digital literacy essay in punjabi language

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Punjabi Essay on "Digital India" "ਡਿਜੀਟਲ ਇੰਡੀਆ" Paragraph for Class 8, 9, 10, 11, 12 Complete essay in Punjabi Language.

ਡਿਜੀਟਲ ਇੰਡੀਆ  digital india.

'ਡਿਜੀਟਲ' ਸ਼ਬਦ 'ਅੰਕ' ਦਾ ਵਿਸ਼ੇਸ਼ਣ ਰੂਪ ਹੈ ਜਿਸਦਾ ਅਰਥ ਹੈ 0 ਤੋਂ 9 ਤੱਕ ਕਿਸੇ ਵੀ ਸੰਖਿਆ ਨੂੰ ਖਾਸ ਕਰਕੇ ਜਦੋਂ ਕਿਸੇ ਸੰਖਿਆ ਦਾ ਹਿੱਸਾ ਬਣਾਉਂਦੇ ਹੋ। ਆਧੁਨਿਕ ਟੇਕਨਾਲੋਜੀ ਵਿੱਚ, ਸ਼ਬਦ 'ਡਿਜੀਟਲ' ਇਲੈਕਟ੍ਰਾਨਿਕ ਟੇਕਨਾਲੋਜੀ ਨੂੰ ਦਰਸਾਉਂਦਾ ਹੈ ਜੋ ਸਕਾਰਾਤਮਕ ਅਤੇ ਗੈਰ-ਸਕਾਰਾਤਮਕ ਸਥਿਤੀਆਂ ਦੇ ਰੂਪ ਵਿੱਚ ਡੇਟਾ ਨੂੰ ਉਤਪੰਨ, ਸਟੋਰ ਅਤੇ ਪ੍ਰਕਿਰਿਆ ਕਰਦੀ ਹੈ। ਕੰਪਿਊਟਰ, ਸਮਾਰਟਫ਼ੋਨ, ਆਈ-ਫ਼ੋਨ ਆਦਿ ਵਰਗੇ ਡਿਜੀਟਲ ਉਪਕਰਨਾਂ ਰਾਹੀਂ ਇੰਟਰਨੈੱਟ 'ਤੇ ਸੰਚਾਰ ਕਰਨ ਲਈ ਡਿਜੀਟਲ ਸਾਧਨਾਂ ਦੀ ਉਪਲਬਧਤਾ ਅਤੇ ਵਰਤੋਂ ਕਾਰਨ ਆਧੁਨਿਕ ਸੰਸਾਰ ਨੂੰ 'ਡਿਜੀਟਲ ਸੰਸਾਰ' ਕਿਹਾ ਜਾਂਦਾ ਹੈ।

ਡਿਜੀਟਲ ਇੰਡੀਆ ਪਹਿਲਕਦਮੀ ਭਾਰਤ ਸਰਕਾਰ ਦੁਆਰਾ ਡਿਜੀਟਲ ਕਨੈਕਟੀਵਿਟੀ ਨੂੰ ਬਿਹਤਰ ਬਣਾਉਣ ਅਤੇ ਦੇਸ਼ ਵਿੱਚ ਪ੍ਰਸ਼ਾਸਨ ਨੂੰ ਹੋਰ ਪਾਰਦਰਸ਼ੀ ਬਣਾਉਣ ਲਈ ਸ਼ੁਰੂ ਕੀਤਾ ਗਿਆ ਇੱਕ ਬਹੁਤ ਹੀ ਸਾਰਥਕ ਪ੍ਰੋਗਰਾਮ ਹੈ। ਡਿਜੀਟਲ ਟੇਕਨੋਲੱਜੀ ਦਿਨ ਪ੍ਰਤੀ ਦਿਨ ਦੀ ਜ਼ਿੰਦਗੀ ਵਿੱਚ ਵਧਦੀ ਜਾ ਰਹੀ ਹੈ।

ਇਸ ਟੇਕਨੋਲੱਜੀ ਦੀ ਵਰਤੋਂ ਬਿੱਲ ਦੇ ਭੁਗਤਾਨ, ਟਿਕਟਾਂ ਦੀ ਬੁਕਿੰਗ, ਪੈਸੇ ਟਰਾਂਸਫਰ ਕਰਨ ਆਦਿ ਲਈ ਕੀਤੀ ਜਾਂਦੀ ਹੈ।ਇਸਦੀ ਵਰਤੋਂ ਰਿਟੇਲ ਸਟੋਰਾਂ, ਵਿੱਦਿਅਕ ਸੰਸਥਾਵਾਂ, ਸਰਕਾਰੀ ਦਫ਼ਤਰਾਂ ਅਤੇ ਲਗਭਗ ਹਰ ਥਾਂ 'ਤੇ ਕੀਤੀ ਜਾ ਰਹੀ ਹੈ। ਉਹ ਔਨਲਾਈਨ ਲੈਣ-ਦੇਣ ਵਿੱਚ ਸਾਡੀ ਮਦਦ ਕਰਦੇ ਹਨ, ਇੱਕ ਦੂਜੇ ਨਾਲ ਜੁੜਦੇ ਹਨ ਅਤੇ ਦੁਨੀਆ ਵਿੱਚ ਕਿਤੇ ਵੀ ਜਾਣਕਾਰੀ ਸਾਂਝੀ ਕਰਦੇ ਹਨ।

ਡਿਜੀਟਲ ਇੰਡੀਆ ਪ੍ਰੋਗਰਾਮ ਦੇ ਵੱਖ-ਵੱਖ ਪਹਿਲੂਆਂ ਰਾਹੀਂ ਭਾਰਤ ਨੂੰ ਬਦਲ ਰਿਹਾ ਹੈ ਅਤੇ ਲੋਕਾਂ ਦੇ ਜੀਵਨ ਵਿੱਚ ਕ੍ਰਾਂਤੀ ਲਿਆ ਰਿਹਾ ਹੈ। ਸਾਡੇ ਦੇਸ਼ ਨੂੰ ਡਿਜੀਟਲ ਬਣਾਉਣ ਵਾਲੇ ਵੱਖ-ਵੱਖ ਸੇਵਾਵਾਂ ਅਤੇ ਖੇਤਰਾਂ ਵਿੱਚ ਜ਼ਬਰਦਸਤ ਵਾਧਾ ਹੋਇਆ ਹੈ। ਇਸ ਦਾ ਉਦੇਸ਼ ਦਿਹਾਤੀ ਲੋਕਾਂ ਨੂੰ ਸਿਖਲਾਈ ਦੇਣਾ, ਉਨ੍ਹਾਂ ਨੂੰ ਡਿਜੀਟਲੀ ਸਾਖਰ ਬਣਾਉਣਾ ਅਤੇ ਪੇਂਡੂ ਖੇਤਰਾਂ ਵਿੱਚ ਵੱਖ-ਵੱਖ ਨੌਕਰੀਆਂ ਦੇ ਮੌਕੇ ਪ੍ਰਦਾਨ ਕਰਨਾ ਹੈ। ਈ-ਗਵਰਨੈਂਸ ਦੇ ਪ੍ਰਭਾਵੀ ਅਮਲ ਨਾਲ ਸੂਚਨਾ ਟੇਕਨਾਲੋਜੀ ਆਮ ਆਦਮੀ ਤੱਕ ਪਹੁੰਚ ਸਕਦੀ ਹੈ।

ਇਸ ਵਿੱਚ ਕੋਈ ਸ਼ੱਕ ਨਹੀਂ ਹੈ ਕਿ ਡਿਜੀਟਲ ਟੇਕਨੋਲੱਜੀ ਨੇ ਸਾਡੀ ਦੁਨੀਆ ਵਿੱਚ ਕ੍ਰਾਂਤੀ ਲਿਆ ਦਿੱਤੀ ਹੈ ਅਤੇ ਸਾਡੀ ਜੀਵਨ ਸ਼ੈਲੀ ਨੂੰ ਬਹੁਤ ਜ਼ਿਆਦਾ ਬਦਲ ਰਹੀ ਹੈ ਪਰ ਇਸਦੇ ਕੁਝ ਨੁਕਸਾਨ ਵੀ ਹਨ ਜਿਵੇਂ ਕਿ: ਸੁਰੱਖਿਆ ਮੁੱਦਾ, ਅੱਤਵਾਦ, ਗੁੰਝਲਦਾਰਤਾ, ਸਮਾਜਿਕ ਡਿਸਕਨੈਕਟ, ਕੰਮ ਓਵਰਲੋਡ, ਸਾਹਿਤਕ ਚੋਰੀ, ਜਾਅਲੀ ਡੇਟਾ, ਨਸ਼ਾ ਆਦਿ।

ਸਿੱਟੇ ਵਜੋਂ, ਇਹ ਕਹਿਣਾ ਹੈ ਕਿ ਡਿਜੀਟਲ ਟੇਕਨਾਲੋਜੀ ਦੀ ਵਰਤੋਂ ਦੇ ਫਾਇਦੇ ਇਸਦੇ ਨੁਕਸਾਨਾਂ ਤੋਂ ਵੱਧ ਹਨ। 

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Introduction to Punjabi!

Punjab, the “Land of Five Rivers,” is home to a rich and diverse civilization that dates back to prehistoric times. Punjabi is the tenth most commonly spoken language in the world and one of the most respected languages in South Asia. More than 130 million around the world speak this language. The Punjabi language is also prominent in South Asian communities in the United Kingdom, the United States, Canada, and other Asian and African countries.

A Brief History of Punjab

                                      ( https://upload.wikimedia.org/wikipedia/commons/c/c5/Punjab-religion-2.jpg )

Punjab is a state in northwest India along the borders of India and Pakistan. “Punjab” is derived from the Persian word “Punj” meaning five and “ab” meaning water. Hence, the literal meaning of Punjab is the “land of five rivers.” The region of Punjab has a rich history due to its geographic location.  As it was the primary entry point into India from abroad, Punjab became the target of various invasions by foreigners, including the Persians, Greeks, Aryans, Egyptians, Afghans, and Mughals. Punjab gradually became a melting pot of different races and ethnic backgrounds, and the distinctive culture and heritage we see today is mainly due to it being the hub of invading empires throughout history. Prior to the partition of 1947, there existed one large Punjab province, encompassing the modern-day Indian states of Punjab, Haryana, Delhi, and Himachal Pradesh, and the present Pakistani state Punjab. Due to it being the home of people of many different religions, the province became the focal point of the partition of India and Pakistan. The partition split the former British Indian Empire into two independent nations: the Western section, consisting predominantly of Muslims, became what is known today as Pakistan, while the Eastern section became India. The partition also split the Punjab province into two, shared by the two newly-formed nations.

