Longitudinal assessment of digital literacy in children: Findings from a large Dutch single-school study

Ard W. Lazonder*, Amber Walraven, Hannie Gijlers, Noortje Janssen

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

44 Citations (Scopus)
502 Downloads (Pure)


This article reports on a three-year longitudinal study that portrayed the development of children's digital literacy skills. A sample of 151 fifth- and sixth-graders was tested three times at yearly intervals to monitor how their skills to collect, create, transform, and safely use digital information progressed. Results at the group level showed a steady linear increase in all four skills, but individual children tended to alternate substantial growth in one year with minimal progress during the next or vice versa. Children made most progress in their ability to collect information whereas their ability to create information improved the least. Development of most skills was moderately related and independent of gender, grade level, migration background, and improvements in reading comprehension and math. Children's socioeconomic status was weakly associated with the ability to collect and safely use information, but not with the other two digital literacy skills.

Original languageEnglish
Article number103681
JournalComputers & education
Early online date5 Sept 2019
Publication statusPublished - 1 Jan 2020


  • UT-Hybrid-D
  • Media in education
  • Pedagogical issues
  • Elementary education
  • 22/2 OA procedure


Dive into the research topics of 'Longitudinal assessment of digital literacy in children: Findings from a large Dutch single-school study'. Together they form a unique fingerprint.

Cite this