ADVERTORIAL | Call for digital literacy to have legislative mandate

ADVERTORIAL | MC Systems

The COVID-19 pandemic has exposed the digital divide which exists in Jamaica; and also the deficiencies in the society, as it relates to digital literacy, with some experts calling for unconventional approaches to address the problem.

In explaining the term “digital literacy”, Professor Paul Golding, former Dean of the College of Business and Management at the University of Technology, Jamaica, said that digital literacy enables persons to be digitally ready, with a fundamental set of skills and attitude to thrive in the digital age. This, he stated, means to have access to digital technology; the literacy and know-how to use the technology; the ability to participate meaningfully; as well as to be creative with the technology.

In reference to a study which he did in 2018, Professor Golding said that the study found that more than 60% of grades 7 – 9 students were not allowed to use electronic devices in class. However, as students progressed to higher grades, this restriction was relaxed, with 70% of grade 13 and 64% of grade 12 students allowed to use devices, such as: e-readers, tablets, computers, cell phones and MP3 players in the classroom.

“With social distancing protocols in place, students’ access to technology devices is now a prerequisite to attending classes. The difference between 2018 and 2020 is profound,” he pointed out.

BCJ pushes for legislative mandate to advance digital literacy

In a webinar hosted by the Broadcasting Commission of Jamaica (BCJ) on Wednesday 28 October 2020, the commission’s Executive Director, Cordel Green, outlined that so much more needs to be done in relation to digital literacy in Jamaica.

“We have asked for a specific mandate in our law to promote digital literacy. We have proposed that the Ministry of Education, Youth and Information embed it in the school curriculum as we do math and English. The technology companies should also contribute to the cost of digital literacy,” he said. This, he noted would give the drive that is needed to address the challenges with digital literacy.

Green went on to say: “The BCJ recognised the importance of digital literacy ages ago and has been promoting it locally and internationally as the most important regulatory pillar of the digital age.”

Outlining some of the initiatives undertaken by the BCJ to raise awareness around digital literacy, Green said that more than 10 years ago the BCJ collaborated with UNESCO and the Joint Board of Teacher Education on a project to embed digital literacy in the curricula for schools up to the secondary level. As with the recommendation on legislation, the Commission continues to make recommendations to teachers and teacher training institutions for the adoption of this curriculum.

In more recent times, Green indicated that the BCJ has launched a Schools Digital Literacy Programme and collaborated with GetSafeOnline to create a website for Jamaicans to access information about the opportunities and challenges in the digital age. They also launched initiatives like their “What If” media campaign that addresses some aspects of digital literacy.

“We are now collaborating with UNESCO, the Mona School of Business and Management, and Slashroots Foundation to develop a digital literacy Skills Framework for Jamaica,” he added.

To this point, Professor Golding outlined that generally, a digital literacy skills framework contains five components: information and data literacy; communications and collaboration; digital content creation; safety and problem solving.

“The Commission realises that a more comprehensive approach is required and had earlier this year posted a request for proposal for a Digital Literacy Skills Framework (DLSF). This process may have been delayed because of the COVID-19 pandemic. However, with the accelerated digital transformation brought on by pandemic – online classes, virtual meetings, working from home, and contactless sales – the DLSF requires urgent attention,” he said.

Implement community-based initiatives

Marlon Ward, software developer at MC Systems, recommends the implementation of community-based initiatives, with the set-up of digital literacy learning centres in a sustainable way, to improve digital literacy.

“What we have seen of community-based technology focus programmes so far, indicates that given the right motivators, stakeholder buy-in and political will, they do work,” he said.

However, he noted that to implement a sustainable community based digital literacy initiative, there needs to be: clearly defined national achievement targets for digital literacy as well as the development of a model, which can easily be modified and dropped into a community to meet its specific needs and defined national targets.

“Depoliticise the model so that it requires no political capital to maintain in the event of a change in administration. Engage faith, civic based, past students’ associations and anyone or group who are willing to foster true community development. It’s an ‘all hands-on deck’ kind of a solution, and Jamaica needs this,” he said.

Mr. Ward also recommended the achievement targets be tied to the PATH programme.

“By incentivising the programme, we are ensuring that all PATH recipients are directly impacted. We can then measure the achievements of each community through comparisons of external examination passes, job creation targets, quality of life metrics,” he said.

He endorses special tax incentives, as he said the beneficiary is a direct spin off from the nation’s community-based digital literacy initiative.

Mr. Ward who is also an educator for 16 years, posits that steps should be taken to have at least 80% of educators certified as Microsoft teachers and Google educators in the next three to five years.

“We can then take what we learn from that programme to develop our own digital teacher certification programme that can be implemented across all tertiary educational institutions. It’s not enough to have student teachers relearn “grade 9” technology topics and call it competence. Teachers need to be better prepared to apply the requisite technology skills towards the development of the lives they touch,” he advises.

He also suggested that principals and teachers should engage their communities directly through digital literacy workshops for parents and siblings of the students entrusted to them.

“These workshops should also address the psychological challenges the stakeholders face when dealing with this new digital classroom,” he said.

Professor Golding pointed out that the general public also needs to be educated.

“Parents must educate themselves, to be able to educate their children. This must be a topic for discussion at Parent-Teachers Association meetings. Parents who have Internet access should do their own research online. Have your child show you around the web; ask him or her to show you their favourite games or video sites, in a non-invasive way. Engage your children and learn from them. Create a scheduled, ‘screen time versus non-screen time’ for computer use,” he recommended.

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