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INTRODUCTION > INTRODUCTION - Pg. 110

Digital Literacy in a Lifelong Learning Programme for Adults advancement, personal growth and understand- ing (Lawson, 2005). Career and job changes are commonplace, and as a consequence adults must be able to acquire new skills so that they succeed and survive. Since the late 1990s, only literacy and nu- meracy have been considered to be the basic skills for social and labour success. However, ICT literacy is nowadays considered as being a third important skill for work force and life alongside literacy and numeracy (EC, 2000a, 2001; DfES, 2003; NIACE, 2005). Within Europe, ICT has been identified as a key goal of educational policy and a major strategy aiming at helping EU citi- zens to participate in the 21 st century knowledge society and the knowledge-based economy (EC, 2000b, 2001). During the last decade, there has been an extensive discussion about digital divide, the divide between people who have access to tech- critical factor in reducing inequalities and ensur- ing people's inclusion in the social, economic and political life of their communities and societies, so that they have an influence over their own life chances. It has become apparent that digital literacy is not just about using the computer and the growing interest about the Internet and mo- bile technologies. Undoubtedly, ICT training can motivate people to develop literacy, numeracy and language skills. Moreover, ICT competency is necessary not only for citizens to function ef- ficiently on a personal level, but also to develop, advance and succeed in their professional lives, and become active citizens in the information age, thus contributing to the social and economic success. On the other hand, ICT also impacts on the nature of literacy and numeracy practices in daily life practices, at home and in the social arena. Van Deursen and Van Dijk (2009) have shown that