5

The Digital Kids Asia-Pacific project, run by the U N E S C O Office for the Asia and Pacific
Region in collaboration with a number of stakeholders including UNI C EF, has designed
a digital literacy competence framework specifically targeting children aged 10−19,
that was built by mapping a number of public and private frameworks. 36 The Digital
Kids Asia-Pacific framework identifies two principles, a prerequisite and five
domains cor-responding to sixteen competencies, representing a balance between
protection from online risks and fostering digital opportunities (see Table 1).

T A B L E 1: D I G I T A L K I D S A S I A - P A C I F I C C O M P E T E N C E F R A M E W O R K

PRINCIPLES R I G H T S - B A S E D , C H I L D - C E N T R E D A P P R OAC H

PREREQUISITES E Q U I T Y IN Q U A L I T Y O F A C C E S S T O I C T

DOMAINS COMPETENCIES

1. Digital Literacy 1.1 IC T Literacy

1.2 Information Literacy

2. Digital Safet y and Resilience 2.1 Understanding Child Right s

2.2 Personal Data, Privacy and Reputation
2.3 Promoting and Protecting Health and Well-being
2.4 Digital Resilience

3. Digital Participation and Agency 3.1 Interacting, Sharing and Collaborating

3.2 Civic Engagement
3.3 Netiquette

4. Digital Emotional Intelligence 4.1 Self-awareness

4.2 Self-regulation
4.3 Self-motivation
4.4 Interpersonal Sk ill s
4.5 Empathy

5. Digital Creati vit y and Innovation 5.1 Creati ve Literacy

5.2 Expression

D igital Intelligence framework (DQ Institute)37

The Digital Intelligence framework is supported by the members of a recently launched
multi-stakeholder initiative involving the IEEE Standards Association, the DQ Institute,
and the Organisation for Economic Co-operation and Development (OECD) in association
with the World Economic Forum. The framework, originally developed for children and
then enlarged to all-age citizens, was built starting from 23 digital literacy frameworks

35 Se e https://bangkok.unesco.org/content/digital-kids-asia-pacific-insights-childrens-digital-citizenship.
36 Including the Australian Curriculum, the Assessment and Reporting Authority ( AC A R A ), CommonSense Media (CSM),
the Digital Intelligence Framework, DigComp, Global K id s Online, the International Computer and Information Literacy
Stud y (ICILS), the International Society for Technology in Education (IST E), OECD Sk ills Research, the Think young-
Google Digital Resilience study, U N E S C O ER I - N E T Transversal Sk ills, U N E S C O ’s G C ED Framework, U N E S C O Media and
Information Literacy and U NI C EF ’s State of the World’s Children Report.
37 Se e https://www.dqinstitute.org/dq-framework 20
from different countries and organizations. 38 The DQ Institute framework identifies 8
com-petence areas and 24 competencies, with three levels of proficiency: digital
entrepreneur-ship, digital creativity and digital citizenship (see Figure 2).

F I G U R E 2: T H E D I G I T A L I N T E L L I G E N C E F R A M E W O R K

Source: DQ Institute

D igital Citizenship Education framework (CoE) 3 9

A strong point of this competence framework is that it is complemented by a set of
learning activities aligned with the competencies mapped.40 The framework is used in
several important contexts such as in the Cit y of London where the digital skills strat-
egy is based on the DQ framework, and the Australian e-safety commission is using it
in their teacher training strategy. However, this digital literacy framework also contains
some competencies that are not entirely relevant to children, such as Organizational
Cyber Security Management.

The Digital Citizenship Education framework was produced by the C oE Working Group
on Digital Citizenship, following a review of existing literature on the concept of digital
citizenship (Frau-Meigs et al. 2017) as well as a multi-stakeholder consultation
(Richard-son and Milovidov 2017). The C oE competence framework identifies a mix of
knowledge and critical understanding, skills, attitudes and values, for a total of 20
competencies, as shown in Figure 3 below.

38 Including for example the U K Council of Child Internet Safety’s (UKC C I S) Education for a Connec ted World ; British
Columbia’s Digital Literacy Framework, DigComp2.0 ; the U N Global Media and Information Literacy As s e s s m e n t Framework ;
the Mozilla Foundation’s W e b Literacy map; the International Society for Technology in Education’s (ISTE) Standards for
Stu d e n t s ; Common Sense Media’s K-12 Digital Citizenship Curriculum Framework ; MediaSmart’s Cla ssroom Guide for
integrating digital literacy into pedagogical practice; and Microsoft’s Digital Literacy curriculum.
39 Se e https://www.coe.int/en/web/digital-citizenship-education/digital-citizenship-education-project.
40 Se e https://www.dqinstitute.org/dq-framework 21
 F I G U R E 3: T H E C O E D I G I TA L C I T I Z E N S H I P E D U C AT I O N F R A M E W O R K

Source: C o E

The C oE framework is being operationalized through a Digital Citizenship Education

Handbook (Richardson and Milovidov 2019), that is structured along three macro areas
(Being Online, Well-being Online and Rights Online) and ten dimensions (access and
inclusion, learning and creativity, media and information literacy, ethics and
empathy, health and well-being, ePresence and communications, active participation,
rights and responsibilities, privacy and security, consumer awareness). This
Handbook builds on the Internet Literacy Handbook (now in its 4th edition), a ver y
broadly used tool that has been translated into 10 languages. An interesting feature of
the above competence framework (reflected in the accompanying Handbooks) is the
attention given to chil-dren’s relationship with emerging technologies such as the
Internet of Things (IoT), AI systems, and virtual and augmented reality (Richardson
and Milovidov 2019).

