African Educational Research Journal Vol. 9(2), pp. 581-590, June 2021 DOI: 10.30918/AERJ.92.21.074 ISSN: 2354-2160 Full Length Research Paper Digital literacy self-efficacy scale: A scale development study# Burak Olur1* and Gürbüz Ocak2 1Faculty of Arts and Science, Afyon Kocatepe University, Afyonkarahisar, Turkey. 2Faculty of Education Faculty, Afyon Kocatepe University, Afyonkarahisar, Turkey. Accepted 19 May, 2021 ABSTRACT This study aims to develop a scale in order to determine the digital literacy self-efficacy level of primary school students. In line with this purpose, firstly, open-ended questions, which were created and asked for opinions on digital literacy, were directed to field experts and primary school teachers. The draft scale form was created as a result of the responses to open-ended questions and the literature review was presented to the field experts and the items in the draft scale were finalized in the line with the feedback. The draft scale form was applied to a total of 175 4th grade students studying in the central district of Afyonkarahisar in the 2019-2020 academic year determined by purposeful methods. The data were analyzed by Exploratory Factor Analysis (EFA) and it resulted in a structure with 21 items and four subdimensions named ‘Collaboration in Digital Environments’, ‘Emotion Management in Digital Environments’, ‘Information Management in Digital Environments’ and ‘Awareness in Digital Environments’. It was confirmed that the subscales constituted a model by the first level and second level Confirmatory Factor Analysis (CFA). The Cronbach’s alpha value for the scale was found to be .944. Keywords: Digital literacy, scale development, self-efficacy, primary school students. *Corresponding author. E-mail: [email protected]. # This study is a part of the dissertation of the first author under the supervision of the second author. INTRODUCTION The concept of literacy has different meanings according Computer literacy has gone through an evolutionary to the changes that societies have shown over time. process including three stages such as specialization Literacy, previously defined as 'reading and writing' skills, period, application period and reflection skills, and the has started to be used in the sense of 'ability to meaning attributed to the concept of computer literacy understand the information presented' as a requirement has changed, accordingly. While computer literacy was of both social and technological developments (Lanham, first used to meet the ability to use computers, it has 1995). In order to keep up with the continuous begun to be used instead to refer to the ability to use development in digital technology, today's individual various skills and information technology in different needs to use many technical, cognitive and affective areas in the reflection period (Martin, 2003). skills together in order to solve problems and perform a Technological developments have led to different skills task in digital environments. For this reason, many types and expectations from the people of the age. Especially of literacy have been proposed regarding our digital in the 1970s, the concept of Technology Literacy, which world, and the use and content of the concept of literacy means that technological tools can be used to improve have changed with digital developments. learning, productivity and performance, emerged with the Due to these developments and changes, literacy, understanding that technology has a power that can harm which first emerged in the 1960s and is still in use, nature and human beings (Waks, 2006). This literacy includes computer literacy which has been used as being level is defined by ITEA (1996) as the ability to benefit aware of how to use computer and application software from technology by understanding how technological for practical purposes (Martin and Grudziecki, 2006). systems work, to manage technology by ensuring the Afr Educ Res J 582 suitability and competence of all technological activities, Grouping Skill, (4) Knowledge Skill, and (5) Social Skill by and to benefit from technology in synthesizing Eshet (2004). As stated in the literature, the skills that a information. Another type of literacy introduced in the digitally literate individual is expected to have included digital field in the 1980s is Information Literacy, which has not only the technical knowledge and skills of the been defined as the ability to find resources, analyze and individual but also the use of this knowledge and skill in synthesize the material, evaluate the reliability of the the social context in digital environments. For this reason, source, use ethical and legal means to quote, focus on assessing only technical knowledge and skills in the issues and create research questions accurately, evaluating the digital literacy levels of individuals will effectively and efficiently (Eisenberg, 2008). The society cause lower literacy levels to be evaluated. As the of each age has revealed different skills in creating the internet has become an indispensable part of our world, ideal human type for its development, and these skill many students start to use it at a very early age for many definitions have been directly influenced by technological activities such as searching for something new, making advances. friends or playing. It has been indicated that the digital Literacy types that are put forward in line with these literacy level also affects academic achievement (Malkoç, technological developments and are directly related to 2018) and performance (Mohammadyari and Singh, the digital world have also emerged. These literacy types 2015) in a positive way. Especially during the pandemic can be listed as follows: Media Literacy, which includes situation, there were attempts to pursue education on the ability to access, analyze, evaluate and communicate digital platforms. Therefore, it has become compulsory for information in a variety of forms, including unprinted and students to learn digital literacy skills (Stripling, 2010). non-written messages; Visual Literacy, which means the Acquiring this skill at an early age will help students to be ability to read, interpret and understand the information more successful in their academic and future lives. Thus, presented as pictures or graphics, translate information it is essential to determine the digital literacy level of the into graphics, and interpret the symbols that exist around students at an early age as it will help to take action in (Stokes, 2002) and Communication Literacy, which is developing such skills. used to mean the ability to communicate effectively and When studies conducted with digital literacy and digital to collaborate using various telecommunication tools skills in the literature were examined, it was concluded (Winnepeg School Division, 2010). that they were generally about teacher candidates In today's information age during which technology has (Kozan and Bulut Özek, 2019; Ocak and Karakuş, 2018; reached an unprecedented level, individuals are Üstündağ et a/, 2017; Çetin, 2016), textbooks (Direkçi et expected to have versatile skills. The skills required by all al., 2019; Duran and Özen, 2018), school administrators sub-literacies have brought the definition of literacy to a (Sönmez and Gül, 2014), parents (Acar and Şimsek, different dimension and a concept that includes all of 2015) and teachers (Arcagök, 2020; Tatlı, 2018). As these skills has arisen. For this reason, the concept of stated in the literature about digital literacy, this skill is of Digital Literacy, which was coined by Gilster (1997), was the utmost importance in this age. For this reason, introduced as an umbrella concept instead of all the assessing this competence starting in lower levels in mentioned literacy used in relation to the digital world schools can contribute to both determining the level of (Calvani et al., 2008). This type of literacy, which some achievement to the competence stipulated by the researchers claim to be "New Literacy", is a concept that curriculum and understanding the importance of digital emerged with the features of online social networks, literacy skills. In this context, this study aims to develop a knowledge of using mobile devices and recent scale for determining the digital literacy self-efficacy of technological applications (Lankshear and Knobel, 2008; primary school students. Coiro et al., 2008). This new concept, beyond just using computer software and hardware, is defined in a way that includes the ability to use all digital devices in a social METHOD context (Bawden, 2001), the need for individuals to be aware of their own needs and skills (Jones and Hafner, The general survey model has been employed in this 2012), and the special and technical language related to study which aims to develop a scale that can be used to digital tools (Gee, 2012). determine the digital literacy self-efficacy level of primary There are certain skills that an individual should have in school students. order to be defined as digitally literate. These skills are described as (1) Instrumental Skills, (2) Cognitive Intellectual Skills, (3) Social Communication Skills, (4) Sample of the study Axiological Skills, and (5) Emotional Skills by Area and Pessoa (2012); (1) Knowledge Skills, (2) Communication The sample of the study consists of 175 4th grade Skills, (3) Cooperation Skills, and (4) Social Participation students, 98 girls (56%) and 77 (44%) boys, who are Skills by Monereo (2005) (as cited in Rodríguez de