Digital Literacy and the Role of Personality

Baltas Group

The days when we exist in the physical world have long been shadowed by the digital world. Digital skills are gaining importance not only in terms of adapting to the expectations of business life, but also in terms of the dynamics of social life and the foundations of which need to be laid during the school period.¹ In a system where digital technologies structure interpersonal interaction and the working model becomes hybrid, digital literacy has gone beyond being a recommended skill to develop and has become a mindset in its own right.²

The importance and scope of digital literacy

The importance of digital literacy in our lives is due to the fact that it encompasses a skill set that is constantly updated with technology and expanded with new tools. UNESCO defines digital literacy as “the confident and critical use of a wide range of digital technologies for information, communication and basic problem solving in all areas of life.”³ It also points out that it is supported by basic ICT skills, including the use of computers and the Internet.³

When it comes to literacy, approaching the topic from a librarian’s perspective can help make the definition more concrete. The American Library Association (ALA) lists the characteristics of a digitally literate person as follows:⁴

1. Accesses information by making effective use of various technologies, questions the quality of the information obtained and evaluates the results.
2. Understands how to manage the learning process, how to protect personal data and how to manage information while using technology.
3. Uses these skills and appropriate technologies to communicate and collaborate with those around them or with larger audiences.
4. Uses these skills to participate in civil society activities and add value to the community in which they live.

Some experts frame their work by addressing various approaches to digital literacy on the basis of technical, cognitive, emotional and social skills in order to establish the concept on a theoretical basis as comprehensive as possible.⁵ According to this basic starting point, for example, while searching for information on a search engine requires technical skills, evaluating the accuracy of the information accessed is based on cognitive skills, and the effectiveness of communication established on digital platforms is based on emotional and social skills.⁵

In another approach, “digital literacy” is positioned as a basic skill group that guides learning by providing awareness of the skills needed and supports the individual in revealing their digital identity in different areas of their life.⁶ “Digital competence”, where the individual uses their digital skills, “digital identity”, where they represent themselves in the digital world, and “digital intelligence”, where they manage the challenges and demands of digital life through citizenship awareness, creativity, and entrepreneurship, are examined under the 4D skills, drawing attention to the low awareness of these skills among teachers, and a roadmap is presented for measurement and development.⁶

Although the features highlighted vary depending on the scope of digital literacy, focusing on the personality dimensions that play a role in transforming into behavior can make it easier to make sense of this complex skill set. Examining digital literacy through personality can provide the opportunity to create a profile specific to the person and personalize development studies.

Characteristics associated with digital literacy

The number of studies examining the relationship between personality and digital literacy is quite limited. Its inclusive definition has led researchers to focus on specific skills under digital literacy in terms of measurement, and related but different concepts may have diversified the perspective and made it difficult to address the subject on a single basis. Nevertheless, some existing studies provide insight into the personality dimensions that play a role in digital literacy.

Among university librarians in Pakistan, those who are extroverted appear to have higher digital literacy.⁷ In the same study, researchers noted that extroversion was more important than other personality dimensions for digital literacy skills, which they measured through library, computer, tool, information retrieval, and research support literacy.

Although the role of personality in digital literacy was not directly examined in two local studies conducted with university students, it is possible to associate the investigated phenomena with certain personality dimensions. One of these studies reveals that both digital literacy competencies and lifelong learning tendencies of Generation Z teacher candidates are high.⁸ The other study concludes that emotional intelligence explains 15.1% of the change in digital literacy skills.⁹ These findings suggest that digital literacy is related to the dimensions of openness and emotional harmony, in addition to the dimension of extraversion.

Digital literacy through the lens of Baltaş Personova

If we consider the studies in question in the context of the personality structure measured by Baltaş Personova, we can focus on the role of three personality dimensions in digital literacy; and we can evaluate them in terms of digital literacy, taking into account the risks that need to be taken into account for high levels (as well as for low levels):

1. Introversion-Extroversion: Extroverted individuals are individuals who need social interaction, can easily initiate communication, are not uncomfortable being with people who think differently than themselves, like to attract attention, and tend to increase the energy in the community they are in. In this context, they can be active and participatory in the digital world. They share information in online communities and can initiate effective collaborations in digital projects. Although extroversion contributes to digital literacy, it can lead to risks of excessive interaction, exposure to misinformation, and sharing more information than necessary. It would be beneficial to act carefully in terms of ensuring the accuracy and security of information, which are among the criteria of digital literacy.
2. Openness: Individuals with high openness are those who tend to collect and interpret information, enjoy trying new applications, and are willing to think aesthetically, uniquely, and multi-dimensionally in the processes they take part in. In relation, they can access multiple digital information sources without limiting themselves and approach the information they access critically. They have less difficulty using different digital tools and technologies or adapting to new ones. While the relationship between openness and digital literacy is valuable, an excessively high level of this feature can cause information overload fatigue and lead to being late in taking appropriate action. It is important to pay attention to these risks for the decision and action processes of digital literacy.
3. Emotional Adaptation: Individuals with high emotional compatibility are those who can regulate their emotions, remain calm in the face of stress, have no difficulty in looking at events from an opportunity perspective, and tend to establish trust-based relationships with those around them. In this respect, they can act without panicking in the face of the crises of the digital world. They can maintain their emotional resilience in the face of negative online comments or cyberbullying. They know the people or forums where they can get support when needed by establishing reliable interactions in online communities. Although emotional compatibility has advantages in the face of the pressures of the digital world, an excessively high level of this feature can cause a perception of indifference. In terms of digital literacy, it is necessary to be careful against the risk of being perceived as a passive content consumer.

Conclusion

The intertwining of our digital and physical identities makes the tangible effects of our steps in the digital world on ourselves, our environment and our work tangible. Knowing the role of personality in these effects provides valuable information in terms of managing our behaviors. Institutions also have critical responsibilities in the ecosystem that feeds digital literacy. Baltaş Group has been effectively integrating selection, assessment and learning solutions into its services within a reliable digital system for many years. You can access the Digital Applications in HR and Digital HR publications of our Kaynak Magazine from the links https://kaynakbaltas.com/dergiler/ikda-dijital-uygulamalar/ and https://kaynakbaltas.com/dergiler/dijital-ik/ , respectively, and you can examine the various topics it has been promoting digital literacy in the field of human resources in which it provides services in detail since the early period.

References:

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3. UNESCO. Digital literacy [internet]. Convenient access https://uis.unesco.org/en/glossary-term/digital-literacy
4. What is Digital Literacy? [internet]. Convenient access https://alair.ala.org/items/ce142b8e-c935-4fce-ab4f-35b654a92d6c
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