1.6 Snapshot of UNICEF's work in the field of digital literacy

Mapping of UNICEF initiatives
This section presents a brief analysis of the UNI C EF digital literacy initiatives that were
collected from the UNI C EF country and regional offices, 41 The objective was to gather
recent initiatives (implemented in the last five years), possibly with demonstrable impact
and with potential for transferability. The data reported by UNI C EF staff has been
integrat-ed with desk research from the UNI C EF Annual Country Reports as well as other
reports. The analysis must be seen as an initial and non-exhaustive attempt to map
UNICEF’s ef-forts in the field. While the results are not fully representative, they
nevertheless provide a snapshot of the kind of initiatives that UNI C EF is engaged in and
of their characteristics.

Before presenting the characteristics of the initiatives mapped, it is interesting to note

that the sur vey results confirm a generalised interest by governments and other stake-
holders in working in the area of digital literacy as illustrated in Figure 4.
41 Se e Annex for the list of sur vey respondents and Annex 2 for a brief description of the initiati ves. 22
 5 F I G U R E 4: G O V E R N M E N T I N T E R E S T I N D I G I TA L L I T E R A C Y

Is there an interest in digital literacy on the part of the government and other

3
3
stakeholders in your country/region?

Consolidated interest by the government

Initial interest by the government
Interest from multiple stakeholders

8
8 19 No interest

Source: Authors

The majority of respondents stated that their respective governments of reference have
a consolidated interest in digital literacy, meaning that they have been supporting ac-
tions in the area for a number of years and are building on the results of previous initia-
tives. This finding confirms the results of the U N E S C O Policy Review on Digital Citizen-
ship in South East Asia, which found that about three-quarters of A sia Pacific Member
States have policies promoting basic I C T literacy skills among children (UN E S C O
2016). The open responses made it clear that within the concept of government
interest, re-spondents meant different things. In some cases, governments are
interested in piloting innovative initiatives, while in others − such as in Kenya − this
interest is witnessed by multi-year governmental investments in national digital
literacy initiatives, often sup-ported by UNI C EF, among others. Further, in a number
of cases government interest is mirrored by the involvement of more than one ministry,
such as − in the case of Moldova − the Ministry of Education and the Ministry of
Economy, or − in the case of Ghana − the Ministry of Communications and the Ministry
of Education.

Next, Figure 5 provides an overview of the characteristics of the mapped initiatives, the
majority of which (23) are in their implementation phase, with some (7) about to start.
The range of UNI C EF ’s efforts is well balanced:

• in terms of focus: 25 initiatives aim at building competencies and skills, 19 focus on

internet safety (with 8 initiatives covering both areas);
• in terms of age target: 17 projects work with young children, 16 with adolescents
and 3 with both adolescents and younger children; and
• in terms of educational context: 23 initiatives are in formal learning contexts, and 24
in non-formal learning environments (with 11 initiatives covering both areas).

Even if the data collected represent a fraction of all the UN I C EF initiatives in the field of
digi-tal literacy, this balance indicates two things. First, governments and local contexts
call for different kinds of solutions; and second, the UNI C EF offices seem to be able to
provide these solutions, in a rather tailored and multi-stakeholder way. These data
confirm the findings of the U N E S C O Policy Review for the Asia Pacific region, that
stresses the diversity and the multistakeholder nature of the majority of existing digital
literacy initiatives in the region (UN ESCO 2016). Two aspects show space for
improvement: only 14 out of 36 initiatives are targeting those around children (families
and teachers), and only 11 initiatives were re-ported to be based on a digital literacy
competence framework (in 6 cases aligned with the national curriculum, in 5 developed
by the project). A s we will see in the next section, these
areas for improvement correspond to the needs expressed by the survey respondents. 23
 45
F I G U R E 5:
M A I N R E S U L T S OF T H E D I G I TA L L I T E R A C Y S U R V E Y A M O N G U N I C E F O F F I C E S
1614

What age group is Is the programme the

47
program mainly involving teachers
focusing on? and parents?
17 22

39
5
Adolescents and youth Children Yes No
Both children and adolescents

33
8
11

What is the focus 17 Is a particular digital of

the initiative? literacy framework
being used?

17
11

14

ICT skills, digital literacy and coding Yes, aligned with the national curriculum
Internet safety Both internet safety & ICT skills Yes, the initiative has its own No
No answer

11 12

64
Is the initiative
focussed on formal or What is the state
non-formal learning? 7 of the initiative?

23

13

Formal learning settings (schools) Being implemented Being planned

Non formal learning settings Completed
Both formal and non formal settings

Source: Authors
24
Barriers and needs
The main challenges that the UN I C EF offices responding to the survey have identified are
presented in Table 2. Unskilled and unmotivated teachers and trainers are confirmed as
the main barrier both in terms of lack of digital capacity (position 1) and of cultural resis-
tance to adopt IC T solutions and approaches. Then, if we consider that ICT
infrastructure and poor connectivity are “structural” issues that go beyond digital
literacy initiatives, another fundamental barrier is the lack of understanding of the
digital literacy problem by governmental decision makers. This issue, also raised in the
study interviews, will be discussed in Part 2 of this paper. Other important barriers are
the low integration of digital literacy into education, both in schools and outside,
hindering recognition, and the lack of online content suitable for local use.

