Ready-to-Use Digital Literacy Resources for Lesson Planning

 

This blog post reviews digital literacy resources for planning lessons. The great news is that you don’t have to be a technology expert or start from scratch to develop lessons because digital literacy experts and educators have already developed and shared lessons that you can implement in your teaching.

The following table contains resources sharing developed lessons, curriculum, and online courses with detailed instructions. Hyperlinks for each resource can be accessed in the left hand column.

Free Resources
Resource	Description
Google Applied Digital Skills	Applied Digital Skills with Google provides free, accessible lessons on varied topics that can be filtered by google tool, topic, and type of learner (elementary/middle/high school students and adult learners). Lessons range from 45 minutes to 9 hours. Each lesson is taught through self-paced, step-by-step videos that reduce the pressure on teachers to be technology experts. By the end of each video, learners will have completed an engaging project that teaches important digital skills through relatable content. This site intersects with Google.com and Google. Classroom. The site provides certificates of completion that learners can add to their résumé.
DART	The Digital Access and Resilience in Texas (DART) curriculum integrates beginning English language learning with foundational digital skills. The curriculum is intended to supplement existing English language instruction in lower-level adult English as a Second Language (ESL) classes. The DART curriculum contains 20 lessons that provide the foundation that lower-level English language learners need to recognize and type the wide variety of characters required for most online passwords.
DigitalLearn.org	Digital Learn offers digital literacy resources and training modules designed to help individuals acquire essential digital skills including computer use, internet navigation, email etiquette, online safety, and using productivity software like Microsoft Office programs. Aims to bridge the digital divide by providing accessible and user-friendly learning materials that cater to individuals with varying levels of digital proficiency.
GFCGlobal	GCF Global offers self-paced online courses organized by the following categories: Computers, The Job Search, Creativity and Design, Microsoft Office, the Internet, Core Skills, Google, and Skills for Today. Its lessons address more than 200 topics, including more than 2,300 lessons, more than 2,000 videos, and more than 50 interactives and games.
Learning.com	Learning.com provides educators with solutions to prepare their students with critical digital skills. A web-based curriculum for grades K-12 engages students as they learn keyboarding, online safety, applied productivity tools, computational thinking, coding and more.
TechBoomers	Techboomers is a website that teaches older adults and other inexperienced Internet users about websites that can help improve their quality of life. Offers a large library of up-to-date information regarding the most popular and useful internet-based products. Beyond basic training, Techboomers works to empower older adults to become Internet experts within their personal networks in such a way that builds both their connections and their confidence with using technology.
Typing.com	Typing.com supports students in learning keyboarding skills necessary to achieve digital literacy. Also provides limited lessons on digital literacy.
Paid Resource
Resource	Description
Northstar	Northstar Digital Literacy gives subscribing organizations the ability to increase access to digital equity by providing constituents with tools to master the digital skills needed to work, learn, and participate fully in daily life.

 

References

• Applied Digital Skills with Google. Available https://applieddigitalskills.withgoogle.com/en/learn
• The Digital Access and Resilience in Texas (DART). Available https://tcall.tamu.edu/dart-DL-ESL-Curriculum.html
  
• DigitalLearn. Available https://training.digitallearn.org/
• GCFGlobal. Available https://edu.gcfglobal.org/en/
  
• Learning.com. Available https://www.learning.com/
• Northstar Digital Literacy. Available https://www.digitalliteracyassessment.org/
• TechBoomers. Available https://techboomers.com/
• Typing. Available https://www.typing.com/

Industry 4.0 and 5.0, Literacy 4.0, Education 4.0, and Society 5.0: The Future is Here

Image credit: Microsoft Stock Images

By Lilian H. Hill

Industry 4.0, Literacy 4.0, Education 4.0, and Society 5.0 are interrelated concepts, all depicting changes in industry, literacy, education, and society. The nomenclature is reminiscent of technology version updates.

Industry 4.0 is based on the idea that we are experiencing a fourth industrial revolution fundamentally altering how we live, work, and relate to one another. The first industrial revolution was based on steam power, the second on electricity, the third on automated production and digital technologies, and the fourth on a “fusion of technologies that is blurring the lines between the physical, digital, and biological spheres” (Schwab, 2015, p. 8). Technological inventions will prompt profound shifts in how business is conducted, change ways people communicate, and reshape how government, education, healthcare, and transportation operate. Schwab (2015) commented that the changes are “historic in their size, speed, and scope” (p. 2). Improved automation, artificial intelligence (AI), and continued technological improvements will have a pervasive influence on workers, businesses, and society. Industry 4.0, also known as 4IR, is characterized as the manufacturing technology transforming global business practices. de Boer et al. (2022)  identified four foundational types of disruptive technologies:

1.  connectivity, data, and computational power: cloud technology, the Internet, blockchain, sensors.

