Digital Literacy and Digital Competency of University Teachers. A Systematic Analysis of Frameworks
Abstract: Much research has been conducted regarding media-related competences and literacy in teacher education, yet the target group of teacher educators and university teachers has only recently been addressed. The aim of our paper is to offer a basis for informed ICT-related framework choices for researchers, to identify important achievements during the last decade and to reveal needs for further research. After a systematic review of existing frameworks, the three internationally recognised models TETCs, DigCompEdu and Jisc’s Digital Capabilities were chosen and systematically analysed and compared against a set of criteria covering both theoretical and empirical aspects. Although a plethora of criteria addressing formal, empirical and pedagogical aspects were used, all models offered information on every criterion. However, assessing digital literacy/competence remains a challenging task, with the frameworks’ instruments measuring self-efficacy instead of literacy and competence.
Presider: Thomas Schröter, University of Würzburg, Chair of School Pedagogy