Punjabi Language

The people of Punjab, regardless of residing in Eastern or Western Punjab, are known as Punjabis and speak the same language as well, with some variation. Sanskrit is the mother language of the northern region of India from which many languages, including Punjabi, have arisen. Punjabi is the successor to a medieval language Sauraseni Prakrit, which was a language that stemmed from Sanskrit. The dialect of Punjabi emerged from the Sauraseni Apabhramsa. The literacy era of the language flourished during the Bhakti movement. The Punjabi language has many similarities to other languages.  In fact, Punjabi has absorbed numerous words from both Persian and Arabic languages, an indication of the Muslim presence in Punjab from countless invasions and occupations of the province. It is because of these invasions by Persian/Arabic groups that Punjabi has two different forms of the script, Gurmukhi and Shahmukhi. Gurmukhi is influenced by the Sanskrit, whereas the Shahmukhi script is influenced by the Arabic Abjad. This manual will focus on the Gurmukhi script. This blossoming script of Punjabi has dialectal differences based on the region the language is spoken in. Punjabi shares the characteristic of various other languages in that it has different dialects in different geographic regions. Today, over 28 million people speak the eight known dialects.  Majhi is spoken in the heartland of Punjab, spanning from Pakistani Punjab to Indian Punjab. Pothowari is known to be mainly in North Pakistan Punjab.  Jhangochi, also known as Rachnavi, is the eldest and most idiosyncratic dialect of Punjabi, spoken mostly in Pakistan Punjab.  Another dialect mostly known to the Pakistan area of Punjab is Shahpuri, spoken mainly in towns surrounding Shahpur. Hindko is spoken mostly in the Northern Punjab region of Pakistan as well as the North-West Frontier Province. Malwi, Doabi, and Pwadhi are all spoken in Indian Punjab. Malwi is spoken mainly in central and southern Punjab, whereas Doabi is the dialect used in the lands between two rivers (hence “do-ab-i”). Pwadhi is the major dialect spoken in the southern regions of Punjab, in and around the Haryana state. Punjabi has a syllabic script, which means words lack letters and are composed of syllables instead.  The script is made in such a way that each syllable’s sound can be altered with the use of another character in the script, known as the modifier. The script consists of 35 characters, each of which is unique in sound and expression.  This precise system is known as “Painti” (literally meaning thirty-five) and is designed to have patterns in terms of pronunciation and use. 

• Nishkam USA INC /

Digital Literacy in Punjab

A project of Nishkam USA INC

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Once the project goal is met:

Addressing Digital Literacy in Punjab

In 2020, the penetration rate of smartphones in India reached 54%, and was estimated to reach 96% in 2040. However, only 8% of Indian homes with a young child are estimated to have a PC with internet. Given this vast disparity, how are the young supposed to learn basic digital skills of working in an office and compete for the digital jobs of today and tomorrow?

To address this massive gap, Nishkam has decided to start a program in Sri Muktsar Sahib, Punjab, India that focuses on bringing young children and introducing them to some basic digital skills.

Details about this basic course: 

In batches of 10 and a maximum of 3 concurrent batches, students are taught the following for 1 hour a day (Mon to Fri) over 4 months:

• The use of MS Office (Word, Excel) and Google Docs
• How to surf the web and use search engine
• How to create an email address and use email
• How to create a resume and look for and apply for jobs online

Your Support is Needed

The cost of each such student is Rs 2,000 (approx USD 28) for the entire 4 months.

Our aim is for the children to realize the scope of the jobs and careers available in the current digital economy.

100% of your donations go towards the payment of the student fees that have been negotiated in bulk with a private computer institute in Sri Muktsar Sahib.

Current Status

We started in Jan 2022 with a capacity of 30 students at a time and our progress has been as follows:

• January to April 2022 - 30 students at Sri Muktsar Sahib. Graduated.
• May to August 2022 - 30 students at Sri Muktsar Sahib. Graduated.
• September to December 2022 - 30 students at Sri Muktsar Sahib. Graduated.
• March to June 2023 - 40 students (underway) at Sri Muktsar Sahib. Underway
• April to July 2023 - 10 students (underway) at our new participating center of Garhdiwala in Hoshiarpur District. Underway.

Thus, since January 2022, we are on track to bring basic digital literacy to 140 youngsters in Punjab. Barring any unforeseen circumstances, we should be able to achieve a milestone of graduating approximately 190 children by the end of the 2023 calendar year.

We look forward to your continued support.

Digital Literacy Update March 2024

Dear Donors,

We are delighted to share this update where your donation, support and best wishes have helped us place 5 students in gainful employment.

With sincere thanks, we continue to look forward to your ongoing support.

Young Digital Scholar Sonia Joins Noble Coop Bank

🎉 Digital Literacy Champion! 🎉 Nishkam's digital literacy program has empowered a brilliant student to secure their dream IT job! Their determination and skills are proof that knowledge is power. We're incredibly proud to be a part of their success journey!

A big thanks to all our donors for making Sonia's dream come true.

💻🌟🎓 #NishkamDigitalLiteracy #ITConsulting #CareerSuccess #EmpowermentThroughEducation #BrightFutures #SriMuktsarSahib #Nishkam #Nishkamsewa #NishkamSikh #NishkamIndia #India

40+ New Students - Basic Digital Literacy Program

Respect Donors,

It is with tremendous gratitude we report that 42 new students have enrolled in the Nishkam Basic Digital Literacy program at Dri Muktdar Sahib. This program started this December and the students are expected to graduate in March 2024.

Your support continues to provide a vital lifeline in helping the children in Sri Muktsar Sahib take their first steps towards Digital Literacy.

Many thanks and stay blessed

Team Nishkam

40 Students Graduate - Nishkam Digital Lit. Prog.

We are pleased to report that 40 more scholars have completed the Nishkam Digital Literacy Program at Sri Muktsar Sahib, in Punjab India.

As a reminder, these students spent 4 months (July onwards) learning the basic ins and outs of MS Office, Google Docs, making a resume, looking for and applying for jobs online among others.

As this is Dasvand week, please note that DVNetwork is matching all donations up to $400. We look forward to your continued support.

Many thanks

3 More Digital Scholars Get Their First Jobs

Dear Nishkam Supporters,

We are excited to report that three more young digital scholars from our Basic Digital Literacy program in Sri Muktsar Sahib have started their first jobs.

Your support has helped us and our on-ground staff and will continue to do so in the future.

Gardhiwala, Hoshiarpur, September 2023 Batch

Dear Amazing Donors,

With your fantastic support, we have started 2 more batches comprising 20 children in the Basic Digital Literacy program at Gardhiwala in Hoshiarpur, Punjab.

With your continued support, we look forward to bringing Basic Digital Literacy to more children across Punjab.

First Batch of Students from Gardiwala, Hoshiarpur

Your consistent support has lead us to expand our program beyond the borders of Sri Muktsar Sahib to Hoshiarpur.

In April, we started with a single batch of 10 children in Gardhiwala in Hoshiarpur and are pleased to report that all 10 children selected showed extreme diligence and have graduated from the Basic Digital Literacy program.

Thank you for your continued support. We hope to further expand this program to additional locations in the next year.

Some of our New Students from our July 2023 Batch

Here are some pics of our new students that started their course in July 2023. We look forward to your continued support for them and additional students once these students graduate.

Another Student Secures Employent

Sandeep Kaur of Sri Muktsar Sahib, a student sponsored by Nishkam has secured employment as a Computer Operator at Shami Cloth House.

We thank you, our donors for making this possible.

3 More Students Commence Their First Jobs

Thank you, donors. Thanks to your support, 3 more young scholars of the Nishkam Digital Literacy Program have found their calling.

🎉 Digital Literacy Champions! 🎉 Nishkam's digital literacy program has empowered three brilliant students! Their determination and skills are proof that knowledge is power. We're incredibly proud to be a part of their success journey! 💻🌟🎓 #NishkamDigitalLiteracy #ITConsulting #CareerSuccess #EmpowermentThroughEducation #BrightFutures #SriMuktsarSahib

3 More Young Punjabis Secure Their First Jobs

🎉 Digital Literacy Champions! 🎉

Nishkam's digital literacy program has empowered three brilliant students to secure their dream of their first jobs! Their determination and skills are proof that knowledge is power. We're incredibly proud to be a part of their success journey! 💻🌟🎓

#NishkamDigitalLiteracy #ITConsulting #CareerSuccess #EmpowermentThroughEducation #BrightFutures #SriMuktsarSahib

Nishkam Digital Literacy Prog. Comes To Hoshiarpur

Thanks to your donations and words of encouragement, we have been able to expand our Basic Digital Literacy program to Garhdiwala, a  town in the district of Hoshiarpur in Punjab.

An initial batch of 10 students started their journey of Digital Learning on April 3, 2023.

We look forward to your continued support to the current and future students.

Poonam Lands her first Job

Your donation continues to produce wonderful results.

Poonam, who is a graduate of the Basic Digital Literacy Program has landed her first job at the local Voltas AC Service Centre as a computer operator.

We look forward to your continued support in giving hope to more such youngsters.

40 Children Start Their Digital Learning Journey

Thanks to your efforts dear donors, 40 children have started their digital learning journey in March 2023, in Sri Muktsar Sahib.

We look forward to sparking the desire of self-learning in these children.

Feb 2023 Batch Graduates

30 Children that joined us in November 2022 have graduated now. We wish with them well and much success.  We are now getting ready to welcome our next batch of students.

A big thanks to you, our donors for making this possible.

Manisha Lands Her First Job

Big congratulations to Manisha who landed her first job as a Data Entry Operator. We also thank you, our donors who made it possible for Manisha to take this step forward.

Nishu Lands Her First Job

Before Nishu graduates next month, she has been hired as a Computer Operator. We thank you, our donors and wish Nishu all the best in her future.

Thank You for An Amazing 2022

As we look back at 2022 we are humbled.

Without your support, we would not have been able to graduate 60 students from a Basic Digital Literacy program, provide 11 girls with their first jobs or be halfway to graduating another 30 students by Feb 2023.

Here are our Hall of Famers for 2022.

With the love and generosity that you have shown us, we have started to look at additional computer cities in other parts of Punjab so that we can bring Digital Literacy to other parts of the state too.

Once something is finalized, we will let you know

The Nishkam Team

Sonia - Our Sponsored Child her first Job

We are pleased to report that one more of our graduates of the Digital Literacy program has landed her fist job.

Young Sonia has been placed as a Computer Operator at a Dental Clinic in Sri Muktsar Sahib.

Many thanks for your continued support

Looking Ahead to 2023

Your generous support has allowed us to place 90 children on the path to Basic Digital Literacy. Currently, all the 90 children are from Sri Muktsar Sahib in Punjab, India.

Your support has given us the confidence to look beyond this one city and expand numbers. We have started to look for additional partner institutions. The only thing that is firm at this point in time is that we wish to expand the number of students in Sri Muktsar Sahib to at least 120 for 2023.

At approx $28 per student for 120 students, we would need donations of $3,360 for 2023.

Please donate generously and help spread the word.