T A B L E 2: M A I N B A R R I E R S T O D I G I T A L L I T E R A C Y D E V E L O P M E N T
(S U R V E Y AMONG UNI C EF OFFICES)

POSITION QUESTION: T I M E S QUOTED

I N Y O U R V I E W W H AT A R E T H E M O S T I M P O R TA N T B A R R I E R S T H AT
L I M I T T H E D I G I TA L L I T E R A C Y A N D S K I L L L E V E L S O F C H I L D R E N ?

1 Lack of teachers and trainers capacity 15

2 Lack of I C T infrastructure 12

3 Low connectivity (especially for remote areas, including cost) 10

4 Lack of understanding from decision makers (lack of evidence-based 8

information, lack of sufficient regulation in relation to privacy and
transparency, limited understanding of the complexity of digital
literacy, methodologies not consolidated)

5 Digital literacy is not mainstreamed into the curricula of schools and 7

learning centres

6 Lack of quality content for local cultures and in local languages 6

7 Resistance from schools and teachers (due to fear, increased 6

workload…)

8 Lack of parents’ and families’ digital skills 5

OT HER General socioeconomic issues (patriarchal social norms that restrict 2 OR L E S S

access for girls, distance to internet centres…), lack of funds, digital
platforms not disabilit y friendly

Finally, the fact that five respondents identified the lack of parents’ digital skills as a
bar-rier confirms the importance of families in such initiatives presented earlier in the
paper. Interestingly, the barriers mentioned do suggest a general understanding of a
need for ini-tiatives aimed at empowering children online rather than at protecting
them, as appears evident from the fact that the presence of harmful or dangerous
situations on the web was not reported. This could also be interpreted as insufficient
information or awareness about online risks, so caution should be taken.

The UNI C EF offices also reported on the type of support that they would mostly need in
order to develop effective initiatives (see Table 3). This question is particularly
important because it represents a starting point for shaping the work on the best
possible support actions that UN I C EF could put in place. These findings are in line with
the main barriers that have emerged during the interviews and show a generalised
need for global policy guidelines and support, that can be adapted to the needs of
different contexts.
25
 T A B L E 3: S U P P O R T N E E D E D T O E N G A G E I N D I G I T A L L I T E R A C Y P R O G R A M M E S
(S U R V E Y AMONG UNI C EF OFFICES)

POSITION QUESTION: T I M E S QUOTED

W H AT T Y P E S O F S U P P O R T W O U L D Y O U F I N D M O S T V A L U A B L E IN
O R D E R T O E N G A G E I N D I G I TA L L I T E R A C Y P R O G R A M M E S ?

1 Policy guidelines (UNI C EF position paper, a clear policy agenda, 16

guidance to support digital literacy advocacy, policy briefs)
including guidelines on how to establish successful partner-ships
(Public-Private-Partnership, how to engage the government)

2 Digital literacy competence framework 14

3 Curriculum guidelines 13

4 Practical tools: training manuals, toolkits, recommendations on 5

platforms

5 Best practices of digital literacy programmes to provide inspiration 4

(research/evaluations of what works and what are the challenges,
especially for reaching the most disadvantaged)

6 Country and regional data (including digital needs assessment) and 3

evidence to advocate for digital literacy

7 Openly licensed content that can be adapted for a variety of 2

programmes and mediums (booklets and tools to engage with
children, parents and teachers)

1.7 Key takeaways

• In both the policy and research discourse, a shift is happening from an instrumental
view of digital literacy, in other words, what a digitally literate individual should be
able to do, towards a more comprehensive understanding of what it should mean to
be digitally literate today, namely what a digitally literate individual should be able
to achieve. An internationally accepted definition of children’s digital literacy does
not exist.

• Many international organizations are prioritizing the need to equip citizens with dig-
ital skills for economic and societal improvement, and some standard approaches
are starting to emerge, usually focused on citizens of all ages. Four digital literacy
competence frameworks show the best potential for adaptation and relevance to
the needs of children and hence for UNI C EF ’s work: the Digital Competence Frame-
work for Citizens (DigComp) developed by the European Commission (2018); UN ES -
C O’s Digital Kids Asia-Pacific framework (2019); the DQ Institute Digital
Intelligence framework (2019); and the Digital Citizenship Education framework of
the CoE (2019).

• In addition, there is a plethora of national and international initiatives on children’s dig-

ital literacy, including extended programmes promoted by commercial actors.
While some are based on the frameworks mentioned above, the majority are based
on frame-works developed by commercial organizations, especially in the developing
world.

• Despite recognition of the importance of digital literacy, there is still a lack of reliable
global data on the levels of children’s digital literacy; an affordable and scalable
standard to measure digital literacy in low- and middle-income countries is needed.
26
• The challenges impacting the development of children’s digital literacy strongly
de-pend on children’s social environment: research shows the importance of the
family and school contexts for digital literacy acquisition. The role of the private sector
in sup-porting development of children's digital literacy is also increasingly being
recognised.