2.  analytics and intelligence: advanced analytics, machine learning, artificial intelligence. 

3.  human–machine interaction: virtual reality (VR) and augmented reality (AR), robotics and automation, autonomous guided vehicles.

4.  advanced engineering: additive manufacturing (such as, 3-D printing), renewable energy, nanoparticles. (para. 4)

Industry 5.0 will shift the focus from economic value to a focus on societal value and shift the focus from welfare to well-being. Kraaijenbrink (2022) indicates that it has three core values: human-centric, resilient, and sustainable. It is congruent with Society 5.0, which is discussed later. 

 

Literacy 4.0 reflects the evolving nature of literacy in the context of Industry 4.0. Work has become more digitized and globally interconnected, meaning literacy practices are undergoing significant transformations. Farrell (2019) conceptualizes Literacy 4.0 as a “core social technology of work that is changing as rapidly and radically as the digital technologies that are reshaping work, workers and working” (para. 8). In addition to traditional literacy skills, Literacy 4.0 encompasses a range of skills and competencies required to navigate the complexities of the fourth industrial revolution. Its development ensures individuals can thrive in the rapidly changing technological landscape that defines our current and future societies. Effective participation in work means engaging with advanced technologies such as artificial intelligence (AI), robotics, the Internet of Things (IoT), the Internet of Services (IoS), quantum computing, and biotechnology.

Literacy 4.0 competencies include digital literacy, data literacy, information literacy, media literacy, visual literacy, and technological literacy. However, mastering technological skills is only part of what individuals need to adapt to Industry 4.0. Other necessary competencies include critical thinking, problem-solving, collaboration and communication, ethics and responsible use, and lifelong learning. To thrive in the Fourth Industrial Revolution, individuals must ensure their employability through upskilling and reskilling. Upskilling means learning new skills as the requirements of their current position evolve. Reskilling refers to retraining that will enable individuals to fill different types of positions with their current or a new employer. Literacy 4.0 competencies are vital for individuals to thrive in the rapidly evolving digital world, ensuring they can adapt to new job requirements, engage in lifelong learning, and participate fully in society.

Education 4.0 is viewed as crucial for developing skills to meet the demands of Industry 4.0. Education systems around the world are increasingly recognizing the importance of equipping students with Literacy 4.0 skills to prepare them for the future. Education 4.0 aims to teach competencies needed for the workplace, including mastering information and communication technologies, cross-cultural communication, innovation management, organizational learning, software and interface management, simulation systems, employee skill development, and creativity.

The challenges and opportunities presented by Industry 4.0 necessitate reevaluating educational models to ensure they equip students with the skills needed for future success. This involves integrating 21st-century skills frameworks into education systems, focusing on character, meta-learning, and the application of active learning strategies. Such approaches aim to develop competencies that enable individuals to solve complex problems and address social needs effectively​. Updating educational systems will mean incorporating new technologies, curriculum reorganization, and professional development (González-Pérez & Ramírez-Montoya, 2022). This will involve creating responsive educational models that ensure inclusive, equitable, and quality education while promoting lifelong learning opportunities for all. The goal is to develop future skills through 21st-century skills frameworks, incorporating components of Education 4.0 that are largely oriented toward students but also need to address the needs of adults​​.

Society 5.0 envisages a "super-smart" society in which technology and AI play a central role, a concept that emphasizes the need for Literacy 4.0. and Education 4.0. This future society will require new forms of literacy that enable humans to communicate with each other and with technology and AI, necessitating skills in understanding technological principles, developing solutions, and collaborating effectively​​. The concept was introduced by Japan in 2016. Fukuyama (2018) explained that the goal of Society 5.0 is to create a human-centric society in which both economic development and the resolution of societal challenges are achieved, and people can enjoy a high quality of life that is fully active and comfortable. It is a society that will attend in detail to the various needs of people, regardless of region, age, sex, and language, by providing necessary items and services. The key to its realization is the fusion of cyberspace and the real world (physical space) to generate quality data and, from there, create new values and solutions to resolve challenges (p. 48).

Aberšek and Aberšek (2020) suggest that given human beings limited memory capacity and processing power compared to current technologies, the society of the future will be increasingly reliant on technology and artificial intelligence. Therefore, it will be vital for humans to understand technologies and artificial intelligence, communicate with one another, and effectively interface with technology and artificial intelligence.

