‘Will the challenges emerging with digital knowledge contexts, for which digital literacy is being deployed, open new horizons for the human art of thinking and creating knowledge?’ (Belisle 2006, p.55).
Reference: Harvard Style
Knowledge can be interpreted in different ways where one scholar defines knowledge as a learnt education another interprets knowledge as intelligence. Knowledge is continuing a process commencing at birth. Belisle (2006) states Knowledge is much more than the transmitted or acquired information. It is the awareness and understanding of facts, truths or beliefs resulting from perception, learning and reasoning. A thorough knowledge is gained through education as well as real life experiences. Dependency on digital technology has increasingly changed the lives of individuals. In the modern era, knowledge is also gained from digital technologies such as computer, smartphones, televisions and the Internet. This essay will discuss the possibilities of digital technologies for knowledge and the negative impacts of the technologies by examining increased use of visual aids, access of information and by identifying if a dependency on digital technologies creates health issues and cultural and social impacts as society replaces traditional technologies with digital.
In the modern era, technology helps in creating, storing and managing of information digitally. A survey conducted in 2010 by Records management practices and arrangements reported that time and cost benefits in accessing archival information, the better security of information and improved compliance with legislation and procedures to ensure privacy is maintained (National Archives of Australia 2015). In the past, with the use of print media, people would spend time utilising mail, handbills and posters for immediate and focused distribution of their information. Today digital media gives us social media such as Facebook, Instagram, LinkedIn or Twitter that connects people instantly and information is disseminated at low cost being judged and monitored on a ‘click’ basis. Effectively if it is available on the internet, it can be accessed and distributed by keystroke with no actual physical labour. Obviously this lowers the cost of the information and enables distribution to a wider audience.
Access to the abundance of information on the internet and speed at which any individual can access any information from any location has meant that the net generation and internet users prefer quick information and spend less time evaluating information. People tend to use data anywhere at anytime due to faster and easier access. Australian Bureau of Statistics (2012) published that 13.3 million people accessed data from home for such tasks as emails, doing research, browsing news and general interests and utilising online banking. They also used the ability of the internet to share material with diverse interest groups. Twitter in particular was viewed as useful for this purpose as it is global, responsive and provides a source of relevant links enabling people to publicise their blogs and to follow those of others using hash-tags (Lupton 2014, p.30). Modern data analysing, using photos and illustrations is a very efficient way in gaining knowledge in abundance. The use of digital technology is enabling the continual development of visual aids. This is magnified greatly using Windows, interfacing technology and other imaging tools, more so than contemporary books and papers.
Visual information helps in the decision making process providing a definite interpretation of information. In the past, learning and teaching was primarily text-based reflecting traditional teaching based on cognitive or behavioural science (Sims, O’Leary, Cook & Butland 2002). It is now possible to support visual and multimedia formats on wireless devices at anytime to anyplace (Sims, O’Leary, Cook and Butland 2002). Visual images such as...
References: Australian Bureau of Statistics 2012, How Australia accesses and uses the Internet, cat no. 1301.0, ABS, viewed on 02 February 2015,
Belisle, C 2006, ‘Literacy and the Digital Knowledge Revolution’ in A Martin &D Madigan (eds.), Digital literacies for Learning, Facet, London, pp. 51-67.
Ives. EA 2012 iGeneration: The Social Cognitive Effects of Digital Technology on Teenagers, viewed 25 January 2015,
Lupton, D 2014, ‘Feeling Better Connected’: Academics’ Use of Social Media. News and Media Research Centre, University of Canberra, p.30.
National Archives of Australia 2015, Benefits of digital information and records, viewed 01 February 2015,
Rowan, C 2010, ‘Unplug-Don’t Drug: A Critical Look at the Influence of Technology on Child Behaviour With an Alternative Way of Responding Other Than Evaluation and Drugging’, Ethical Human Psychology and Psychiatry, vol. 12, no.1, pp. 60-68.
Sims. E, O’Leary. R, Cook. J & Butland. G 2002, Visual Literacy: What is it and do we need it to use Learning Technologies effectively, Learning Technology Support Service, University of Bristol, United Kingdom, viewed 05 February 2015,
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