43 digital-youth.eu Creating Digital Resources Types of Digital Resources As defined in the DigCompEdu (Redecker et al, 2017, p. 90), the term digital resources “usually refers to any content published in computer-readable format”. To be more specific, they are resources that require access to the computer or any electronic product that provides a collection of data, be it text referring to full-text databases, electronic journals, image collections, other multimedia, and media-based products, numerical, graphic, etc. (Dukare, 2020). Based on previous surveys (Harley, 2007; McMartin et al, 2008; MERLOT, n.d.; Abeywardena, 2013), the following list presents a wide - but not inclusive - range of digital resource types that Youth Workers can use. Table 1: Types of digital resources Digital resource Definition Visual materials Images, photographs, illustrations, paintings and drawings, cartoons and caricatures, charts and tables, diagrams, timelines, symbols, signs and icons, maps (e.g., cluster maps, territorial maps), three-dimensional objects, motion formats (e.g., digital stories, animation, and video content). Audio materials Speeches, interviews, music, oral histories, etc. Audio can be merged together with a video as it can offload cognitive processing from the visual channel. In podcasting, it can be downloaded in a digital audio or video file from a website to a media player or computer. Online reference resources Dictionaries, encyclopaedias, almanacks, directories, handbooks and yearbooks, atlases, and bibliographies. Online databases Online educational, business and government datasets and scientific research databases (e.g., numeric databases). Curricular materials and websites created by other faculty and/or other institutions They can include assignments, tutorials, lab procedures, problem sets, case studies, etc. (e.g., MIT OpenCourseWare). Online scholarly resources Online journals, scholarly articles, and other scholarly discussion groups or sites. Simulations or animations Illustrations or programmes that are created to present a process or concept. In simulations, users’ actions affect the outcomes of tasks they have to complete, while in animations, users cannot determine and/or influence the initial
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