Conclusion

I am of the generation when digital technologies were first introduced in the workplace. My first job required using punch cards for data entry and the computer took up a large office. Next, I learned word processing on a mainframe computer, then transferred that knowledge to a personal computer, using WordPerfect and then Microsoft Word. Now, more computing power is available in a smartwatch than in early mainframe computers. These changes occurred over decades, and there was adequate time to learn. In the future, technological innovations are occurring much more rapidly and require individuals to use advanced learning skills and educators to use adaptive pedagogical skills. Generative AI can address the global skills gap and make training more accessible to people through natural language commands. Adult learners and educators must engage with AI tools so that individuals, educational systems, and society adapt and thrive.

References

Aberšek and Aberšek, B. (2020). Society 5.0 and Literacy 4.0 for the 21^st century. Nova Publishers. https://doi.org/10.52305/ZJBJ8012

 de Boer, E., Ellingrud, K., Richter, G., & Swan, D. (2022, August 17). What are Industry 4.0, the Fourth Industrial Revolution, and 4IR? Retrieved from https://www.mckinsey.com/featured-insights/mckinsey-explainers/what-are-industry-4-0-the-fourth-industrial-revolution-and-4ir#/  

Farrell,  (2019). Workplace Literacy in the Fourth Industrial Revolution: The Literacy 4.0 Project. The University of Melbourne. Retrieved https://education.unimelb.edu.au/research/projects/workplace-literacy-in-the-fourth-industrial-revolution-the-literacy-4.0-project 

Fukuyama, M. (2018). Society 5.0: Aiming for a new human-centered society. Japan Spotlight. Retrieved soc_5.020200227-84216-1291i85-libre.pdf  

González-Pérez LI, Ramírez-Montoya MS. Components of Education 4.0 in 21st century skills frameworks: Systematic review. Sustainability, 2022, 14(3):1493. https://doi.org/10.3390/su14031493 

Kraaijenbrink, J. (2022, May 24). What Is Industry 5.0 And How It Will Radically Change Your Business Strategy? Forbes. Retrieved https://www.forbes.com/sites/jeroenkraaijenbrink/2022/05/24/what-is-industry-50-and-how-it-will-radically-change-your-business-strategy/?sh=571c085620bd  

Schwab, K. (2015). The Fourth Industrial Revolution. World Economic Forum.

 

 

 

Ways Digitalization Has Changed Low-Skill Level Jobs

Image Credit: Microsoft Stock Images

Digital skills are needed for occupations in virtually every industry. Fewer occupations require people to engage in manual labor and routine tasks, and these tasks are most vulnerable to augmentation or replacement by digital technologies. Sanz (2023) commented that “even occupations traditionally far from technology are increasingly incorporating technology in their daily and basic activities” (Sanz, 2023, para. 1). 

It is easy to associate digital jobs with highly skilled computer programmers and software developers; however, many low-skill jobs require digital skills, including warehouse workers, mechanics, personal-care aids, janitors and housekeeping staff, food-service workers, and retail sales staff. While the jobs may be considered low-skilled, proficiency in digital skills is increasingly important for efficiency, accuracy, and effective communication in the workplace. These digital skills enhance productivity and enable employees to perform tasks more effectively in today's technology-driven workplace. People who develop their digital skills can access new employment opportunities (Sanz, 2023).

Categorization of Jobs Employing Digital Skills

In Digitalization and the American Workforce, Muro et al. (2017) categorize occupations that need digital skills that range from low to medium to high. Within each level, there are increasing requirements for digital skills. For example, personal care aides, construction laborers, restaurant cooks, and security guards are all categorized as low-skilled occupations, but the need for digital skills is higher for security guards than it is for personal care aides.

Image Credit: Muro et al., 2017

The World Bank (2018) describes a categorization of digital jobs that use information and communication technologies (ICT) as ICT-Intensive in which occupations would not exist without technology, ICT-dependent that use digital technologies but require other skills, and ICT-enhanced in which the jobs can be performed without using digital technologies, but not as well. The table below provides more detailed definitions and examples of occupations for each category.

Image credit: Sanz, 2023

Examples of Digital Skills Used in “Low-Skilled” Occupations

Entry-level workers are expected, at minimum, to be able to:

·       Use a computer.

·       Navigate the internet.

·       Stay safe online.

·       Communicate online.

·       Create and edit online documents.

·       Manage basic devices to connect to the internet or install software updates.

·       Screen share during a video call.

·       Use online calendars and efficiently manage work schedules. (Ghoshal, 2023)

In addition to these general requirements, different occupations may require more specific skills. What follows is a list of supposedly low-skilled jobs and the digital skills they require.