• UNI C EF ’s work in this field has largely been driven by the needs of country offices
or interests of national governments. Currently there is no standard definition in
use or common framework to structure their interventions. A wide range of UN I C EF
projects exists to promote digital literacies but it seems that few of them focus on
strengthening systems and only some have been evaluated.
27
PA R T 2

Towards a holistic
vision for digital literacy
2.1 Introduction
Given the gaps and needs described earlier, there is clearly a space for UN I C EF to play a
key role in the field of digital literacy with a specific focus on children, as of its mandate.
Such a strategy would be a continuation of UNICEF’s recent work in the field of children's
digital inclusion, following one of the six recommendations from the 2017 State of
the World’s Children report on developing children's digital skills. Such a
commitment by UN I C EF would also have a positive effect on public perception of the
organization as con-temporary societies are aware that digital literacy for children is
important and urgent. There is a growing recognition that children who are excluded
from digital activities will have much weaker access to educational and social
resources, community and govern-ment services as well as opportunities for digital
civic engagement and success in the digital economy. Finally, strengthening the
UN I C EF position in the field will also have a positive advocacy effect for policies that
are more attentive to the rights of children.

A common and coherent vision of digital literacy should be developed and implemented
in all UN I C EF interventions, based on an agreed definition and supported by a set of
tools, including competence frameworks and glossaries. The challenge is to foster
holistic and systemic interventions, at the same time allowing multiple support
pathways, recogniz-ing that digital literacy can be supported in formal and non-formal
settings and that this approach enhances equity.

2.2 Digital literacy as part of the broader skills for learning

Digital literacy should also be viewed as part of UNI C EF ’s broader approach towards
holistic, skills- and rights-based quality education and learning that prepare children
and adolescents for school, work, and life. UNI C EF ’s skills framework identifies four sets
of interconnected skills that should develop alongside subject knowledge to realize this
holistic vision of education and learning:

• Foundational skills (consisting of literacy and numeracy): skills that are needed
re-gardless of employment aspirations. Foundational skills are essential for
further learning, productive employment and civic engagement.

• Transferable skills (also known as life skills, 21st-century skills, soft skills, or so-
cio-emotional skills): skills that allow young people to become agile, adaptive learn-
ers and citizens equipped to navigate personal, social, academic, and economic
challenges. They include skills such as problem solving, negotiation, self-manage-
ment, empathy and communication.

• Job-specific skills (technical and vocational skills): skills associated with one or
more occupations such as carpentry, coding, accounting, or engineering.

• Digital skills: skills and knowledge that support the development of digitally literate
children. 29
2.3 Towards a UNICEF definition of digital literacy
UN I C EF believes that digital literacy and skills are essential for children to have
mean-ingful access to the internet, allowing them to be both safe and successful online
and to be able to fully exercise their rights, such as the right to privacy, freedom of
expression, information and education (UNIC EF 2018a). In a number of recent
documents (for exam-ple UN I C EF 2017, UN I C EF 2018a), UN I C EF calls for a holistic
approach to digital literacy, in terms of skills (stressing that children should be
empowered with the technical, cognitive and social skills needed to be protected and
productive in a digital age), stakeholders (claiming that parents/caregivers and
educators should play an active role in children's digital literacy) and connection with
traditional literacy (noting that digital literacy should be grounded within a broader skills
framework for life and work).

UN I C EF does not have an official definition of digital literacy. In its 2017 State of the
World’s Children report and in the follow-on 2018 Policy Guide on Children and Digi-
tal Connectivity, the organization has used the definition of the European Commission:
“Digital literacy implies a set of competences that goes beyond digital and technical
skills. It includes the ability to search, evaluate and manage information found online;
interact, share and collaborate online; develop and create content; use safety and pro-
tection features, and solve problems and be creative.”
In another section of UNI C EF’s Policy Guide, the areas
of action of digitally literate children are indicated: UNICEF calls for a holistic
“Children should be able to: 1. Access and operate in approach
digital environments safely and effectively; 2. Criti cally
to digital literacy, in terms of skills
evaluate information; 3. Communicate safely, respon- ...
stakeholders ... and connection
sibly and effectively through digital technology; and 4. with
traditional literacy.
Create digital content.”

A number of considerations emerged from the interviews on how UN I C EF should ap-

proach the use of a definition of digital literacy. First, interviewees agreed that choosing
the right label among digital competence, digital skills, digital literacy and digital
citizen-ship is important. While digital competence has the benefit of embedding
knowledge, skills and attitudes, it may be seen as overly technical. On the other hand,
digital citizen-ship is connected to the political concept of citizenship and touches upon
human rights. For the scope of UNICEF’s work, digital literacy is arguably the most
fitting concept, as it is more generic and neutral. A s regards digital skills, from a logical
point of view these are equivalent to knowledge and attitudes (components of the
concept of competence) and are therefore by definition included in the digital literacy
concept. Moreover, combining digital literacy and skills would represent a departure
from the holistic shift envisioned above. In line with the L S E definition presented in
section 1.1, digital literacy is preferable because it clearly entails skills, uses and
outcomes.

The following recommendations for a possible UN I C EF definition of digital literacy were

collected during the interviews:

• The definition should be short, simple, concrete and usable, and the details regard-
ing competencies should be provided in the competence framework. This would
make it adaptable to the ver y different contexts UN I C E F is working in.

• The definition should be specific to children, including important terms and concepts
such as resilience, self-awareness, self-regulation, interpersonal skills, empathy,
agency, awareness of one’s own and others’ rights while engaging with contents and
other users. Further, the definition should refer to being free and safe when playing
online or with digital devices.
30
• The definition should accommodate context specificities and foster a culturally ap-
propriate use of technology. Moving away from one-size-fits-all solutions that often
guide private sector interventions is particularly important since it allows the coex-
istence of different understandings of what it means to be digitally literate for differ-
ent cultures (for example, different ways of considering intergenerational relations)
and contexts (such as urban v s rural).