Nishkam USA

30 More Children Complete Basic Digital Literacy

30 more children completed their Basic Digital Literacy program at Sri Muktsar Sahib, Punjab, India

Another Success Story

Success Story of a Nishkam Sponsored Student for the Basic Digital Literacy Program from Sri Muktsar Sahib 

Thanks to your support, we continue to see our learners succeed with each batch of our students.

Watch this YouTube video here

Best wishes & Thank you

This success story comes from the Nishkam Head Office in New Delhi where Nishkam runs a computer centre, library, clinic and music classes among other initiatives.

Young Kawalapreet had taken a computer course at a private computer institute and she further built up her skills in the field of graphic design by taking classes in the computer lab at Nishkam New Delhi.

We are very proud of her achievement of landing a job and starting her professional journey.

We continue to look to expand our efforts in Punjab in the number of students being exposed to Basic Digital Literacy as well as more advanced courses. We look forward to your assistance in our journey.

Another Student Successfully Placed

Thanks to our donors, supporters and the teachers we work with, we have another successful outcome with one of our students from the computer centre at Sri Muktsar Sahib.

Twenkle has been hired as a 'Computer Operator' at a medical store in Sri Muktsar Sahib.

Scholarships for Higher Education

Dear supporters,

Did you know that since the year 2000, Nishkam with its various partners has provided scholarships to over 8,000 school-going children and over 11,200 university-going students?

In order to keep this effort going, we have launched a fundraiser exclusively for "scholarships". More details on this program are available here:  https://dvnetwork.org/projects/nishkam-scholarships-for-university--school-students

Watch the video and please support our next generation.

Here is a top-level summary of Nishkam's track record in this space.

Second Cohort of 30 Children Commence Learning

The second cohort of 30 children have commenced learning at our centre in Sri Muktsar Sahib, Punjab.

Our sincere thanks to all our donors and supporters.

#nishkamseva #nishkamsikhs

First Batch of 30 Students of 2022 Graduates

Here are the pics of the first batch of children (30 in total) for the year 2022 that have graduated from the 4-month program. We thank of all you that have supported in making this a reality.

Next batch is to start next week.

Early Success With a Young Student

Congratulations to Simranjeet Singh on getting a job at MP Exim, Delhi as a Classification Agent Simarjit Singh has been successfully appointed as a classification agent at MP Action, Delhi. We hope that this is a start to a great career. Keep learning and growing. #congratulations #nishkamsewa #nishkamsikhs

Congratulations to Roopwinder Kaur on getting a job at the Daikin Service Centre, Sri Muktsar Sahib as a Computer Operator.

We hope that this is a start to a great career. Keep learning and growing. #congratulations #nishkamsewa #nishkamsikhs

Pledge $28.00

Sponsorship of 1 Student

Pledge $56.00

Sponsorship of 2 Students

Pledge $84.00

Sponsorship of 3 Students

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Dear Friends and Family,

There is amazing work happening in the Sikh community everyday. Only through our unwavering commitment to support the change-makers in the Sikh community can such initiatives continue to grow. Read more about this project here - Digital Literacy in Punjab

Please consider making a donation to help Digital Literacy in Punjab reach its goal. A donation of any amount goes a long way to support the work being done. Thank you for empowering and fueling the work of the Sikh sangat!

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Literacy in the Digital Age and Pakistani Youth

• Ayesha Rehman Assistant Professor, Department of Education, Lahore College for Women University, Lahore, Punjab, Pakistan.
• Maheen Hashim Khan Burki Department of Physical Education and Sports Sciences, University of Education, Lahore, Punjab, Pakistan.
• Saima Khan Department of Communication and Media Studies, University of Sargodha, Sargodha, Punjab, Pakistan.

Digital and information technologies are being extensively used in education, and the market for ICT-enabled education is expanding. In the present study the impacts of digital technology on the general ability of students (15-24 years old) to perceive knowledge has been explored. The current generation is highly technologically literate. The expansion of technology in education has been facilitated by recent technical advancements and the rise in literacy. The present study focuses on research objectives; to access the impact of digital technology on literacy among Pakistani youth, to address the scope of digital expertise to improve the academic learning among students, to examine the obstacles being posed by excessive exposure to digital technology in the promotion of literacy. Purposive sampling was used to draw sample from the population. The population comprised the students of B.S & M.S/M.Phill. A sample of 110 students (n=110) was selected randomly from 5 Universities and in-depth interviews were conducted to structure results of the study. Results of the study revealed that digital tools have significant influence on the perceptive skills. It enhanced the confidence level in youth by developing communication and research skills. Academic performance of the students has improved to an extent but certain consequences are needed to be reconsider to acquire the significant impacts.

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Learn Punjabi

A digital innovation for vernacular language literacy by District Sri Ganganagar

Learn Punjabi ensured continuity in teaching-learning during the lockdown, the administration encouraged a virtual mode of teaching and preparation of quality e-contents. Punjabi being a minority language, there is a dearth of teachers, as well as e-contents, so the study material for Punjabi especially for school students of Rajasthan was not available online. This digital innovation in the form of four applications (iOS/Android/Website/YouTube) facilitates the students and teachers to access the material related to the subject online. These digital platforms are designed to meet the needs of learners at all stages of school education. With its user-friendly interface, it is convenient for even the smallest child to learn Punjabi (Gurmukhi) on his/her own.

This application works through very scientifically designed three phases of language learning; Primer, Grammar, Text Books (with tutorial videos). At the initial stage, it is good, to begin with, Primer for anyone who keens to learn Punjabi. After getting familiar with the alphabet, one can go ahead with learning grammar and reading the texts books. Extending the range of e-contents, the videos on the contents of the class-wise textbooks are also uploaded on this platform, which is highly beneficial for the school students of Rajasthan. Moreover, it also provides practice drills to improve writing skills along with course contents as per syllabi prescribed for school students of Punjabi in Rajasthan. Learn Punjabi Application has a special multi-lingual feature which enables the learner to learn Punjabi through four different languages viz. Hindi, English, Urdu and Gujrati whereas it is not feasible to manage students from different linguistic backgrounds in a real classroom setting. Last but not the least, this application is in tune with National Education Policy (NEP) 2020 as it emphasizes blended learning.

Learn Punjabi in Gurumukhi Script with the Punjabi Primer lesson. Both young children and Punjabi language beginners can benefit much from it.

District Administration Sri Ganganagar is taking steps to make Punjabi textbooks of Rajasthan Board of Secondary Education available for classes 6 through 12.

District Administration Sri Ganganagar is taking steps to make video lessons for the Punjabi subject of Rajasthan Board of Secondary Education available for classes 6 through 12.

About Punjabi

Punjabi developed from Prakrit languages and later Apabhraṃśa (Sanskrit: अपभ्रंश, 'deviated' or 'non-grammatical speech') From 600 BC, Sanskrit developed as the standard literary and administrative language and Prakrit languages evolved into many regional languages in different parts of India. All these languages are called Prakrit languages (Sanskrit: प्राकृत, prākṛta) collectively. Paishachi Prakrit was one of these Prakrit languages, which was spoken in north and north-western India and Punjabi developed from this Prakrit. Later in northern India Paishachi Prakrit gave rise to Paishachi Aparbhsha, a descendant of Prakrit. Punjabi emerged as an Apabhramsha, a degenerated form of Prakrit, in the 7th century AD and became stable by the 10th century. The earliest writings in Punjabi belong to Nath Yogi era from 9th to 14th century. The language of these compositions is morphologically closer to Shauraseni Apbhramsa, though vocabulary and rhythm is surcharged with extreme colloquialism and folklore.

Punjabi is most commonly written in the Gurmukhi script which is the most complete and accurate way to represent Punjabi sounds.

Video Lessons

For classes 6 through 12, the District Administration Sri Ganganagar is moving to make video lectures for the Punjabi course offered by the Rajasthan Board of Secondary Education available.

Viyakaran (VISMAK) Part 1

KULDEEP SINGH

Viyakaran (YOJAK) Part 1

Viyakaran (SANBANDAK) Part 1

Viyakaran (KIRIYA-Visheshan) Part 1

Viyakaran (Visheshan) part 01

Mr. Jitender Kumar Verma

State Informatics Officer, National Informatic Centre Rajasthan

Mr. Prasoon Jain

Additional State Informatics Officer District (Scientist-F), National Informatics Centre Rajasthan

Mr. Paramjeet Singh

Scientist-C, National Informatic Centre Sri Ganganagar

Mr. Gurdeep Singh Khosa

Principal, Government Senior Secondary School Malkana Khurd

Dr. Parvinder Singh

Assistant Professor, Center University of Punjab, Bathinda

Mr. Navraj Singh

Principal, Government Senior Secondary School 9 FF (Badopal)

Mr. Harmeet Singh Gill

Principal, Government Senior Secondary School 5 KK (Buttaran)

Mr. Simranjeet Singh

Lecturer, Government Senior Secondary School 48 GG

Mr. Kuldeep Singh

Lecturer, Government Senior Secondary School Malkana Kalan

Mr. Ajit Pal Singh

Lecturer (English), Government Senior Secondary School Chak Maharajka

Mr. Gagandeep Singh Maan

Programmer, DoITC Sri Ganganagar

Mr. Ravi Kumar Chawla

Programmer, Ganganagar Sugarmills, Kaminpura

Mr. Ajay Kumar

Programmer, DoITC Kesrisinghpur

Mr. Tarlochan Singh

Senior Teacher (Punjabi), Government Senior Secondary School Kaminpura 27 F

Mr. Ranjeet Singh

Senior Teacher (Punjabi), Government Secondary School 19 GD

Mrs. Gurpreet Kaur Hanspal

Senior Teacher (Punjabi), Government Senior Secondary School Nirwana

Mrs. Karamjeet Kaur

Senior Teacher, Government Senior Secondary School 1 ML (Kaluwala)

Mrs. Kirandeep Kaur

Senior Teacher, Government Senior Secondary School Malkana Khurd

Mr. Baljeet Singh

Senior Teacher, Government Senior Secondary School 12H (Mohalan)

Mr. Malkeet Singh

Senior Teacher, Government Senior Secondary School 11 G

Mr. Ajay Mehta

Teacher, Government Girls Senior Secondary School Raisinghnagar

Mr. Balvinder Singh

Teacher, Government Senior Secondary School 9 W (Ramgarh Sanger)

Mr. Gurjant Singh

Teacher, Government Senior Secondary School 14 BB

Mr. Subhash Chander

Teacher, Government Upper Primary School 2 DWM

Mr. Asha Ram

Teacher, Government Girls Senior Secondary School, Arayan

Mr. Gurvinder Singh Brar

Physical Education Teacher, Government Upper Primary School 19/21 APD

Mr. Satnam Singh

Assistant Programmer, DoITC Sri Ganganagar

Mr. Harvinder Singh

Rollout Manager, NIC Sri Ganganagar

Mr. Kapil Jain

NFO, NIC Sri Ganganagar

Mr. Vishal Asija

Mr. Sukhdev Singh

Lab Boy, Government Senior Secondary School, Lalgarh Jatan

Mr. Surjeet Singh

Class-IV, Government Senior Secondary School Koni

Mr. Sikander

Class-IV, Municipal Counsil, Sri Ganganagar

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Punjab: A Journey through text and Orality

2019, The News on Sunday

Nain Sukh combines oral and written texts to analyse the magical land of Punjab Walter J. Ong writes in Orality and Literacy (1982) that oral traditions never had any sense of language as a structure. While language and thought for the ancient Greeks mainly grew out of memory; writing, he explains, cannot simply transmit what it receives from speech in an unchanged manner. He also believes that Plato at one stage in Phaedrus and Seventh Letter "downgraded writing in favour of speech". With this context, let's zoom in to our own Punjab to understand why speech and orality have taken precedence over the complicated and isolated world of writing for such long periods in our cultural history. However, as Ong concludes: "(where) Oral word ties human beings to one another in society, writing intensifies the sense of self". In his latest book Dharti Panj Daryai (Land of Five Rivers), Nain Sukh combines oral and written texts to understand, analyse and explain this magical land of ours i.e. Punjab. In his opening lines, he talks about the dilemma of our collective failure to collect, preserve and connect our past orality with today's literacy, and warns of the looming dangers, as the generation that holds our oral history is rapidly disappearing.

