Basic Digital Education In A Culture Shaped By Technological Innovations Requirements And Consequences

Digital media increasingly dominate the practices of information and communication in today's society. As a result, the ways and modalities of opinion formation, participation in political decision-making processes and social and cultural participation are changing (see, for example, Autorengruppe Bildungsberichterstattung 2020). As a central goal, basic education should include enabling adults to lead a 'successful' life in society and to participate in it. With an increasing mediatization, this participation is endangered without media-related skills, even if reading and writing skills are sufficient. A basic digital education is therefore needed to counteract risk factors of exclusion from participation. However, recourse to existing competence models is not sufficient, as these focus on objectively testable competence descriptions and are therefore not applicable in different socio-cultural contexts. This area of conflict can be solved by combining relational approaches such as the capability approach and the literacy approach with objective competence-related approaches. The aim of this article is to constructively discuss the goal and components of digital literacy from a relational and an objective perspective.