Unpacking Contrary Conceptions of Digital Literacy Across a Higher Education Landscape

Abstract

The higher education sector is changing, driven by a post-pandemic push to a more digital focused model of delivery. Whilst this change was coming before the pandemic, COVID-19 has put the need for a better understanding of digital approaches in stark relief, as individuals could no longer meet face-to-face. And yet, our perceptions of digital literacy (competency and skills) remains limited, with literature suggesting that even the use of the term ‘digital literacy’ is diverse. This paper aims to conduct a review that positions these terms more clearly with their associated stakeholders. Using a defined systematic review methodology based on Lateral, this paper identifies a disconnect between stakeholder perceptions, particularly academics and their students, as well as influences felt by the pandemic. Through this work, we aim to lay a foundation for future research in the educational technology domain, understanding these contrary conceptions and how they may be resolved.