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Early Modern India Literatures and Images, Texts and Languages

Anne Murphy

This exploratory essay considers in preliminary terms some of the registers of vernacular literary production in Punjab, and to suggest what the writing of a history of Punjabi language literary production might look like with a broader view to both vernacular and cosmopolitan literary production in the region. Punjabi's emergence must be understood in dynamic relation to the presence of Sadhukarrī, Braj, and emergent Hindustani in the region, as well as the formative presence of Persian. The multiplicity of its articulation points largely outside of the conventional centres associated with vernacular literary production-the court and the formal religious institution-provide Punjabi with a distinctive location, although it simultaneously maintained enduring and important ties to such centres. It is suggested that this may account for some of the particular valences of Punjabi language use; more work is required, however, to fully characterize this, and to explicate fully the interconnection between Punjabi cultural production and that in other languages. Punjabi cultural production in the early modern period sits uneasily within the understanding of the 'vernacular millennium,' described so well by Sheldon Pollock, where new language choices emerged in relation to newly defined cultural zones linked to the emergence of 'vernacular polities' in contradistinction to, but reliant upon, a prior cosmopolitan idiom that was supralocal.

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Literary productions deal with the past in their own way, which may not conform to the investigative methods of historians. History does not speak without narration. Mere chronology of events cannot constitute

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Priyanka kakoti

In the midst of variation and differences perhaps it is a sense of commonness and togetherness which is an important aspect to be appreciated in the much underrepresented North-East. The present paper does not attempt to encompass the entire gamut of North-East with its rich and varied culture, but an attempt has been made to concentrate on two writers from Arunachal Pradesh and how they deal with the rich oral tradition and the problematics of language both in their works as well as their roles as writers adopting foreign languages to convey their thoughts and feelings.

Social History

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Home — Essay Samples — Arts & Culture — Punjabi Culture — The Issue Of Internet In Punjabi Culture

The Issue of Internet in Punjabi Culture

• Categories: Internet Punjabi Culture

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Published: Apr 29, 2022

Words: 1757 | Pages: 4 | 9 min read

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ਇੰਟਰਨੈਟ ਦੇ ਲਾਭ ਅਤੇ ਹਾਨੀਆਂ (Labh Ate Haniya) | Essay on Advantages and Disadvantages of Internet in Punjabi

ਇੰਟਰਨੈਟ ਦੇ ਲਾਭ ਅਤੇ ਹਾਨੀਆਂ | Punjabi Essay on Advantages and Disadvantages of the Internet “internet de labh ate Haniya” Punjabi Essay for Class 7, 8, 9, 10, and 12 Students in the Punjabi Language.

ਅਸੀਂ ਆਪਣੀ  ਵੈੱਬਸਾਈਟ ‘ਤੇ ਕਲਾਸ 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 ਅਤੇ ਕਾਲਜ ਦੇ ਵਿਦਿਆਰਥੀਆਂ (Punjabi Essay for Students) ਲਈ ਵੱਖ-ਵੱਖ ਤਰ੍ਹਾਂ ਦੇ ਪੰਜਾਬੀ ਦੇ ਲੇਖ   Punjabi Language Essay Post ਕਰ ਰਹੇ ਹਾਂ। ਇਸ ਕਿਸਮ ਦਾ ਲੇਖ Punjabi Essay on “Internet de Labh te Haniya / Hanian ”, “ਇੰਟਰਨੈੱਟ ਦੇ ਲਾਭ ਤੇ ਹਾਨੀਆਂ ”, Punjabi Essay for Class 7, 8, 9, 10, Class 12 ,B.A Students and Competitive Examinations. ਤੁਹਾਡੇ ਬੱਚਿਆਂ ਅਤੇ ਵਿਦਿਆਰਥੀਆਂ ਦੀਆਂ ਵਾਧੂ ਪਾਠਕ੍ਰਮ ਗਤੀਵਿਧੀਆਂ ਜਿਵੇਂ: ਲੇਖ ਲਿਖਣ, ਬਹਿਸ ਮੁਕਾਬਲੇ ਅਤੇ ਚਰਚਾ ਵਿੱਚ ਬਹੁਤ ਮਦਦਗਾਰ ਸਾਬਤ ਹੋਵੇਗਾ।

ਆਓ ਪੜੀਏ Punjabi Essay on “ Advantages and Disadvantages of Internet”, “Internet De Labh ate hanian” in Punjabi for Student 

ਬਹੁਤ ਸਾਰੇ ਇੰਟਰਨੈਟ ਦੇ ਲਾਭ ਅਤੇ ਹਾਨੀ (Inetrnet de labh ate haniyan/hania) ਹਨ। ਇੰਟਰਨੈੱਟ ਤੋਂ ਅਸੀਂ ਸਿੱਖਿਆ, ਮਨੋਰੰਜਨ, ਸਿਹਤ, ਖੇਡਾਂ, ਵਿਗਿਆਨ, ਪੁਲਾੜ, ਰਾਜਨੀਤੀ, ਰੁਜ਼ਗਾਰ, ਸੁਰੱਖਿਆ ਆਦਿ ਦਾ ਗਿਆਨ, ਲਾਭ, ਖੋਜ, ਤਰੱਕੀ ਅਤੇ ਖੋਜ ਪ੍ਰਾਪਤ ਕਰ ਸਕਦੇ ਹਾਂ। ਇਹ ਸਾਡਾ ਸਮਾਂ ਬਚਾਉਂਦਾ ਹੈ। ਇਹ ਸੰਸਾਰ ਦੇ ਬੇਅੰਤ ਗਿਆਨ ਦਾ ਭੰਡਾਰ ਹੈ। ਇੰਟਰਨੈੱਟ ਦੀ ਮਦਦ ਨਾਲ, ਲੋਕ ਵਿਸ਼ਵ ਪੱਧਰ ‘ਤੇ ਇਕ ਦੂਜੇ ਨਾਲ ਜੁੜੇ ਹੋਏ ਹਨ ਅਤੇ ਜਾਣਕਾਰੀ ਦਾ ਆਦਾਨ-ਪ੍ਰਦਾਨ ਕਰਦੇ ਹਨ। ਆਨਲਾਈਨ ਰੁਜ਼ਗਾਰ ਪ੍ਰਦਾਨ ਕਰਦਾ ਹੈ।

ਇੰਟਰਨੈੱਟ ਦੇ ਨੁਕਸਾਨ (Internet de Nuksan) ਬੱਚਿਆਂ ਅਤੇ ਵਿਦਿਆਰਥੀਆਂ ਨੂੰ ਜ਼ਿਆਦਾ ਪ੍ਰਭਾਵਿਤ ਕਰਦੇ ਹਨ। ਬੱਚੇ ਇੰਟਰਨੈੱਟ ‘ਤੇ ਉਪਲਬਧ ਮਨੋਰੰਜਕ ਸਮੱਗਰੀ ‘ਤੇ ਬਹੁਤ ਸਮਾਂ ਬਿਤਾਉਂਦੇ ਹਨ। ਜਿਸ ਕਾਰਨ ਉਨ੍ਹਾਂ ਦੀ ਪੜ੍ਹਾਈ, ਮਾਨਸਿਕ ਅਤੇ ਸਰੀਰਕ ਸਿਹਤ ‘ਤੇ ਮਾੜਾ ਅਸਰ ਪੈਂਦਾ ਹੈ। ਇੰਟਰਨੈੱਟ ‘ਤੇ ਕਈ ਤਰ੍ਹਾਂ ਦੀ ਗੈਰ-ਕਾਨੂੰਨੀ ਸਮੱਗਰੀ ਵੀ ਉਪਲਬਧ ਹੈ ਜੋ ਬੱਚਿਆਂ, ਵਿਦਿਆਰਥੀਆਂ ਅਤੇ ਸਮਾਜ ਨੂੰ ਗੰਭੀਰ ਨੁਕਸਾਨ ਪਹੁੰਚਾਉਂਦੀ ਹੈ। ਜਿਸ ਕਾਰਨ ਸਾਈਬਰ ਕਰਾਈਮ ਵਰਗੀਆਂ ਘਟਨਾਵਾਂ ਦਾ ਪਸਾਰ ਤੇਜ਼ੀ ਨਾਲ ਹੋ ਰਿਹਾ ਹੈ। ਇਸ ਲਈ, ਇਸ ਨੂੰ ਰੋਕਣ ਲਈ, ਵੱਖ-ਵੱਖ ਦੇਸ਼ਾਂ ਦੀਆਂ ਸਰਕਾਰਾਂ ਹਰ ਤਰ੍ਹਾਂ ਦੀਆਂ ਇੰਟਰਨੈਟ ਗਤੀਵਿਧੀਆਂ ਨੂੰ ਨਿਯੰਤਰਿਤ ਅਤੇ ਨਿਗਰਾਨੀ ਕਰਦੀਆਂ ਹਨ। ਤਾਂ ਜੋ ਅਪਰਾਧ ਅਤੇ ਨਕਾਰਾਤਮਕ ਗਤੀਵਿਧੀਆਂ ਨੂੰ ਕਾਬੂ ਕੀਤਾ ਜਾ ਸਕੇ ਅਤੇ ਰੋਕਿਆ ਜਾ ਸਕੇ।

ਇੰਟਰਨੈੱਟ ਦੇ ਲਾਭ – ਇੰਟਰਨੈੱਟ ਦੇ ਫਾਇਦੇ ਹੇਠ ਲਿਖੇ ਅਨੁਸਾਰ ਹਨ। Advantages of Internet in Punjabi (Inetrnet De Labh)