• While being technology neutral, the definition should take into account current
technology development dynamics, connecting with data literacy and AI literacy.
The development of AI systems, the IoT, data-driven economies, algorithm-
driven decision-making and other forms of automation will create a situation
where the most important skills may not involve the direct use of digital
technology, but will relate to an awareness of the way digital technologies
influence our lives (ITU and ILO 2017, p. 12).

• The definition should take into account the need to deal with different age groups
of children. Having a definition that is able to accommodate the needs of pre-school
children, school-age children, 42 adolescents and young adults would represent an
important advance with respect to most existing approaches that, with few excep-
tions, rarely reflect the wide diversity of different age-groups when it comes to the
digital world (Kidron and Rudkin 2018).

• The definition should embed a critical dimension of digital literacy, enabling

“chil-dren to build on their critical self-reflection when using digital
technologies and develop a critical disposition” (Pangrazio 2006, p. 169), and
engaging critically in all kinds of digital practices, whether designing and
producing or reading and viewing (Sefton-Green et al. 2016).

In order to accommodate the above considerations, it is suggested that UN I C E F could

adopt a short and a long version of the working definition. The short definition, which
could be used for ‘policy’ contexts, would stress the aims and the general principles of
UNI C EF ’s understanding of digital literacy, stressing the tension between the need to
empower children to thrive in a global digital world and the importance of local context
adaptation, along these lines:

Digital literacy refers to the knowledge, skills, and attitudes that allow children
to flourish and thrive in an increasingly global digital world, being both safe
and empowered, in ways that are appropriate to their age and local cultures
and contexts.

The long definition should be composed (also visually) of different building blocks (idea
adapted from Ferrari 2012), that are: the objects of the definition, the activities
covered, the modes of operation, the age and context specificities, the purpose of
activities and a reference to digital societies (see Table 4). Having such a ‘modular’
definition allows the components and the relations among them to be identified and
to update parts of the definition if need be. Also, such a modular definition could be
used by UN I C EF as a tool for brainstorming when discussing digital literacy.

42 Based on age-specific online opportunities, risks, as well as expected digital literacy proficiency levels, the group of
school-age children could further be divided into three groups (e.g. 7−9, 10−12, 13−15), corresponding to primary school,
middle school, and early high school respecti vely. 31
T A B L E 4: P R O P O S E D M O D U L A R D E F I N I T I O N O F C H I L D R E N ’ S D I G I TA L L I T E R A C Y

DEFINITION BUILDING B L O C K S NOTES

Children’s digital literacy is the set of Objects of the Knowledge, skills and attitudes,
knowledge, skills, attitudes, strategies, definition strategies, values and awareness
values and awareness that are required … are all included

… to search for, analyse, evaluate and Acti viti es covered T his list could be enlarged when
manage information, communicate, new acti viti es will emerge
collaborate, create and share content,
build knowledge, solve problems…

… safely, effectively, efficiently, critically, Modes of operation These refer to “how” children
creatively, autonomously, flexibly, should ideally use/interact with
ethically, reflectively and appropriately … I C Ts and digital media

…w ith respect to their age, local language, A g e and context T his represents an advance with
local culture, and socioeconomic context… specificities respect to existing definitions

... for playing, civic participation, learning, Purpose of Playing is added here in a
socialising, consuming, working ... activiti es prominent place

… in digital and connected environments Reference to digital T his is more than “when using
and societies. societi es IC T tools”

Children’s digital literacy is the set of Objects of the Knowledge, skills and attitudes,
knowledge, skills, attitudes, strategies, definition strategies, values and awareness
values and awareness that are required … are all included

Using the above building blocks, a work-in-progress definition could be as follows:

Digital literacy is the set of knowledge, skills, attitudes and values that enable
children to confidently and autonomously play, learn, socialize, prepare for
work and participate in civic action in digital environments. Children should be
able to use and understand technology, to search for and manage information,
communicate, collaborate, create and share content, build knowledge and
solve problems safely, critically and ethically, in a way that is appropriate for
their age, local language and local culture.

UN I C EF will need to refine this definition, in collaboration with key actors in the digital
literacy space.

2.4 Suggested digital literacy frameworks for UNICEF

During interviews, while discussing the most appropriate digital literacy competence
framework − or combination of frameworks − that UN I C EF could use to support the devel-
opment of coordinated and meaningful initiatives in the field of children's digital
literacy, two main considerations emerged.

1. The digital literacy competence framework must be technology-neutral. This means

that competencies should not solely be related to technology and platforms, be-
cause these will evolve with time. And in some aspects they should be related not
to the use but to the understanding of technology as, when IoT and AI systems will
32
 become embedded in our everyday environments, they will lessen the need for op-
erational digital skills and increase the need for critical ones (O’Reilly 2017). Within
increasingly data-driven societies, where users will have limited control over what
content is delivered and created, having a critical understanding of the mechanisms
behind technological solutions and platforms will probably become more important
than being able to practically use IC T tools (Van Deursen and Mossberger, 2018).