Retail Sales Associate

• Operate point-of-sale (POS) systems to process transactions, including handling cash and credit card payments.
• Use handheld devices or tablets to check inventory levels, locate products, and provide product information to customers.
• Employ basic data entry skills to update customer information, process returns, and track sales metrics.
• Use email or internal communication platforms to communicate with colleagues and managers regarding inventory, customer inquiries, and scheduling.

 

Restaurant Server

• Enter orders into digital order management systems or POS terminals accurately.
• Use handheld devices or tablets for tableside ordering and payment processing.
• Access online reservation systems to manage table assignments and reservations.
• Communicate with kitchen staff and other servers via digital communication tools for order coordination and customer service.

 

Hospitality Front Desk Clerk

• Use hotel management software for guest check-ins, check-outs, and room assignments.
• Handle reservations and cancellations through online booking systems or hotel-specific software.
• Use email and digital messaging systems to communicate with guests regarding reservations, requests, and inquiries.
• Process payments and handling credit card transactions using electronic payment systems.

 

Delivery Drivers

• Use GPS to locate delivery destinations and reduce delivery time.
• Ensure that customers receive the right items in a timely manner using barcode scanners.
• Coordinate with warehouse, delivery drivers, and customers using mobile technologies.
• Employ durable devices that can support barcode systems, software, applications, and communications in one device.

 

Warehouse Worker

• Use handheld scanners or barcode readers to track inventory movement and update stock levels in inventory management systems.
• Access digital inventory databases to locate and retrieve products for shipping or stocking.
• Utilizing email or internal communication platforms for coordinating with colleagues and supervisors regarding inventory levels, shipments, and receiving.

 

Cleaning and Janitorial Staff

• Use mobile applications or digital scheduling systems to manage cleaning schedules and tasks.
• Access digital checklists or work orders for cleaning instructions and requirements.
• Communicate with supervisors or clients via email or messaging apps for updates, instructions, and feedback.
• Employ basic proficiency in using digital devices for clocking in/out and tracking work hours.

 

Hospital Receptionist

• Use electronic medical records (EMR) systems to register patients, schedule appointments, and update patient information.
• Access digital databases to verify insurance coverage, process billing information, and handle patient inquiries.
• Use email or internal communication platforms to coordinate with medical staff, relay messages, and manage administrative tasks.

 

Patient Care Assistant/Nursing Assistant

• Use computerized charting systems to record vital signs, patient observations, and care activities.
• Access patient care plans and medical records through electronic health record (EHR) systems.
• Use handheld devices or tablets to receive and acknowledge patient care tasks and updates from nursing staff.
• Communicate with nurses and other healthcare professionals via digital communication tools for patient care coordination.

 

Hospital Housekeeping Staff

• Use digital scheduling systems to access work assignments, track task completion, and report maintenance issues.
• Access digital checklists or cleaning protocols for patient rooms, common areas, and medical equipment.
• Use email or internal communication platforms for communication with supervisors regarding cleaning schedules, supply requests, and safety concerns.

 

Food Service Worker

• Use digital ordering systems or meal management software to process patient meal orders and dietary restrictions.
• Access digital inventory systems to track food supplies, manage stock levels, and order supplies as needed.
• Use email or internal communication platforms for communication with kitchen staff regarding meal preparation, delivery schedules, and special requests.

 

Security Personnel

• Monitor security cameras and access control systems using digital interfaces.
• Use digital incident reporting systems to document and report security incidents or breaches.
• Access digital logs and databases to verify visitor credentials, track personnel movements, and maintain security protocols.

 

The occupations in this list can be categorized as ICT-enhanced jobs that can be, and have been, performed, without the use of digital tools. This blog post verifies the pervasiveness of digital tools in the workplace, and the digital skillsets needed to obtain what once would have been considered a low-skilled job.

 

References

Flip (2023, August 25). 8 digital workplace examples to inspire your digital transformation. Retrieved https://www.getflip.com/blog/digital-workplace-examples/

 Ghoshal, P. (2023, July 11). 6 essential digital skills for a modern career. FDM Group. Retrieved https://www.fdmgroup.com/blog/essential-digital-skills/

Muro, M., Liu, S., Whiton, J., & Kulkarni (2017, November). Digitalization and the American workforce. Metropolitan Policy Program at Brookings. Retrieved https://www.brookings.edu/wp-content/uploads/2017/11/mpp_2017nov15_digitalization_full_report.pdf

Sanz, L. F. (2023, July ). Digital jobs: A deep-dive. Digital skills and jobs platform. Retrieved https://digital-skills-jobs.europa.eu/en/latest/briefs/digital-jobs-deep-dive