• ਵਿਸ਼ਵ ਪੱਧਰ ‘ਤੇ ਮਹੱਤਵਪੂਰਨ ਜਾਣਕਾਰੀ ਦਾ ਆਦਾਨ-ਪ੍ਰਦਾਨ ਸੰਭਵ ਹੋ ਗਿਆ ਹੈ।
• ਇਹ ਸਾਡਾ ਸਮਾਂ ਅਤੇ ਮਿਹਨਤ ਬਚਾਉਂਦਾ ਹੈ।
• ਸਾਰੇ ਖੇਤਰਾਂ ਦਾ ਮਹੱਤਵਪੂਰਨ ਗਿਆਨ ਇੰਟਰਨੈਟ ‘ਤੇ ਉਪਲਬਧ ਹੈ।
• ਖੋਜ ਵਿੱਚ ਮਦਦਗਾਰ।
• ਆਨਲਾਈਨ ਰੁਜ਼ਗਾਰ ਪ੍ਰਦਾਨ ਕਰਦਾ ਹੈ।
• ਕਈ ਤਰ੍ਹਾਂ ਦੀਆਂ ਡਿਜੀਟਲ ਸੇਵਾਵਾਂ (ਬੈਂਕਿੰਗ, ਸਿਹਤ, ਸਿੱਖਿਆ ਆਦਿ) ਪ੍ਰਦਾਨ ਕਰਦਾ ਹੈ।
• ਆਫ਼ਤ ਪ੍ਰਬੰਧਨ ਵਿੱਚ ਸੰਚਾਰ ਸੇਵਾਵਾਂ ਦਾ ਸਮਰਥਨ ਕਰਦਾ ਹੈ।
• ਔਨਲਾਈਨ ਖਰੀਦਦਾਰੀ ਇੱਕ ਬਹੁਤ ਮਹੱਤਵਪੂਰਨ ਇੰਟਰਨੈਟ ਸੇਵਾ ਦਾ ਇੱਕ ਉਦਾਹਰਣ ਹੈ।
• ਇੰਟਰਨੈਟ ਦੇ ਜ਼ਰੀਏ, ਤੁਸੀਂ ਸਰਕਾਰੀ ਸੇਵਾਵਾਂ ਨਾਲ ਜੁੜ ਸਕਦੇ ਹੋ ਅਤੇ ਇਸਦਾ ਫਾਇਦਾ ਉਠਾ ਸਕਦੇ ਹੋ।
• ਆਪਣੀ ਰੱਖਿਆ ਕਰ ਸਕਦਾ ਹੈ। ਉਦਾਹਰਣ ਵਜੋਂ, ਸੀਸੀਟੀਵੀ ਕੈਮਰਾ ਇੰਟਰਨੈਟ ਰਾਹੀਂ ਘਰ ਅਤੇ ਹੋਰ ਸਥਾਨਾਂ ਦੀ ਸੁਰੱਖਿਆ ਦੀ ਨਿਗਰਾਨੀ ਕਰਨ ਵਿੱਚ ਮਦਦਗਾਰ ਹੈ।

ਇੰਟਰਨੈੱਟ ਦੇ ਨੁਕਸਾਨ – ਇੰਟਰਨੈੱਟ ਦੇ ਬਹੁਤ ਸਾਰੇ ਨੁਕਸਾਨ ਹਨ। Disadvantages of Internet in Punjabi (Inernet de Nukasan/Hania/haniya)

ਜਿਥੇ ਇੰਟਰਨੇਟ ਦੇ ਲਾਭ ਹਨ ਉੱਥੇ ਕੁਝ ਨੁਕਸਾਨ ਜਨ ਹਾਨੀਆਂ ਵੀ ਹਨ।

• ਲੋਕ ਸੋਸ਼ਲ ਮੀਡੀਆ ਚੈਨਲਾਂ ‘ਤੇ ਬਹੁਤ ਜ਼ਿਆਦਾ ਸਮਾਂ ਬਰਬਾਦ ਕਰਦੇ ਹਨ।
• ਇੰਟਰਨੈੱਟ ‘ਤੇ ਬਹੁਤ ਸਾਰੀਆਂ ਗਲਤ ਸੂਚਨਾਵਾਂ ਦਾ ਆਦਾਨ-ਪ੍ਰਦਾਨ ਉਪਲਬਧ ਹੈ। ਜੋ ਲੋਕਾਂ ਲਈ ਹਾਨੀਕਾਰਕ ਹੋ ਸਕਦਾ ਹੈ।
• ਵਿਦਿਆਰਥੀ ਔਨਲਾਈਨ ਗੇਮਾਂ ਅਤੇ ਹੋਰ ਮਨੋਰੰਜਨ ਗਤੀਵਿਧੀਆਂ ਵਿੱਚ ਵਧੇਰੇ ਸਮਾਂ ਬਰਬਾਦ ਕਰਦੇ ਹਨ।
• ਇੰਟਰਨੈੱਟ ‘ਤੇ ਉਪਲਬਧ ਕਈ ਤਰ੍ਹਾਂ ਦੇ ਅਸ਼ਲੀਲ ਡੇਟਾ ਬੱਚਿਆਂ ਅਤੇ ਵਿਦਿਆਰਥੀਆਂ ਦੇ ਸਰੀਰਕ ਅਤੇ ਮਾਨਸਿਕ ਵਿਕਾਸ ਨੂੰ ਨਸ਼ਟ ਕਰ ਰਹੇ ਹਨ।
• ਇੰਟਰਨੈੱਟ ਰਾਹੀਂ ਵੱਖ-ਵੱਖ ਤਰ੍ਹਾਂ ਦੇ ਗੈਰ-ਕਾਨੂੰਨੀ ਕੰਮ ਵੀ ਕੀਤੇ ਜਾਂਦੇ ਹਨ।
• ਆਨਲਾਈਨ ਸਿੱਖਿਆ ਦੇ ਆਉਣ ਨਾਲ ਰਵਾਇਤੀ ਸਿੱਖਿਆ ‘ਤੇ ਮਾੜਾ ਅਸਰ ਪਿਆ ਹੈ।
• ਲੋਕ ਔਨਲਾਈਨ ਚੈਟ ਐਪ ‘ਤੇ ਗੱਲ ਕਰਨਾ ਪਸੰਦ ਕਰ ਰਹੇ ਹਨ, ਜਿਸ ਕਾਰਨ ਆਪਸੀ ਸਬੰਧ ਅਤੇ ਆਪਸੀ ਤਾਲਮੇਲ ਘਟ ਰਿਹਾ ਹੈ।
• ਕਿਉਂਕਿ ਇੰਟਰਨੈੱਟ ‘ਤੇ ਸਰੀਰਕ ਗਤੀਵਿਧੀ ਨਾ-ਮਾਤਰ ਹੈ, ਇਹ ਸਾਡੇ ਸਰੀਰ ਅਤੇ ਦਿਮਾਗ ਨੂੰ ਆਲਸੀ ਬਣਾ ਦਿੰਦੀ ਹੈ।
• ਇੰਟਰਨੈੱਟ ਕਾਰਨ ਟੈਲੀਗ੍ਰਾਮ, ਚਿੱਠੀਆਂ, ਘੜੀਆਂ, ਕਿਤਾਬਾਂ ਆਦਿ ਦੀ ਵਰਤੋਂ ਨਾਂਹ ਦੇ ਬਰਾਬਰ ਹੋ ਗਈ ਹੈ।
• ਬੱਚਿਆਂ ਦਾ ਸਰੀਰਕ ਖੇਡਾਂ ਵੱਲ ਰੁਝਾਨ ਅਲੋਪ ਹੁੰਦਾ ਜਾ ਰਿਹਾ ਹੈ, ਉਹ ਮੋਬਾਈਲ ਜਾਂ ਕੰਪਿਊਟਰ ‘ਤੇ ਗੇਮਾਂ ਖੇਡਣ ਨੂੰ ਤਰਜੀਹ ਦਿੰਦੇ ਹਨ। ਜਿਸ ਕਾਰਨ ਉਨ੍ਹਾਂ ਦਾ ਸਰੀਰਕ ਵਿਕਾਸ ਰੁੱਕਦਾ ਜਾ ਰਿਹਾ ਹੈ।

ਇੰਟਰਨੈੱਟ ਮਨੁੱਖ ਲਈ ਵਿਗਿਆਨ ਦਾ ਇੱਕ ਮਹੱਤਵਪੂਰਨ ਤੋਹਫ਼ਾ ਹੈ। ਵਿਦਿਆਰਥੀਆਂ, ਅਧਿਆਪਕਾਂ ਅਤੇ ਆਮ ਲੋਕਾਂ ਲਈ ਇਹ ਉਨ੍ਹਾਂ ਦੇ ਜੀਵਨ ਦਾ ਸਾਧਨ ਬਣ ਗਿਆ ਹੈ। ਇਹ ਸਿੱਖਿਆ, ਊਰਜਾ, ਸਿਹਤ, ਮਨੋਰੰਜਨ, ਖਗੋਲ ਵਿਗਿਆਨ, ਆਫ਼ਤ, ਵਪਾਰ ਆਦਿ ਦੇ ਖੇਤਰਾਂ ਵਿੱਚ ਸੰਚਾਰ, ਵਿਕਾਸ, ਸਹਾਇਤਾ ਅਤੇ ਨਵੀਆਂ ਖੋਜਾਂ ਅਤੇ ਕਾਢਾਂ ਦਾ ਸਾਧਨ ਬਣ ਗਿਆ ਹੈ। ਇਹ ਸਾਡੀ ਸਰੀਰਕ ਤਾਕਤ ਅਤੇ ਸਮੇਂ ਦੀ ਬੱਚਤ ਕਰਨ ਵਿੱਚ ਮਦਦਗਾਰ ਹੁੰਦਾ ਹੈ। ਦੁਨੀਆ ਦੇ ਸਾਰੇ ਲੋਕ ਇੰਟਰਨੈੱਟ ਰਾਹੀਂ ਇੱਕ ਦੂਜੇ ਨਾਲ ਜੁੜੇ ਹੋਏ ਹਨ ਅਤੇ ਇੱਕ ਦੂਜੇ ਨਾਲ ਆਪਣੀ ਨੈਤਿਕਤਾ ਸਾਂਝੀ ਕਰਦੇ ਹਨ।