2. The digital literacy competence framework must be flexible enough to be applied

to different contexts. This means that the framework would have to accommodate
cul-tural and linguisti c specificities, allowing a socially appropriate use of
technology. This can be done by privileging the macro competency areas, instead of
the detailed description of the competencies, that need to be adaptable to the
different contexts. These macro areas are quite well established and overlap
within the four frame-works presented earlier, but must be adapted for different
age groups of children and different contexts. A way to guarantee framework
adaptability is to distinguish skills from expected outcomes (such as safety, well-
being or employability), since in different contexts and at different ages different
competencies are important to achieve similar outcomes. A s an example, the key
outcome of being safe online, that is common to all children throughout the world,
can be achieved through different sets of competencies for younger or older
children, or for children in different de-veloping contexts. Such an approach
would also help to instill among children − at the appropriate age − the motivation
to engage with “the civic, informational and creative activities online that are
heralded as the opportunities of the digital age” (Livingstone et al. 2019).

Starting from these two assumptions, we recommend that UNI C EF should not develop its
own digital literacy competence framework, but rather use existing and well-fitting
frame-works and add value to them through a mechanism of contextual adaptation
support to implementation that is integrated in the organization’s existing work. These
frameworks need to be adapted to take into account the proposed child-specific
definition.

Two digital literacy competence frameworks are proposed for use by UN I C E F in the
short term. DigComp is a widely implemented framework that could be used when a de-
tailed description of the different proficiency levels of IC T competencies is required. The
advantages of this framework are its maturity, its applicability to children, and the fact
that it is accompanied by clear guidelines for implementation based on lessons learned.
Further, while it was created for the European context, it has been used in countries
outside Europe, such as Costa Rica.

In parallel, the Digital Kids Asia-Pacific competence framework could be used in

con-texts where a citizenship approach is to be preferred. The advantages of this
framework are that it was developed specifically for children and for developing
country setti ngs (it was developed for the A sia Pacific region but can easily be adapted
to other regions) and the fact that it has been validated in four countries. These two
proposed digital lit-eracy frameworks are compatible with the most widely used
private sector frameworks such as ICDL (U N ES C O Institute for Stati sti cs 2018a), are
already in use, and will be further developed and updated by their respective
authoring organizations, with whom UN I C EF should engage in a collaborative
partnership.

The current review also suggests that UN I C E F should closely follow the development of
two other promising frameworks and engage in a dialogue with their promoters: the DQ
Institute framework, developed by the Coalition for Digital Intelligence, and the CoE’s
Digital Citizenship Education framework.
33
2.5 Proposal for integrated UNICEF support
The recommended competence frameworks should not be used as stand-alone support
tools but rather within an integrated approach, composed of preliminary guidelines and
follow up tools, that can be adapted to the socio-cultural context, as indicated by the
UNI C EF programming cycle.43 Responding to the main needs of the UNI C EF country and
regional offices that emerged from our survey (see Figure 4 in section 1.6), UN I C EF
should not only foster the use of these competence frameworks in children’s contexts,
but also add value by building an integrated set of support tools around them, as in
Figure 6.

Step 1: Preliminary diagnostic

Before using one of the two competence frameworks proposed above (or a combination
of them), a set of Preliminary Diagnostic Tools should be used, in order to adapt the
frame-work (in terms of areas, competencies and proficiency levels) to the specific
context. Ad-aptation should regard the country specific e-readiness (connectivity and
infrastructure can heavily influence digital literacy programmes), age groups (research
shows that cer-tain skills are learnt better at different ages) and cultural contexts
(concepts can have very different meanings in different contexts). These diagnostic
tools could be a set of ques-tions and checklists on the context of use, cultural
practices, languages, and on the basis of the answers the competence framework should
change to become fully appropriate for local interventions. Inspiration to develop such
tools could be taken from the ITU Digital Skills Toolkit (ITU 2018a), a useful report which
contains guidelines for policymakers and other stakeholders to facilitate the
development of digital skills strategies at the country level. The modular working
definition presented in section 2.3 could be used as a working tool to discuss how to
adapt the suggested frameworks to local conditions.

F I G U R E 6: P R O P O S E D S U P P O R T C Y C L E

Preliminary
diagnosti c tools

5 2

Impact Competencies
assessment framework

3
4
Operationalisation
Implementation guidelines

Source: Authors Preparation and design programme phases Implementation and assessment phases
43 https://www.unicef.org/lifeskills/index_12074.html 34
Step 2: Use of the competence framework
Once the framework has been properly adapted to a given context, it should guide the
inclusion of capacity development activities in school curriculum or in informal learning
activities, depending on the kind of intervention. The framework should also help in set-
ting some required minimum levels for the acquisition of competencies that are appropri-
ate for the age of use. A good example in this sense is the work of the Government of
British Columbia in Canada, where a competence framework has been implemented that
is adaptable across the different K12 school levels. 4 4

Step 3: Operational guidelines

Once the competence framework has been used to ‘structure’ a given curriculum, some
practical guidelines must be offered on how to develop the corresponding learning
resources or on which existing content could be used; these would be similar to the
DigComp users guide, 45 the webportal of the DQ Institute 46 or the LearningWales pro-
gramme.47 In this last case, the corresponding competence framework is provided in
both a web format, where the competencies proficiency levels automatically adapt de-
pending on the selected school year, and in a spreadsheet format, that allows use and
modification. Further, curriculum mapping tools are provided for both primary and sec-
ondary schools, complemented by detailed Digital Competence Framework guidance
and set of Frequently Asked Questions. Providing such a complete set of tools would
allow the full design of an intervention around the proposed competence framework
and would facilitate appropriate impact assessment and therefore evidence-based pol-
icy improvement. This would be particularly important since impact assessment in dig-
ital literacy seems not to be widespread: confirming the results of our sur vey among
UN I C EF offices, U N E S C O has noted that the majority of Asian Pacific countries do not
seem to have assessment systems in place to measure the efficacy of their digital liter-
acy programmes (UN E S C O 2016).

