Theoretical perspectives on digital literacy programs: A comparative study of initiatives in Africa and the United States
1 Department of English Language and Literature Abia State University, Uuru, Nigeria.
2 Department of Industrial Relations and Personnel Management Olabisi Onabanjo University, Ago Iwoye, Ogun State, Nigeria.
3 Woodland High School, Uk.
Review Article
World Journal of Advanced Research and Reviews, 2024, 23(03), 2708–2714
Publication history:
Received on 07 August 2024; revised on 17 September 2024; accepted on 19 September 2024
Abstract:
This review paper analyses digital literacy programs in Africa and the United States, highlighting the theoretical underpinnings and practical implementations across diverse socio-economic, cultural, and technological contexts. Examining key theoretical frameworks—Technological Literacy, Media Literacy, and Information Literacy—explores how these theories inform the design, execution, and evaluation of digital literacy initiatives. The analysis reveals both region-specific challenges and universal opportunities for enhancing digital literacy, emphasizing the need for contextually adapted, inclusive, and sustainable programs. Insights into policy implications and practical recommendations for practitioners are discussed alongside future research directions to deepen understanding and improve the effectiveness of digital literacy programs globally. This paper underscores the pivotal role of digital literacy in empowering individuals and fostering societal development in the digital age.
Keywords:
Digital Literacy; Theoretical Frameworks; Comparative Analysis; Africa; United States; Digital Inclusion
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Copyright © 2024 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0