ਇੰਟਰਨੈੱਟ ਨੇ ਖਾਸ ਕਰਕੇ ਸਿੱਖਿਆ, ਸੁਰੱਖਿਆ, ਸੰਚਾਰ ਅਤੇ ਮਨੋਰੰਜਨ ਦੇ ਖੇਤਰ ਵਿੱਚ ਕ੍ਰਾਂਤੀ ਲਿਆ ਦਿੱਤੀ ਹੈ। ਅੱਜ ਈ-ਲਰਨਿੰਗ ਰਾਹੀਂ ਅਸੀਂ ਘਰ ਬੈਠੇ ਹੀ ਕਿਸੇ ਵੀ ਵਿਸ਼ੇ ਦੀ ਪੂਰੀ ਜਾਣਕਾਰੀ ਹਾਸਲ ਕਰ ਸਕਦੇ ਹਾਂ।

ਕੁਦਰਤੀ ਅਤੇ ਕਿਸੇ ਹੋਰ ਕਿਸਮ ਦੀ ਆਫ਼ਤ ਦੀ ਸਥਿਤੀ ਵਿੱਚ, ਅਸੀਂ ਇੰਟਰਨੈਟ ਤਕਨਾਲੋਜੀ ਦੀ ਮਦਦ ਨਾਲ ਤੁਰੰਤ ਸੰਪਰਕ, ਮਦਦ ਅਤੇ ਉਪਾਅ ਪ੍ਰਾਪਤ ਕਰ ਸਕਦੇ ਹਾਂ। ਜੇਕਰ ਸਾਨੂੰ ਕਿਸੇ ਵਿਸ਼ੇ ਬਾਰੇ ਜਾਣਕਾਰੀ ਚਾਹੀਦੀ ਹੈ ਤਾਂ ਅਸੀਂ ਉਸ ਨੂੰ ਇੰਟਰਨੈੱਟ ‘ਤੇ ਸਰਚ ਕਰ ਸਕਦੇ ਹਾਂ। ਇੰਟਰਨੈੱਟ ਨੇ ਲੋਕਾਂ ‘ਤੇ ਸਾਡੀ ਨਿਰਭਰਤਾ ਘਟਾ ਦਿੱਤੀ ਹੈ। ਜਿਸ ਕਾਰਨ ਸਵੈ ਅਧਿਐਨ ਨੂੰ ਹੁਲਾਰਾ ਅਤੇ ਨਵੀਂ ਦਿਸ਼ਾ ਮਿਲੀ ਹੈ।

Sanu Ummid hai apji nu Punjabi Essay Internet de Labh ate hanian Lekh changa Laga Hovega, Punjabi Essay on Internet Punjabi Essay for Class 7, 8, 9, 10, and 12 Students in the Punjabi Language Asi Bachian di madad lai paiya hai tanjo bacche apne exams jan competitions de vich hissa len ate change number len. 

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A systematic review on digital literacy

Hasan tinmaz.

1 AI & Big Data Department, Endicott College of International Studies, Woosong University, Daejeon, South Korea

Yoo-Taek Lee

2 Endicott College of International Studies, Woosong University, Daejeon, South Korea

Mina Fanea-Ivanovici

3 Department of Economics and Economic Policies, Bucharest University of Economic Studies, Bucharest, Romania

Hasnan Baber

4 Abu Dhabi School of Management, Abu Dhabi, United Arab Emirates

Associated Data

The authors present the articles used for the study in “ Appendix A ”.

The purpose of this study is to discover the main themes and categories of the research studies regarding digital literacy. To serve this purpose, the databases of WoS/Clarivate Analytics, Proquest Central, Emerald Management Journals, Jstor Business College Collections and Scopus/Elsevier were searched with four keyword-combinations and final forty-three articles were included in the dataset. The researchers applied a systematic literature review method to the dataset. The preliminary findings demonstrated that there is a growing prevalence of digital literacy articles starting from the year 2013. The dominant research methodology of the reviewed articles is qualitative. The four major themes revealed from the qualitative content analysis are: digital literacy, digital competencies, digital skills and digital thinking. Under each theme, the categories and their frequencies are analysed. Recommendations for further research and for real life implementations are generated.

Introduction

The extant literature on digital literacy, skills and competencies is rich in definitions and classifications, but there is still no consensus on the larger themes and subsumed themes categories. (Heitin, 2016 ). To exemplify, existing inventories of Internet skills suffer from ‘incompleteness and over-simplification, conceptual ambiguity’ (van Deursen et al., 2015 ), and Internet skills are only a part of digital skills. While there is already a plethora of research in this field, this research paper hereby aims to provide a general framework of digital areas and themes that can best describe digital (cap)abilities in the novel context of Industry 4.0 and the accelerated pandemic-triggered digitalisation. The areas and themes can represent the starting point for drafting a contemporary digital literacy framework.

Sousa and Rocha ( 2019 ) explained that there is a stake of digital skills for disruptive digital business, and they connect it to the latest developments, such as the Internet of Things (IoT), cloud technology, big data, artificial intelligence, and robotics. The topic is even more important given the large disparities in digital literacy across regions (Tinmaz et al., 2022 ). More precisely, digital inequalities encompass skills, along with access, usage and self-perceptions. These inequalities need to be addressed, as they are credited with a ‘potential to shape life chances in multiple ways’ (Robinson et al., 2015 ), e.g., academic performance, labour market competitiveness, health, civic and political participation. Steps have been successfully taken to address physical access gaps, but skills gaps are still looming (Van Deursen & Van Dijk, 2010a ). Moreover, digital inequalities have grown larger due to the COVID-19 pandemic, and they influenced the very state of health of the most vulnerable categories of population or their employability in a time when digital skills are required (Baber et al., 2022 ; Beaunoyer, Dupéré & Guitton, 2020 ).

The systematic review the researchers propose is a useful updated instrument of classification and inventory for digital literacy. Considering the latest developments in the economy and in line with current digitalisation needs, digitally literate population may assist policymakers in various fields, e.g., education, administration, healthcare system, and managers of companies and other concerned organisations that need to stay competitive and to employ competitive workforce. Therefore, it is indispensably vital to comprehend the big picture of digital literacy related research.

Literature review

Since the advent of Digital Literacy, scholars have been concerned with identifying and classifying the various (cap)abilities related to its operation. Using the most cited academic papers in this stream of research, several classifications of digital-related literacies, competencies, and skills emerged.

Digital literacies

Digital literacy, which is one of the challenges of integration of technology in academic courses (Blau, Shamir-Inbal & Avdiel, 2020 ), has been defined in the current literature as the competencies and skills required for navigating a fragmented and complex information ecosystem (Eshet, 2004 ). A ‘Digital Literacy Framework’ was designed by Eshet-Alkalai ( 2012 ), comprising six categories: (a) photo-visual thinking (understanding and using visual information); (b) real-time thinking (simultaneously processing a variety of stimuli); (c) information thinking (evaluating and combining information from multiple digital sources); (d) branching thinking (navigating in non-linear hyper-media environments); (e) reproduction thinking (creating outcomes using technological tools by designing new content or remixing existing digital content); (f) social-emotional thinking (understanding and applying cyberspace rules). According to Heitin ( 2016 ), digital literacy groups the following clusters: (a) finding and consuming digital content; (b) creating digital content; (c) communicating or sharing digital content. Hence, the literature describes the digital literacy in many ways by associating a set of various technical and non-technical elements.

Digital competencies

The Digital Competence Framework for Citizens (DigComp 2.1.), the most recent framework proposed by the European Union, which is currently under review and undergoing an updating process, contains five competency areas: (a) information and data literacy, (b) communication and collaboration, (c) digital content creation, (d) safety, and (e) problem solving (Carretero, Vuorikari & Punie, 2017 ). Digital competency had previously been described in a technical fashion by Ferrari ( 2012 ) as a set comprising information skills, communication skills, content creation skills, safety skills, and problem-solving skills, which later outlined the areas of competence in DigComp 2.1, too.

Digital skills

Ng ( 2012 ) pointed out the following three categories of digital skills: (a) technological (using technological tools); (b) cognitive (thinking critically when managing information); (c) social (communicating and socialising). A set of Internet skill was suggested by Van Deursen and Van Dijk ( 2009 , 2010b ), which contains: (a) operational skills (basic skills in using internet technology), (b) formal Internet skills (navigation and orientation skills); (c) information Internet skills (fulfilling information needs), and (d) strategic Internet skills (using the internet to reach goals). In 2014, the same authors added communication and content creation skills to the initial framework (van Dijk & van Deursen). Similarly, Helsper and Eynon ( 2013 ) put forward a set of four digital skills: technical, social, critical, and creative skills. Furthermore, van Deursen et al. ( 2015 ) built a set of items and factors to measure Internet skills: operational, information navigation, social, creative, mobile. More recent literature (vaan Laar et al., 2017 ) divides digital skills into seven core categories: technical, information management, communication, collaboration, creativity, critical thinking, and problem solving.

It is worth mentioning that the various methodologies used to classify digital literacy are overlapping or non-exhaustive, which confirms the conceptual ambiguity mentioned by van Deursen et al. ( 2015 ).

Digital thinking

Thinking skills (along with digital skills) have been acknowledged to be a significant element of digital literacy in the educational process context (Ferrari, 2012 ). In fact, critical thinking, creativity, and innovation are at the very core of DigComp. Information and Communication Technology as a support for thinking is a learning objective in any school curriculum. In the same vein, analytical thinking and interdisciplinary thinking, which help solve problems, are yet other concerns of educators in the Industry 4.0 (Ozkan-Ozen & Kazancoglu, 2021 ).

However, we have recently witnessed a shift of focus from learning how to use information and communication technologies to using it while staying safe in the cyber-environment and being aware of alternative facts. Digital thinking would encompass identifying fake news, misinformation, and echo chambers (Sulzer, 2018 ). Not least important, concern about cybersecurity has grown especially in times of political, social or economic turmoil, such as the elections or the Covid-19 crisis (Sulzer, 2018 ; Puig, Blanco-Anaya & Perez-Maceira, 2021 ).

Ultimately, this systematic review paper focuses on the following major research questions as follows:

• Research question 1: What is the yearly distribution of digital literacy related papers?
• Research question 2: What are the research methods for digital literacy related papers?
• Research question 3: What are the main themes in digital literacy related papers?
• Research question 4: What are the concentrated categories (under revealed main themes) in digital literacy related papers?

This study employed the systematic review method where the authors scrutinized the existing literature around the major research question of digital literacy. As Uman ( 2011 ) pointed, in systematic literature review, the findings of the earlier research are examined for the identification of consistent and repetitive themes. The systematic review method differs from literature review with its well managed and highly organized qualitative scrutiny processes where researchers tend to cover less materials from fewer number of databases to write their literature review (Kowalczyk & Truluck, 2013 ; Robinson & Lowe, 2015 ).

Data collection

To address major research objectives, the following five important databases are selected due to their digital literacy focused research dominance: 1. WoS/Clarivate Analytics, 2. Proquest Central; 3. Emerald Management Journals; 4. Jstor Business College Collections; 5. Scopus/Elsevier.

