การรู้เท่าทันดิจิทัลและการคิดเชิงวิพากษ์ในยุคข้อมูลล้นเกิน: Digital Literacy and Critical Thinking in the Age  of Information Overload

Kang  Songting

Authors

Kang Songting Faculty of Public Health and Environment, Huachiew Chalermprakiat University, Samut Prakan 10540

Keywords:

Digital Literacy, Critical Thinking, Information Overload, Fake News, 21st Century Competencies

Abstract

This academic article examines the relationship between digital literacy and critical thinking as essential competencies that individuals must develop to navigate effectively in the age of information overload, a defining characteristic of twenty-first century life. The article integrates the American Library Association framework for information literacy, Paul and Elder's critical thinking model, Eshet-Alkalai's digital literacy framework, and Potter's media literacy theory to conduct a comprehensive analysis. Findings indicate that digital literacy and critical thinking are not separate skills but mutually reinforcing competencies that must be developed together. The article further proposes practical guidelines for educational institutions and organizations to systematically and sustainably cultivate these competencies within the Thai social context, equipping citizens with the tools necessary to evaluate information responsibly, resist manipulation, and participate constructively in democratic digital society.

References

Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s educational objectives. Longman.

Carr, N. (2010). The shallows: What the internet is doing to our brains. W. W. Norton.

Caulfield, M. (2019). SIFT (The four moves). Pressbooks. https://hapgood.us/2019/06/19/sift

DataReportal. (2024). Digital 2024: Thailand. https://datareportal.com/reports/digital-2024-thailand

Eshet-Alkalai, Y. (2004). Digital literacy: A conceptual framework for survival skills in the digital era. Journal of Educational Multimedia and Hypermedia, 13(1), 93–106.

European Commission. (2022). DigComp 2.2: The digital competence framework for citizens. Publications Office of the European Union.

Gilster, P. (1997). Digital literacy. Wiley.

McGrew, S., Breakstone, J., Ortega, T., Smith, M., & Wineburg, S. (2018). Can students evaluate online sources? Learning from assessments of civic online reasoning. Theory & Research in Social Education, 46(2), 165–193.

Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63(2), 81–97.

Paul, R., & Elder, L. (2006). Critical thinking: The nature of critical and creative thought. Journal of Developmental Education, 30(2), 34–35.

Potter, W. J. (2004). Theory of media literacy: A cognitive approach. SAGE Publications.

Schwartz, B. (2004). The paradox of choice: Why more is less. Ecco.

Vosoughi, S., Roy, D., & Aral, S. (2018). The spread of true and false news online. Science, 359(6380), 1146–1151.

สำนักงานพัฒนาธุรกรรมทางอิเล็กทรอนิกส์ (ETDA). (2567). รายงานผลการสำรวจพฤติกรรมผู้ใช้อินเทอร์เน็ตในประเทศไทย ปี 2567. ETDA.

สำนักงานคณะกรรมการดิจิทัลเพื่อเศรษฐกิจและสังคมแห่งชาติ. (2565). กรอบสมรรถนะดิจิทัลสำหรับประชาชน. กระทรวงดิจิทัลเพื่อเศรษฐกิจและสังคม.

Digital Literacy and Critical Thinking in the Age of Information Overload