The aim of this research is to specify preservice teachers’ own perception of digital literacy and to analyze the results in terms of some variables. The research is in the relational screening model. The working group of the study is 340 preservice teachers studying Science Teaching, Turkish Teaching, Elementary School Teaching or Psychological Counseling and Guidance at Kırıkkale University in 2018-2019 academic year. In the study as a data collection tool “Digital Literacy Assessment Tool” developed by Acar (2015) is used. The data is analyzed with SPSS 22.0. The findings indicate that the presevice teachers see themselves “Very Sufficient” at digital literacy. It is found that the preservice teachers’ own perception of digital literacy differs significantly in terms of variables like age, university grade (year), having personal computer and social media account. As the preservice teachers’ faculty and daily use of internet are not significant in terms of digital literacy, those variables are found to be insignificant variables. It has been focused that the adaptation to the digital literacy, in perpetual change and progress, has an effect on the preservice teachers’ digital literacy.
Literacy, Digital Literacy, Preservice Teachers