Critical digital competences as a prerequisite to navigate through global flows of information. Findings from a large-scale survey in Germany.

Autor/inn/en	Buddeberg, Klaus; Dutz, Gregor; Stammer, Christopher
Institution	Canadian Association for the Study of Adult Education
Titel	Critical digital competences as a prerequisite to navigate through global flows of information. Findings from a large-scale survey in Germany.
Quelle	Aus: Proceedings of the adult education in global times conference. Adult education in global times. Vancouver: University of British Columbia (2020) S. 82-90 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	Proceedings of the Adult Education in Global times Conference
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-0-920056-53-0
Schlagwörter	Kompetenz; Bildungsforschung; Soziodemografie; Digitale Medien; Digitale Revolution; Medienerfahrung; Medienkompetenz; Erwachsenenbildung; Erwachsener; Bildungsforschung; Digitalisierung; Kompetenz; Informationsbeschaffung; Internet; Lesekompetenz; Medienkompetenz; Digitalisierung; Lesekompetenz; Schreibkompetenz; Digital-Analog-Wandlung; Sozioökonomischer Faktor; Sozioökonomie; Erwachsenenbildung; Digitale Revolution; Internet; Erwachsener; Informationsbeschaffung; Informationsflut; Informationsgewinn
Abstract	The digitization of daily life requires not only the ability to apply certain digital skills but also the ability to reflect about the underlying structures and processes in a critical way. This contribution briefly reports about research regarding the digital divide, about the credibility of information and about aspect of data capitalism. We draw on data of a representative household survey conducted in 2018 in Germany. Findings of multivariate analysis show which socioeconomic and sociodemographic factors influence the ability to judge why Internet companies gather data of their users. As a central result, we show that the reading and writing skills of adults also have a statistically significant effect on this self-reported competence. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/4