The search was made in the second half of June 2021, in abstract and key words written in English language. We only kept research articles and book chapters (herein referred to as papers). Our purpose was to identify a set of digital literacy areas, or an inventory of such areas and topics. To serve that purpose, systematic review was utilized with the following synonym key words for the search: ‘digital literacy’, ‘digital skills’, ‘digital competence’ and ‘digital fluency’, to find the mainstream literature dealing with the topic. These key words were unfolded as a result of the consultation with the subject matter experts (two board members from Korean Digital Literacy Association and two professors from technology studies department). Below are the four key word combinations used in the search: “Digital literacy AND systematic review”, “Digital skills AND systematic review”, “Digital competence AND systematic review”, and “Digital fluency AND systematic review”.

A sequential systematic search was made in the five databases mentioned above. Thus, from one database to another, duplicate papers were manually excluded in a cascade manner to extract only unique results and to make the research smoother to conduct. At this stage, we kept 47 papers. Further exclusion criteria were applied. Thus, only full-text items written in English were selected, and in doing so, three papers were excluded (no full text available), and one other paper was excluded because it was not written in English, but in Spanish. Therefore, we investigated a total number of 43 papers, as shown in Table ​ Table1. 1 . “ Appendix A ” shows the list of these papers with full references.

Number of papers identified sequentially after applying all inclusion and exclusion criteria

Data analysis

The 43 papers selected after the application of the inclusion and exclusion criteria, respectively, were reviewed the materials independently by two researchers who were from two different countries. The researchers identified all topics pertaining to digital literacy, as they appeared in the papers. Next, a third researcher independently analysed these findings by excluded duplicates A qualitative content analysis was manually performed by calculating the frequency of major themes in all papers, where the raw data was compared and contrasted (Fraenkel et al., 2012 ). All three reviewers independently list the words and how the context in which they appeared and then the three reviewers collectively decided for how it should be categorized. Lastly, it is vital to remind that literature review of this article was written after the identification of the themes appeared as a result of our qualitative analyses. Therefore, the authors decided to shape the literature review structure based on the themes.

As an answer to the first research question (the yearly distribution of digital literacy related papers), Fig.  1 demonstrates the yearly distribution of digital literacy related papers. It is seen that there is an increasing trend about the digital literacy papers.

Yearly distribution of digital literacy related papers

Research question number two (The research methods for digital literacy related papers) concentrates on what research methods are employed for these digital literacy related papers. As Fig.  2 shows, most of the papers were using the qualitative method. Not stated refers to book chapters.

Research methods used in the reviewed articles

When forty-three articles were analysed for the main themes as in research question number three (The main themes in digital literacy related papers), the overall findings were categorized around four major themes: (i) literacies, (ii) competencies, (iii) skills, and (iv) thinking. Under every major theme, the categories were listed and explained as in research question number four (The concentrated categories (under revealed main themes) in digital literacy related papers).

The authors utilized an overt categorization for the depiction of these major themes. For example, when the ‘creativity’ was labelled as a skill, the authors also categorized it under the ‘skills’ theme. Similarly, when ‘creativity’ was mentioned as a competency, the authors listed it under the ‘competencies’ theme. Therefore, it is possible to recognize the same finding under different major themes.

Major theme 1: literacies

Digital literacy being the major concern of this paper was observed to be blatantly mentioned in five papers out forty-three. One of these articles described digital literacy as the human proficiencies to live, learn and work in the current digital society. In addition to these five articles, two additional papers used the same term as ‘critical digital literacy’ by describing it as a person’s or a society’s accessibility and assessment level interaction with digital technologies to utilize and/or create information. Table ​ Table2 2 summarizes the major categories under ‘Literacies’ major theme.

Categories (more than one occurrence) under 'literacies' major theme

Computer literacy, media literacy and cultural literacy were the second most common literacy (n = 5). One of the article branches computer literacy as tool (detailing with software and hardware uses) and resource (focusing on information processing capacity of a computer) literacies. Cultural literacy was emphasized as a vital element for functioning in an intercultural team on a digital project.

Disciplinary literacy (n = 4) was referring to utilizing different computer programs (n = 2) or technical gadgets (n = 2) with a specific emphasis on required cognitive, affective and psychomotor skills to be able to work in any digital context (n = 3), serving for the using (n = 2), creating and applying (n = 2) digital literacy in real life.

Data literacy, technology literacy and multiliteracy were the third frequent categories (n = 3). The ‘multiliteracy’ was referring to the innate nature of digital technologies, which have been infused into many aspects of human lives.

Last but not least, Internet literacy, mobile literacy, web literacy, new literacy, personal literacy and research literacy were discussed in forty-three article findings. Web literacy was focusing on being able to connect with people on the web (n = 2), discover the web content (especially the navigation on a hyper-textual platform), and learn web related skills through practical web experiences. Personal literacy was highlighting digital identity management. Research literacy was not only concentrating on conducting scientific research ability but also finding available scholarship online.

Twenty-four other categories are unfolded from the results sections of forty-three articles. Table ​ Table3 3 presents the list of these other literacies where the authors sorted the categories in an ascending alphabetical order without any other sorting criterion. Primarily, search, tagging, filtering and attention literacies were mainly underlining their roles in information processing. Furthermore, social-structural literacy was indicated as the recognition of the social circumstances and generation of information. Another information-related literacy was pointed as publishing literacy, which is the ability to disseminate information via different digital channels.

Other mentioned categories (n = 1)

While above listed personal literacy was referring to digital identity management, network literacy was explained as someone’s social networking ability to manage the digital relationship with other people. Additionally, participatory literacy was defined as the necessary abilities to join an online team working on online content production.

Emerging technology literacy was stipulated as an essential ability to recognize and appreciate the most recent and innovative technologies in along with smart choices related to these technologies. Additionally, the critical literacy was added as an ability to make smart judgements on the cost benefit analysis of these recent technologies.

Last of all, basic, intermediate, and advanced digital assessment literacies were specified for educational institutions that are planning to integrate various digital tools to conduct instructional assessments in their bodies.

Major theme 2: competencies

The second major theme was revealed as competencies. The authors directly categorized the findings that are specified with the word of competency. Table ​ Table4 4 summarizes the entire category set for the competencies major theme.

Categories under 'competencies' major theme

The most common category was the ‘digital competence’ (n = 14) where one of the articles points to that category as ‘generic digital competence’ referring to someone’s creativity for multimedia development (video editing was emphasized). Under this broad category, the following sub-categories were associated:

• Problem solving (n = 10)
• Safety (n = 7)
• Information processing (n = 5)
• Content creation (n = 5)
• Communication (n = 2)
• Digital rights (n = 1)
• Digital emotional intelligence (n = 1)
• Digital teamwork (n = 1)
• Big data utilization (n = 1)
• Artificial Intelligence utilization (n = 1)
• Virtual leadership (n = 1)
• Self-disruption (in along with the pace of digitalization) (n = 1)

Like ‘digital competency’, five additional articles especially coined the term as ‘digital competence as a life skill’. Deeper analysis demonstrated the following points: social competences (n = 4), communication in mother tongue (n = 3) and foreign language (n = 2), entrepreneurship (n = 3), civic competence (n = 2), fundamental science (n = 1), technology (n = 1) and mathematics (n = 1) competences, learning to learn (n = 1) and self-initiative (n = 1).

Moreover, competencies were linked to workplace digital competencies in three articles and highlighted as significant for employability (n = 3) and ‘economic engagement’ (n = 3). Digital competencies were also detailed for leisure (n = 2) and communication (n = 2). Furthermore, two articles pointed digital competencies as an inter-cultural competency and one as a cross-cultural competency. Lastly, the ‘digital nativity’ (n = 1) was clarified as someone’s innate competency of being able to feel contented and satisfied with digital technologies.

Major theme 3: skills

The third major observed theme was ‘skills’, which was dominantly gathered around information literacy skills (n = 19) and information and communication technologies skills (n = 18). Table ​ Table5 5 demonstrates the categories with more than one occurrence.

Categories under 'skills' major theme

Table ​ Table6 6 summarizes the sub-categories of the two most frequent categories of ‘skills’ major theme. The information literacy skills noticeably concentrate on the steps of information processing; evaluation (n = 6), utilization (n = 4), finding (n = 3), locating (n = 2) information. Moreover, the importance of trial/error process, being a lifelong learner, feeling a need for information and so forth were evidently listed under this sub-category. On the other hand, ICT skills were grouped around cognitive and affective domains. For instance, while technical skills in general and use of social media, coding, multimedia, chat or emailing in specific were reported in cognitive domain, attitude, intention, and belief towards ICT were mentioned as the elements of affective domain.

Sub-categories under ‘information literacy’ and ‘ICT’ skills

Communication skills (n = 9) were multi-dimensional for different societies, cultures, and globalized contexts, requiring linguistic skills. Collaboration skills (n = 9) are also recurrently cited with an explicit emphasis for virtual platforms.

‘Ethics for digital environment’ encapsulated ethical use of information (n = 4) and different technologies (n = 2), knowing digital laws (n = 2) and responsibilities (n = 2) in along with digital rights and obligations (n = 1), having digital awareness (n = 1), following digital etiquettes (n = 1), treating other people with respect (n = 1) including no cyber-bullying (n = 1) and no stealing or damaging other people (n = 1).

‘Digital fluency’ involved digital access (n = 2) by using different software and hardware (n = 2) in online platforms (n = 1) or communication tools (n = 1) or within programming environments (n = 1). Digital fluency also underlined following recent technological advancements (n = 1) and knowledge (n = 1) including digital health and wellness (n = 1) dimension.

‘Social intelligence’ related to understanding digital culture (n = 1), the concept of digital exclusion (n = 1) and digital divide (n = 3). ‘Research skills’ were detailed with searching academic information (n = 3) on databases such as Web of Science and Scopus (n = 2) and their citation, summarization, and quotation (n = 2).

‘Digital teaching’ was described as a skill (n = 2) in Table ​ Table4 4 whereas it was also labelled as a competence (n = 1) as shown in Table ​ Table3. 3 . Similarly, while learning to learn (n = 1) was coined under competencies in Table ​ Table3, 3 , digital learning (n = 2, Table ​ Table4) 4 ) and life-long learning (n = 1, Table ​ Table5) 5 ) were stated as learning related skills. Moreover, learning was used with the following three terms: learning readiness (n = 1), self-paced learning (n = 1) and learning flexibility (n = 1).

Table ​ Table7 7 shows other categories listed below the ‘skills’ major theme. The list covers not only the software such as GIS, text mining, mapping, or bibliometric analysis programs but also the conceptual skills such as the fourth industrial revolution and information management.

Categories (one-time occurrence) under 'skills' major theme

Major theme 4: thinking

The last identified major theme was the different types of ‘thinking’. As Table ​ Table8 8 shows, ‘critical thinking’ was the most frequent thinking category (n = 4). Except computational thinking, the other categories were not detailed.

