DIGITAL CITIZENSHIP: Communication Capabilities and Technological Literacy

The rapid diffusion of social media in the 21st century broadens our conceptualizations of civic participation. Because of the democratic potential of social media, bridging the physical digital divide is seen as only a first step in achieving equality. Teaching citizens how to effectively use these media to better their lives is an additional challenge (Hargittai, 2010). Educational efforts have focused on increasing students’ technological literacy, defined as “the ability to use, manage, assess, and understand technology” (International Technology Education Association, 2002, p. 13).Technological literacy emphasizes adaptability, fluency, and an awareness of the role of technology in society. This chapter argues for a reframing of technological literacy to integrate Sen’s (1999) notion of capabilities. Capabilities examine the freedoms individuals have to pursue their own potential. Communication capabilities are especially important for achieving equality. This chapter provides a theoretical framework for communication capabilities and analyzes the standards developed by the International Society for Technology Education (ISTE), the leading organization for assessing technological literacy. In the end, this chapter argues these standards should be expanded to include communication capabilities, including self-representation, freedom to achieve what one values, and learning to communicate about technology.