Ok, H., Cho, B.-Y., Kim, J., Kim, J. Y., Kim, H., Koh, G., Oh, E., & Seo, S. (2016). A study of developing and validating an assessment of digital literacy attitudes
(디지털 리터러시 태도 평가 도구 개발 및 타당화 연구). Korean Language Education, 152, 251-283.
Substantial progress has been made to describe the cognitive and social processes involved in digital literacy practices. However, few studies have examined non-cognitive factors that may significantly affect students’ engagement in digital literacy practices. This article describes a research project for developing and validating a self-report instrument to assess children’s digital literacy attitudes as emotional and behavioral tendencies that influence and intervene their engaged (or disengaged) digital literacy practices. Informed by research in digital literacy and motivation for learning, we considered five factors that may account for multiple dimensions of the construct of digital literacy attitudes. These included (a) value (e.g., task, medium), (b) self-efficacy (e.g., ability, success), (c) emotion (e.g., feeling, preference), (d) participation (e.g., engagement, interaction), and (e) self-regulation (e.g., control, reflection). The digital literacy attitude assessment instrument was created, built upon the five-factor model, and multiple sets of items were revised and updated through pre-validation procedures including cognitive interviews and expert surveys. Finally, with the data collected from 1,609 third- and sixth-grade students in Korea, the result of confirmatory factor analyses indicated substantial internal consistency among 33 items in the final version of the instrument designed to assess these five factors. Based upon the results, we discuss critical issues in conceptualizing and assessing children’s attitudes toward digital literacy practices and how the study’s results contribute to research and practice at a crucial time in schools where cognitive-only curricula and assessments are pervasive. More