Development of a Framework for Evaluating Digital Literacy Competencies of Primary and Middle School Students

Objectives The purpose of this study is to develop a framework for evaluating the digital literacy competencies of primary and middle school students in South Korea. Methods To achieve this, the researchers analyzed previous domestic and international studies and cases to develop a draft evaluation framework that includes definitions of digital literacy, evaluation areas, sub-elements, definitions of sub-elements, and examples of achievement. The developed draft was revised and validated through two rounds of the Delphi survey. Results The final proposed digital literacy evaluation framework consists of five evaluation areas and 11 sub-elements, including ① digital tools (understanding of digital tools, utilization of digital tools), ② digital information and data (information search and data collection, analysis and evaluation of information and data, management of information and data), ③ digital communication and collaboration (digital communication, digital collaboration), ④ digital resource production (content production, problem-solving based on computational thinking), and ⑤ digital safety and health (digital safety, digital health). Conclusions The significance of the evaluation framework for the digital literacy developed in this study is that it systematizes the construct for measurement of the digital literacy required by primary and middle school students. In the future, this framework can be used to develop evaluation tools for diagnosing the level of digital literacy of students.