Özet:

Abstract The rapid evolution of digital technologies has challenged the conceptual relevance of some terms, such as digital literacy and digital fluency, used in the scientific literature to refer to certain capabilities or skills that users must possess to live in a digitalized world. However, the different conceptual approaches proposed by researchers in the last years have caused some confusion and an indistinct use of these. Therefore, the objective of this study is to identify the different and most recent conceptual approaches to the term digital fluency, as well as to know some aspects of the profile of the authors and the relevant characteristics of the studies. Also, it tries to evidence the conceptual differences between the terms digital fluency and digital literacy, specifically in relation to the key words that constitute those definitions. The method used is a systematic review of literature, which includes scientific articles and papers published between 2010 and 2020, written in Spanish or English, indexed in Scopus, Web of Science, EBSCO and ERIC. The findings show that the concept of digital fluency goes beyond the procedural aspects related to technology, which describes the concept of digital literacy, since the authors indicate that digital fluency includes other skills such as critical thinking, problem solving and creativity in the use of technology.

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