“Teaching students to use technology wisely is teaching them to take ownership of their future.” – Unknown
For years, college readiness was defined by GPAs, test scores, and course rigor In my work as a CCMR Coordinator for high school students, I have learned that academic preparation is only part of the equation. The real barrier, the one I see almost every single day is digital literacy. Not the basic “I can use my phone” kind of literacy, but the deeper skills students need to apply for college, complete financial aid, submit documents, communicate professionally, and manage their own progress.
Digital literacy has quietly become the new foundation of postsecondary success, yet it is often the skill we assume students already have. That assumption shows up during FAFSA season, application season, TSI registration, military paperwork, and almost every digital task in between.
Where Students Still Struggle
Every fall, I watch seniors navigate college portals for the first time. Some are overwhelmed before they even log in. Suddenly, they are faced with inboxes, to-do lists, upload buttons, message centers, and multiple steps that depend on accuracy. I see the uncertainty in their faces when they realize college does not come with a teacher hovering nearby to guide them click by click.
Simple tasks become major hurdles such as:
Attaching a document to an email
Converting a file to PDF
Saving a file in a way they can find it later
Uploading a transcript to an admissions portal
Resetting passwords safely
Navigating multiple tabs or websites for a single task
Reading emails and responding professionally
It is not because students are not capable, but being tech-savvy in social spaces does not automatically translate to being digitally literate in academic or professional settings. As Barth and Shermis (2021) point out, digital literacy requires more than comfort with technology; it requires the ability to think critically while navigating digital tasks. That distinction really shows up in my day-to-day work.
Why Digital Literacy Matters More Than Ever
Colleges, training programs, employers, and even the military expect students to handle digital processes independently. Applications, onboarding steps, dual credit portals, scholarship databases, financial aid forms—everything is online, often with strict deadlines.
When students do not have strong digital literacy skills, one small task can delay an entire process. A missed email means a missed document. A missed document means a delayed application. A delayed application sometimes means lost opportunities.
As a CCMR Coordinator, I see how much these digital skills impact student confidence. When a student finally learns how to complete a process independently, something shifts. They sit taller. They ask deeper questions. They begin to see themselves as capable young adults who can manage their own future.
This is exactly what Ng (2020) describes when emphasizing the link between digital competence and student empowerment, once students understand the tools, they begin to take ownership of their own learning and planning.
What Schools Can Do Better
Schools often assume digital literacy grows naturally over time, But like reading or math, it needs intentional teaching. In my role, I have learned that students need hands-on practice, not just instructions. They need opportunities to:
Create and respond to professional emails
Organize digital files into systems
Navigate portals and complete mock tasks
Use technology to research postsecondary options
Upload documents, convert files, and manage accounts
Read digital instructions and follow them step by step
Most importantly, they need space to make mistakes. A “wrong click” shouldn’t leave a student feeling like they failed. It should be part of the learning process.
Russo and Kydle (2022) highlight that digital skills are now essential for long-term career readiness, not just college admissions. It’s clear that students who leave high school with strong digital literacy feel more confident, more prepared, and more capable of advocating for themselves.
Celebrating Small Wins
In my role, the most meaningful moments are not the big accomplishments, it is the small breakthroughs like:
the student who, after struggling all semester, finally uploads the correct FAFSA document on the first try.
the student who asks me to read over their email, then immediately beams when I say, “This is perfect. Send it.”
the student who learns how to convert a file to PDF and then quietly shows the person next to them how to do the same.
These small victories matter. They build confidence, independence, and genuine readiness for the world that waits beyond high school. Russo and Kydle (2022) emphasize that digital skills are now essential for long-term career readiness, and I couldn’t agree more. Every portal students log into, every form they complete, every email they send is another step toward becoming more self-sufficient.
Looking Ahead
Looking ahead, I know the digital demands placed on students will only continue to grow. That is why digital literacy has to remain at the center of CCMR work. It is not just about checking boxes or finishing applications but about equipping students with the skills to navigate adult life with confidence.
When students finally understand how to use these tools, something shifts. They stop waiting for someone to complete tasks for them. They start taking ownership of their goals and that independence is more than any checklist. It is what truly prepares them for college, career, or military pathways.
References (APA 7th Edition)
Barth, B., & Shermis, M. (2021). Digital literacy and the evolving demands of postsecondary readiness. Journal of Educational Technology, 17(3), 45–59.
Ng, W. (2020). Empowering students in a digital society: The role of digital competence in learning and future readiness. Digital Education Review, 38, 1–17.
Russo, T., & Kydle, A. (2022). College and career readiness in the digital age: Skill gaps and instructional needs. Education and Workforce Journal, 12(2), 89–104.