Categories under ‘thinking’ major theme

Computational thinking (n = 3) was associated with the general logic of how a computer works and sub-categorized into the following steps; construction of the problem (n = 3), abstraction (n = 1), disintegration of the problem (n = 2), data collection, (n = 2), data analysis (n = 2), algorithmic design (n = 2), parallelization & iteration (n = 1), automation (n = 1), generalization (n = 1), and evaluation (n = 2).

A transversal analysis of digital literacy categories reveals the following fields of digital literacy application:

• Technological advancement (IT, ICT, Industry 4.0, IoT, text mining, GIS, bibliometric analysis, mapping data, technology, AI, big data)
• Networking (Internet, web, connectivity, network, safety)
• Information (media, news, communication)
• Creative-cultural industries (culture, publishing, film, TV, leisure, content creation)
• Academia (research, documentation, library)
• Citizenship (participation, society, social intelligence, awareness, politics, rights, legal use, ethics)
• Education (life skills, problem solving, teaching, learning, education, lifelong learning)
• Professional life (work, teamwork, collaboration, economy, commerce, leadership, decision making)
• Personal level (critical thinking, evaluation, analytical thinking, innovative thinking)

This systematic review on digital literacy concentrated on forty-three articles from the databases of WoS/Clarivate Analytics, Proquest Central, Emerald Management Journals, Jstor Business College Collections and Scopus/Elsevier. The initial results revealed that there is an increasing trend on digital literacy focused academic papers. Research work in digital literacy is critical in a context of disruptive digital business, and more recently, the pandemic-triggered accelerated digitalisation (Beaunoyer, Dupéré & Guitton, 2020 ; Sousa & Rocha 2019 ). Moreover, most of these papers were employing qualitative research methods. The raw data of these articles were analysed qualitatively using systematic literature review to reveal major themes and categories. Four major themes that appeared are: digital literacy, digital competencies, digital skills and thinking.

Whereas the mainstream literature describes digital literacy as a set of photo-visual, real-time, information, branching, reproduction and social-emotional thinking (Eshet-Alkalai, 2012 ) or as a set of precise specific operations, i.e., finding, consuming, creating, communicating and sharing digital content (Heitin, 2016 ), this study reveals that digital literacy revolves around and is in connection with the concepts of computer literacy, media literacy, cultural literacy or disciplinary literacy. In other words, the present systematic review indicates that digital literacy is far broader than specific tasks, englobing the entire sphere of computer operation and media use in a cultural context.

The digital competence yardstick, DigComp (Carretero, Vuorikari & Punie, 2017 ) suggests that the main digital competencies cover information and data literacy, communication and collaboration, digital content creation, safety, and problem solving. Similarly, the findings of this research place digital competencies in relation to problem solving, safety, information processing, content creation and communication. Therefore, the findings of the systematic literature review are, to a large extent, in line with the existing framework used in the European Union.

The investigation of the main keywords associated with digital skills has revealed that information literacy, ICT, communication, collaboration, digital content creation, research and decision-making skill are the most representative. In a structured way, the existing literature groups these skills in technological, cognitive, and social (Ng, 2012 ) or, more extensively, into operational, formal, information Internet, strategic, communication and content creation (van Dijk & van Deursen, 2014 ). In time, the literature has become richer in frameworks, and prolific authors have improved their results. As such, more recent research (vaan Laar et al., 2017 ) use the following categories: technical, information management, communication, collaboration, creativity, critical thinking, and problem solving.

Whereas digital thinking was observed to be mostly related with critical thinking and computational thinking, DigComp connects it with critical thinking, creativity, and innovation, on the one hand, and researchers highlight fake news, misinformation, cybersecurity, and echo chambers as exponents of digital thinking, on the other hand (Sulzer, 2018 ; Puig, Blanco-Anaya & Perez-Maceira, 2021 ).

This systematic review research study looks ahead to offer an initial step and guideline for the development of a more contemporary digital literacy framework including digital literacy major themes and factors. The researchers provide the following recommendations for both researchers and practitioners.

Recommendations for prospective research

By considering the major qualitative research trend, it seems apparent that more quantitative research-oriented studies are needed. Although it requires more effort and time, mixed method studies will help understand digital literacy holistically.

As digital literacy is an umbrella term for many different technologies, specific case studies need be designed, such as digital literacy for artificial intelligence or digital literacy for drones’ usage.

Digital literacy affects different areas of human lives, such as education, business, health, governance, and so forth. Therefore, different case studies could be carried out for each of these unique dimensions of our lives. For instance, it is worth investigating the role of digital literacy on lifelong learning in particular, and on education in general, as well as the digital upskilling effects on the labour market flexibility.

Further experimental studies on digital literacy are necessary to realize how certain variables (for instance, age, gender, socioeconomic status, cognitive abilities, etc.) affect this concept overtly or covertly. Moreover, the digital divide issue needs to be analysed through the lens of its main determinants.

New bibliometric analysis method can be implemented on digital literacy documents to reveal more information on how these works are related or centred on what major topic. This visual approach will assist to realize the big picture within the digital literacy framework.

Recommendations for practitioners

The digital literacy stakeholders, policymakers in education and managers in private organizations, need to be aware that there are many dimensions and variables regarding the implementation of digital literacy. In that case, stakeholders must comprehend their beneficiaries or the participants more deeply to increase the effect of digital literacy related activities. For example, critical thinking and problem-solving skills and abilities are mentioned to affect digital literacy. Hence, stakeholders have to initially understand whether the participants have enough entry level critical thinking and problem solving.

Development of digital literacy for different groups of people requires more energy, since each group might require a different set of skills, abilities, or competencies. Hence, different subject matter experts, such as technologists, instructional designers, content experts, should join the team.

It is indispensably vital to develop different digital frameworks for different technologies (basic or advanced) or different contexts (different levels of schooling or various industries).

These frameworks should be updated regularly as digital fields are evolving rapidly. Every year, committees should gather around to understand new technological trends and decide whether they should address the changes into their frameworks.

Understanding digital literacy in a thorough manner can enable decision makers to correctly implement and apply policies addressing the digital divide that is reflected onto various aspects of life, e.g., health, employment, education, especially in turbulent times such as the COVID-19 pandemic is.

Lastly, it is also essential to state the study limitations. This study is limited to the analysis of a certain number of papers, obtained from using the selected keywords and databases. Therefore, an extension can be made by adding other keywords and searching other databases.

See Table ​ Management9 9 .

List of papers (n = 43) included in the qualitative analysis—ordered alphabetically by title

Author contributions

The authors worked together on the manuscript equally. All authors have read and approved the final manuscript.

This research is funded by Woosong University Academic Research in 2022.

Availability of data and materials

Declarations.

The authors declare that they have no competing interests.

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Contributor Information

Hasan Tinmaz, Email: rk.ca.ttocidne@zamnith .

Yoo-Taek Lee, Email: rk.ca.usw@eelty .

Mina Fanea-Ivanovici, Email: [email protected] .

Hasnan Baber, Email: [email protected] .

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Essay on Digital Literacy

Students are often asked to write an essay on Digital Literacy in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Digital Literacy

Understanding digital literacy.

Digital Literacy is knowing how to use digital devices like computers, tablets, and smartphones. It’s about understanding the internet and social media. It’s important because we live in a digital world. We use digital tools for school, work, and fun.

Why is Digital Literacy Important?

Digital Literacy helps us learn and communicate. It helps us find information quickly and easily. It can also keep us safe online. We need to know how to protect our personal information and avoid dangerous sites.

How Can We Improve Digital Literacy?

We can improve Digital Literacy by learning. Schools and libraries often have classes. We can also learn from friends or family. Practice is important too. The more we use digital tools, the better we get.

Challenges of Digital Literacy

Sometimes, Digital Literacy can be hard. Not everyone has access to digital tools. Some people might find them difficult to use. But with time and patience, we can overcome these challenges.

In conclusion, Digital Literacy is a vital skill in today’s world. It helps us learn, communicate, and stay safe online. Despite challenges, we can improve our skills with learning and practice.

250 Words Essay on Digital Literacy

What is digital literacy.

Digital literacy is the ability to use digital devices like computers, smartphones, and tablets. It’s about knowing how to search for information online, use social media, send emails, and protect your personal information. It’s a bit like learning to read and write, but with technology.

In today’s world, technology is everywhere. We use it for school, work, and even fun. Being digitally literate helps you do all these things easily. It also helps you stay safe online. For example, knowing how to spot a scam email can protect you from losing money or personal information.

Parts of Digital Literacy

Digital literacy has many parts. One part is technical skills, like knowing how to use a keyboard or mouse. Another part is understanding how to find and use information online. This could mean using a search engine, reading a blog post, or watching a video tutorial.

Learning Digital Literacy

You can learn digital literacy at school, at home, or even by yourself. Many schools teach students how to use technology safely and effectively. Parents can also help by showing their kids how to use devices and the internet responsibly.

The Future of Digital Literacy

As technology keeps changing, digital literacy will also change. It will be more important than ever to keep learning new skills. This will help us keep up with the digital world and make the most of the opportunities it offers.

In conclusion, digital literacy is a key skill for the modern world. It helps us use technology safely and effectively, and it will only become more important in the future.

500 Words Essay on Digital Literacy

Digital literacy is the ability to use digital technology, such as computers, smartphones, and the internet. It includes knowing how to find information online, how to use social media, and how to stay safe on the internet. Just like we need to know how to read and write in school, we also need to learn digital literacy in today’s world.

Digital literacy is important because we use technology every day. We use it for schoolwork, to talk to our friends, and even for fun. If we do not know how to use technology safely and effectively, we could get into trouble. For example, we might accidentally share personal information online, which can be dangerous. Or we might have trouble completing school assignments if we do not know how to use the internet for research.

Digital literacy is not just about knowing how to use a computer. It has many parts. Here are a few:

1. Technical skills: This includes knowing how to use different devices, like laptops, tablets, and smartphones. It also includes knowing how to use different types of software, like word processors and web browsers.

2. Information skills: This involves knowing how to find and evaluate information online. Not everything on the internet is true, so it is important to know how to tell the difference between reliable and unreliable sources.

3. Safety skills: This includes knowing how to protect yourself online. This means understanding how to create strong passwords, how to avoid scams, and how to protect your personal information.

Improving Digital Literacy

There are many ways to improve digital literacy. Schools often teach students how to use technology and the internet. There are also many online resources that can help. These include tutorials, videos, and websites that explain how to use different technologies. It is important to practice these skills regularly, just like any other skill.

In conclusion, digital literacy is a vital skill in today’s world. It involves understanding how to use technology, how to find and evaluate information online, and how to stay safe on the internet. By improving our digital literacy, we can become more confident and capable users of technology.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

• Essay on Inclusivity and Plurality are the Hallmarks of a Peaceful Society
• Essay on Discipline in College
• Essay on Who is a Good Citizen

Apart from these, you can look at all the essays by clicking here .

Happy studying!

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