Secondary students outperformed primary students on general DL and online information seeking, but primary students performed slightly better on presentation-related DL¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Mean differences between S2 and P5 students were largest for general DL (ΔM ≥ .99) and online information seeking (ΔM ≥ 1.26), smaller for knowledge-based seeking (ΔM = .23) and word processing (ΔM = .30), and negative for presentation-related DL (ΔM = –.41). → Frank Reichert 2020

Evidence¶

Frank Reichert 2020¶

Frank Reichert, Nancy W. Y. Law, Gary K. W. Wong, Jimmy de la Torre. (2020). Exploring the structure of digital literacy competence assessed with authentic software applications. Education Tech Research Dev, 68, 2991–3013. https://doi.org/10.1007/s11423-020-09825-x

q2 · i? · associational · r2

Multiple-group bifactor model with unconstrained means in Results (830 P5, 823 S2): S2 students scored higher overall, with the printed mean differences ΔM ≥ .99 (general DL), ΔM ≥ 1.26 (online information seeking), ΔM = .23 and ΔM = .30.

"This difference was particularly evident for the general DL performance (ΔM ≥ .99), as well as for general information seeking on the Internet (ΔM ≥ 1.26). The difference was less pronounced for knowledge-based information seeking (ΔM = .23), as well as for word processing-related DL (ΔM = .30)."

Frank Reichert 2020 (2)¶

Frank Reichert, Nancy W. Y. Law, Gary K. W. Wong, Jimmy de la Torre. (2020). Exploring the structure of digital literacy competence assessed with authentic software applications. Education Tech Research Dev, 68, 2991–3013. https://doi.org/10.1007/s11423-020-09825-x

q2 · i? · associational · r2

Results report that "P5 students seemed to perform slightly better than S2 students" on presentation-related DL (ΔM = –.41); the authors attribute this peculiarity to the strong influence of the general dimension on those items.

"Surprisingly, P5 students seemed to perform slightly better than S2 students with respect to presentation-related DL (ΔM = –.41)."

Discussion¶

Related Claims¶

• DL performance comprises a general dimension plus four tool-specific residual dimensions, with the specific dimensions defined by the software applications used — related
• The same bifactor DL structure holds for primary and secondary students under partial measurement invariance, permitting comparison of performance levels across cohorts — a broader claim this one bears on
• Technical digital literacy measured with authentic software applications is not a unidimensional construct; a four-dimensional exploratory MIRT model fits best — a broader claim this one bears on