Step 4: Implementation
During the intervention implementation phase, it will be important to keep in mind a few
overarching guiding principles:

• Multi-stakeholder engagement − based on the diagnostic mapping, key stakeholders

will be identified that have a role to play in the programme design and
implementation such as parents, teachers and private sector actors and children;

• Social Inclusion − supporting children from underserved or marginalized

communities (focusing on digital infrastructure, affordability, content in local
languages, gender norms); and

• Staying current − paying attention to the impact of emerging technologies and

domains (such as AI systems, Internet of Toys, augmented reality) and to changes in
digital usage (increased misinformation, excessive screen time, etc.).

Step 5: Impact assessment

The Monitoring, Evaluation and Assessment guidelines of the Life Skills programme48
seem to fit well with the proposed approach. It is important that the impact assessment
matrices that will guide the evaluation work should consider, as much as possible, holistic
and critical impact dimensions, moving away from assumptions that, for example, the
use of ICT automatically translates into better grades.

The integrated approach proposed is in line with the recent work of international orga-
nizations. First, the UNESCO Global Framework of Reference o n Digital Literacy Skills

44 Se e https://www2.gov.bc.ca/gov/content/education-training/k-12/teach/teaching-tools/digital-literacy
45 Se e https://publications.europa.eu/s/kRJa
46 https://www.dqinstitute.org/dq_everychild/
47 https://hwb.gov.wales/curriculum-for-wales-2008/digital-competence-framework
48 https://www.unicef.org/lifeskills/index_10489.html 35
report (2018) sugge sts using case examples to design initiatives and to define digital
literacy levels and assessment − thus at the practical level and not at the conceptual
level. The report presents (in its Appendix 8) a detailed pathway mapping
methodol-ogy, where each pathway comprises competencies and contexts using
examples for countries, that stakeholders in different country/sector/personal
contexts can custom-ize. Second, the report by the IT U Broadband Commission and
UNESCO Working Group o n Education: Digital skills for life and work (2017) calls for
context-specific planning and provision, underlining that “successful digital skills
programmes and initiatives are tailored to meet the needs of target beneficiaries and
respond to local contexts; they avoid ‘one-size-fits-all’ approaches, privileging
flexibility and iterative growth” (p. 5). The proposed approach also addresses many
of the UN I C EF support requests made in the sur vey (see Table 3).

2.6 Moving ahead

The working definition, the suggested frameworks and UNICEF must support government and
the integrated support approach presented in this part
partners in embedding digital
of the paper could constitute the initial building blocks
of UNI C EF ’s work in the area of children’s digital liter-
literacy,
alongside other skills and
acy. How UN I C EF engagem e nt in the field of digital lit- knowledge,
within education and learning
systems, eracy will further evolve needs to be discussed with in- throughout the life course and for
all ternal and external stakeholders and goes beyond the children through multiple
scope of the current paper. In this concluding section, pathways.
we present some ideas on what could come next that
have emerged from both the sur vey and the stakeholder interviews. In order to take
these suggestions forward, UN I C EF must develop the capacity of its staff to internally
and externally engage, coordinate and collaborate to deliver high quality programming.

UNICEF should continue with and strengthen its holistic approach

UN I C EF should strive to position digital literacy within a holistic vision of skills- and
rights-based education and learning that prepares young people to be successful
learners, en-gaged citizens, and productive workers. To realize this vision, it recognizes
the need for multi-sectoral and cross-sectoral approaches that promote digital literacy
and integrate digital skills with other skills and knowledge (see section 2.6). A s such,
UNICEF must support government and partners in embedding digital literacy,
alongside other skills and knowledge, within education and learning systems,
throughout the life course and for all children through multiple pathways (formal, non-
formal, and community-based). Entry points for this work include: sequenced and
resourced reforms that address skills development, including digital skills, within
pedagogy, assessment and curricula; and creation of safe and positive environments,
physical and digital, conducive to the devel-opment of digital skills.

UNICEF could strengthen collaboration with the major stakeholders in the field
A s emerged from the interviews, there is interest among major institutional players
to collaborate with UNICEF in the area of digital literacy. A s recommended in the
2018 UN I C EF Policy Guide o n Children and Digital Connectivity, UN I C EF should
“partner with UN E S C O, CoE, European Commission and other international agencies
and bodies who have experience and resources in the field of digital and media
literacy, as well as with the private sector partners who have strong interest, access
and technical resources” (UNIC EF 2018a, p. 15). Also, we sugge st that the major
research projects in the area such as Global Kids Online (where UN I C EF is a lead
partner), the DigiLitE Y and the Better In-ternet for K ids projects should engage in this
partnership.
36
Demonstrating the genuine interest in collaboration mentioned above, a number of
collaborative ideas were proposed by important stakeholders during the interviews:

• Creation of a collaborative observatory on children’s digital literacy (with UNICEF,

UNESC O, ITU, CoE, J R C , the Coalition for Digital Skills, industry stakeholders) to
follow and share developments in the field. This could be complemented by a
periodic research scheme, where the involved actors could concentrate on a
specific theme every year and produce joint reports (to avoid fragmentation);

• Development of digital skills foresights, investigating what will be the digital

skills needed in 5, 10, 20 years, focusing on new areas such as the skills needed for the AI
era;

• Creation of an open repository with anonymized data on digital literacy for children,
with input from UNICEF, DQ Institute, Global Kids Online, JRC-European Commission,
to be used by researchers to improve understanding of the issues at stake; and

• Creation of an official shared glossary on children’s digital literacy (similar to

the Luxemburg Glossary 4 9 in the field of migration) that would represent the
standard for new initiatives.

