In this thesis, I explore the definitions of digital literacy, the competences that define it, and how these are reflected in the context of Slovenian primary schools. I examine the linguistic and communicative competences required by the digital environment, the innovations it brings to language, and how individuals in a digital society acquire or learn these innovations. In this context, I connect the development of such competences with the school environment, which I presumed to play a crucial role in educating a digitally literate individual – that is, an autonomous and critical user of information and communication technologies. I identify and define the third educational period of primary school as essential for the development of digital competences. During this stage, students cultivate language skills within the framework of digital literacy through compulsory subjects, elective courses, and interdisciplinary integration. In the final part of the thesis, I analyze the findings of the International Computer and Information Literacy Study ICILS 2023, which reports on the success or shortcomings of the digital literacy educational period of primary school.
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