DIGITAL LITERACY PROGRAMME

At the heart of all our work is the belief that when used properly, the Internet is a wonderfully positive tool for children and young people. We strive to take a balanced approach to digital literacy, ensuring to promote the positive opportunities availed by the Internet, respond to the risks associated with being online, and equip children and young people to deal with them. Our goal is to ensure that young people are able to use new technologies safely and responsibly at all times. They need to be able to look after themselves and their peers and play their part in online communities as responsible digital citizens.

JI seeks to inform children and young people about what impact their online actions can have on themselves and others, both online and offline, in order to get the most out of the technology.

Under our DL program, we consider the following:

  1. Develop resources and programs to help parents and schools support their children and young people.
  2. Helping to support and inform users of technology.
  3. Give opportunity to hear about key issues or questions they may have concerning their children and young people’s use of technology.

We want to ensure the opportunity provided by the choices made is utilized to really help people make a good choice by encouraging parents to make to research what tools are available to them, exactly what it is that they do, how they can be used to best protect their family, and that they are provided for free. We wish to ensure that the work is continued from the school and is supported by stakeholders including industry and government playing their part.

JI DIGITAL LITERACY MODEL (DL)

This model illustrates the many interrelated elements that fall under the digital literacy umbrella. These range from basic access, awareness and training to inform citizens and build consumer and user confidence to highly sophisticated, and more complex creative and critical literacies and outcomes. There is a logical progression from the more fundamental skills toward the higher, more transformative levels. This progression is, however, not necessarily sequential: much depends on the needs of individual users.