Marketing of Social Issues of Youth – BMS Notes
Marketing of Social Issues of Youth refers to a person’s capacity to locate, assess, and produce understandable content via writing and other media on a range of digital platforms. The assessment of an individual’s digital literacy is based on their proficiency in grammar, writing, typing, and utilising technology to create text, pictures, audio, and graphics. While stand-alone computers and digital skills were the primary emphasis of digital literacy at first, the internet and social media usage have forced part of this attention to move to mobile devices. Digital literacy complements conventional kinds of literacy by building upon and extending the abilities that underpin them, much like other evolving definitions of literacy that acknowledge cultural and historical methods of generating meaning. One should see digital literacy as a necessary component of the knowledge route.
The notions of visual, computer, and information literacy as well as the growing importance of social scientific research in the area of literacy serve as the foundation for digital literacy.
All things considered, there are many defining criteria that digital literacy has in common with other domains that describe ways of being and domain-specific knowledge or competence by placing modifiers before literacy. The phrase is used in both national and international standards and has become more and more common in educational and higher education contexts.
History
An increase in digital literacy
Media literacy, the forerunner of digital literacy, is frequently brought up in conversations about it. Due to the advent of advertising in the 1960s and war propaganda in the 1930s, media literacy education started in the United States and the United Kingdom, respectively. Education professionals were further alarmed by manipulative messages and the proliferation of media platforms. In order to educate people how to evaluate and interpret the messages they were getting from the media, educators started to advocate for media literacy education. People are able to recognise prejudices and assess messages on their own when they are able to critically analyse digital and media information.
Critical media literacy is important, and particularly for teenagers, according to Danah Boyd. She argues that the first step in spotting biases in media material, whether online or print advertising, is to acquire critical media literacy abilities. Individuals who possess technical abilities and computer system navigation expertise are better equipped to assess information independently. People’s ability to fully participate in the digital world is limited by obstacles to learning computer skills and technical expertise.
People need to show that they are competent in both digital and media literacy before they can assess communications from these platforms on their own. Renee Hobbs created a list of competencies that show proficiency in media and digital literacy. The skills necessary for digital and media literacy include analysing and understanding communications, determining a source’s legitimacy, and evaluating the calibre of a digital product. Digitally literate people raise awareness and assist others in finding digital solutions at home, at work, or on a national platform, which helps them become socially responsible members of their community. Digital literacy extends beyond the ability to read and write on electronic devices. It also requires familiarity with other media production techniques, such as video recording and uploading.
Digital gap
The term “digital divide” describes the differences in access to and usage of information and communication technologies (ICT), primarily computer hardware, software, and the Internet, between individuals, such as those who live in developed and developing countries. People in countries where there are insufficient financial resources to construct ICT infrastructure are not sufficiently digitally literate, which limits their digital aptitude. Max Weber’s social stratification theory, which emphasises access to production above capital ownership, helps explain the gap. The former gives access to ICT, which is necessary for a person to engage, generate knowledge, or develop a product. Without it, the individual is unable to take part in the processes of learning, cooperation, and production. For those who use the internet for meaningful purposes, digital access and literacy are becoming more and more crucial differentiators in the competitive market. It is common concern to increase technology access and digital knowledge for those excluded from the information revolution. Jen Schradie explores how social class might impact digital literacy in her piece The Great Class Wedge and the Internet’s Hidden Costs. Thus, a digital gap is created.
According to research done in 2012, there is no digital gap among young people in the United States as measured by access to information technology. The percentage of young people who say they are online ranges from 94 to 98 percent. Nonetheless, there is still a civic opportunity gap, meaning that young people from lower-income households and those attending schools with worse socioeconomic standing are less likely to have access to chances to use their digital literacy. Emphasizing the difference between the “haves” and “have-nots” and presenting all data separately for rural, urban, and centre city groups is another definition of the digital divide. Moreover, personal categorical disparities between young and elderly are evident in the study on the digital gap that is now available. The digital gap between youths’ access to technology outside of school and within the classroom is also identified by an interpretation.