CONCEPTUAL FRAMEWORK OF DIGITAL VISUAL LITERACY

The rapid pace of technological innovation highlights consumers' problems with their relationship with the digital world. Visual literacy as a term that evolves and is related to the essential characteristics of contemporary culture is closely linked to the transition from the classic vision of the artwork to its contemporary development in the direction of a technologically created image. In the context of digital technologies, the user needs both digital skills and visual skills, which are a prerequisite for perceiving information, managing demand, and apply functional literacy. In recent years, the term digital visual literacy has been discussed, and some researchers have looked at visual literacy as an element of the term "multi literacy" describing the changing way of communication between people and new technologies. The purpose of this report is to analyse the link between visual literacy and the concept of digital literacy. We are working on the hypothesis that the development of digital skills depends to a certain extent on the possibilities of visual presentation, perception and visual thinking. We believe that the limited visual repertoire is a direct cause of the digital skills shortage among consumers in today's society. The results of the analysis have allowed us to shape a framework of skills falling both in visual and digital literacy. This framework would serve to build a curriculum for digital visual literacy. As a result of the study, it is outlined the possibility of further studies related to digital visual literacy.