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Pediatrics. 2017 Nov;140(Suppl 2):S122-S126. doi: 10.1542/peds.2016-1758P.

Developing Digital and Media Literacies in Children and Adolescents.

Author information

Drew University, Madison, New Jersey;
Center for Media Literacy, Malibu, California.
University of Ottawa, Ottawa, Ontario, Canada.
College of Charleston, Charleston, South Carolina.
Central Michigan University, Mount Pleasant, Michigan.
California State University Northridge, Northridge, California; and.
Kent State University, Kent, Ohio.


In today's global culture and economy, in which individuals have access to information at their fingertips at all times, digital and media literacy are essential to participate in society. But what specific competencies must young citizens acquire? How do these competencies influence pedagogy? How are student knowledge, attitudes, and behaviors changed? What are the best ways to assess students' digital and media literacy? These questions underscore what parents, educators, health professionals, and community leaders need to know to ensure that youth become digitally and media literate. Experimental and pilot programs in the digital and media literacy fields are yielding insights, but gaps in understanding and lack of support for research and development continue to impede growth in these areas. Learning environments no longer depend on seat time in factory-like school settings. Learning happens anywhere, anytime, and productivity in the workplace depends on digital and media literacy. To create the human capital necessary for success and sustainability in a technology-driven world, we must invest in the literacy practices of our youth. In this article, we make recommendations for research and policy priorities.

[Indexed for MEDLINE]

Conflict of interest statement

POTENTIAL CONFLICT OF INTEREST: The authors have indicated they have no potential conflicts of interest to disclose.

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