UNICEF should shape and support research and analysis on children’s digital literacy
UN ICEF is already a leading actor in the area of digital literacy research, for example
through the work of the Global Kids Online project. To further strengthen this role,
UN ICEF could support research and analysis in areas of particular relevance for the
immediate future:

• Digital literacy in different contexts, exploring the difference between the digital
literacy needed in developing and developed countries, of what is expected from
children of different ages in terms of digital literacy development;

• Digital literacy for marginalized children, focusing on children’s resilience and on

how digital technologies can provide psychosocial support for children living in
marginalized settings (e.g. refugees), and what kind of tools are most valuable for
these children;50 and

• Digital literacy around children, looking at the immediate surroundings of children, as

it has been demonstrated that skills, attitudes and values of people close to children
matter (Livingstone, Mascheroni and Staksrud 2015), and at what type of education
is effective in cultivating digital soft skills such as digital emotional intelligence and
digital participation and agency.

49 http://www.emnluxembourg.lu/?page_id=823
50 One initiative that includes a focus on children’s psychosocial well-being is the EduApp4 Syria project. Se e https://
norad.no/eduapp4syria and Comings 2018. 37
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Annex: List of experts and stakeholders consulted
Experts interviewed
Ellen Helsper, Associate Professor, London School of Economics, U K
Shafi ka Isaacs, Education consultant, South Africa
Jonghwi Park, Programme Specialist, U N E S C O Asia-Pacific Regional Bureau, Thailand
Yuhyun Park, Founder and Chief Executive Officer, DQ Institute, Singapore
Yv e s Punie, Joint Research Centre Seville, European Commission, Spain
Janice Richardson, Consultant, Council of Europe, France
Michael Trucano, Global Lead for Technology & Innovation in Education, World Bank, U S
Riina Vuorikari, Joint Research Centre Seville, European Commission, Spain

Respondents to the online survey

Sitraka Andrinivo, Digital Communication Officer, U N I C EF Madagascar
Andrei Arias, Communications Associate, U N I C EF Costa Rica
Josianne Galea Baron, Children's Right s and Business Specialist, U K National Committee for U N I C EF
Roshni Basu, Regional Advisor ADAP, U N I C EF East A sia and Pacific Office (EAPRO)
Sean Blaschke, T4D Business Analyst, U N I C EF Eastern and Southern Africa Office (ES A RO)
Frank van Cappelle, Education Specialist, U N I C EF Regional Office for South A sia (ROSA)
Panji Chamdimba, Education Specialist, U N I C EF Sudan
Katherine Crisp, Innovation Specialist, U N I C EF Innovation
Emma Day, Child Protection Consultant, East A sia and Pacific Office (EAPRO)
Verena Katharina Fisch, Intern, U N I C EF Namibia
Ticiana Garcia-Tapia, Youth and Adolescent Development Specialist, U N I C EF Indonesia
Ben Grubb, Business Analyst (T4D), U N I C EF East A sia and Pacific Office (EAPRO)
David Gvineria, Child Protection Specialist, U N I C EF Albania
Jorge Luis Hernandez, Education Specialist, U N I C EF Nicaragua
Jennifer Hofmann, Education Chief, U N I C EF Bolivia
Sema Hosta, Chief of Communication, U N I C E F Turkey
Mayke Huijbregts, Chief Social Policy and Child Protection, U N I C E F South Africa
Linda Jonsson, Education Specialist Innovation, U N I C EF Niger
Sanja Kabil, Education Specialist, U N I C EF Bosnia and Herzegovina
Muhammad Rafiq Khan, Chief of Child Protection Section, U N I C EF Ghana
Irene Leino, Corporate Responsibility Advisor, Finnish National Committee for U N I C EF
Sara McGinty, Chief, Education, U N I C EF Rwanda
Jadranka Milanovic, Communication Officer, U N I C E F Serbia
Fabrice Musoni, Consultant, U N I C E F Uganda
Hiromasa Nakai, Chief, Information and Public Affairs, Japan Committee for U N I C EF
Amal Obeid, Adolescent and Youth Specialist, U N I C E F Lebanon
Saadhna Panday-Soobrayan, Education Specialist, U N I C EF South Africa
B.P. Panwar, T4D Business Analyst, U N I C EF Europe and Central Asia Office (EC ARO)
Alex Petrov, Adolescent and Youth Development Officer, U N I C EF Moldova
Florian Rabenstein, Education Officer, U N I C EF Kenya
Cora Steinberg, U N I C EF Argentina
Nenad Tomic, Education Officer: Data Sys t ems and Technology, U N I C EF Namibia
Giorgia Varisco, Chief of Youth and Adolescents Section, U N I C EF Jordan
Mario Volpi, Chief of Youth and Adolescent Programme, U N I C EF Brazil
Nikola Vulic, Adolescent Development Officer, U N I C E F Montenegro
Lisa Wolff, Director, Policy and Research, U N I C EF Canada (National Committee)
Tamara Zakharia, Innovation Youth Officer, U N I C EF Lebanon

40
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