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Among the many dimensions of digital media literacy, this study aims to look at the aspect of 'device literacy'. Digital media literacy can be defined as the ability to access, understand and create content using digital media. It is a multi-dimensional concept consisting of various skills and competency in using digital media. Due to the rapid changes in technological environment, digital media literacy is not generally acquired through formal education systems but within the home or through personal networks of peer groups. This study examines young people's level of device literacy and how each dimension is related to each other. Technology access, use and skills are essential to communicate in an increasingly networked world. Young people spend a tremendous amount of time and energy online. However, it is not clear how much of that time is spent using technologies that benefit their digital media literacy. Part of the rationale guiding policy initiatives is to provide digital technology access to everyone equally. However, providing access to technologies is not a sufficient condition of acquiring adequate skills. As well as access, both formal and informal education is necessary in order to gain competent levels of digital media literacy. In this study, the relationship between different dimensions of digital media literacy is explored specifically within the dimension of device literacy, with an attempt to explain how access to technologies is related to the use and understanding of content. There have been few studies that empirically examine the process of acquiring the literacies and this study will shed light on how young people experiment with new technologies and eventually develop their digital literacy skills

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