Promoting Information Literacy in Higher Education through Digital Curation

The Covid-19 pandemic has had a tremendous impact on the economy, from its emergence until now after this pandemic began to subside. In 2021 almost the whole world faces an economic downturn and causes a very deep contraction as almost all countries carry out strict mobility restrictions. In Indonesia itself, the economy has deteriorated starting in the second quarter (Q2) 2020. Then in the following periods it can start to rise, starting from the second quarter of 2021, which turned positive at 7.07% of the impact of investment and an increase in household consumption. It turns out that the MSME sector has a very significant and strategic role to support these improvements and even in the future it is predicted that it will continue to move as an engine of economic recovery after the Covid-19 pandemic. It should also be noted that the positive contribution brought by MSMEs will be able to save the economy from conditions of lack of certainty. In order to strengthen this, support and various ideas, innovation and collaboration from various parties are needed so that MSMEs can get out of pressure and support economic growth. Therefore, this study wishes to contribute by looking at the potential for adopting and implementing social media strategies and digital literacy skills and information literacy implemented in various Siger Innovation start-up programs and activities in supporting MSMEs in contributing to economic recovery after the Covid-19 pandemic. 19, especially for Lampung Province. This study uses a qualitative-descriptive approach in order to present a detailed description of the setting and literacy skills for MSME actors. The results of the study show that the social media strategy and the adoption of ideas and the implementation of digital literacy and information literacy skills for prospective and MSME actors in Lampung Province have urgency to be implemented immediately as a solution to the challenges of possible innovation (behavior) changes (behavior) habits and operations of the MSME sector after Covid-19 . Accelerate the transformation of MSMEs through strengthening the digital literacy and information literacy sectors to support MSME business functions (production, promotion and marketing) after Covid-19.

<em>The article reports on the evaluation of a digital information literacy program (DILP) to determine the program’s effectiveness in enhancing students’ digital information literacy skills. The DILP was originally designed and developed for the South African student, as member of Generation Y, but was adapted after identifying the demographics and characteristics of Generation Z. This information was incorporated in the existing DILP, therefore making the DILP applicable to and useful for both Generations Y and Z. New learning technologies were identified and incorporated in the DILP to enhance students’ learning experience. An analysis of reported research indicated that there is a lack in the evaluation of programs to determine their effectiveness in enhancing the digital information literacy skills of students by using an outcomes assessment instrument. The development of an outcomes assessment instrument, which is based on internationally benchmarked information literacy competency standards and their outcomes, are presented. Evidence is provided of the effectiveness of the program in order to prove its worth as an instructional program. Recommendations are made on how digital information literacy programs may be improved to be more effective in enhancing students’ digital information literacy skills</em>

Purpose This study examines the curvilinear relationship between Digital Citizenship and Digital Information Literacy in detecting deceptive advertisements. It further investigates how Online media exposure and online advertisement exposure moderate this relationship, addressing gaps in prior research that assume a strict linear association between digital engagement and literacy. Design/methodology/approach A survey was conducted with 2,072 participants to measure their digital citizenship and digital information literacy, measured by the correct identification of deceptive advertisements. An initial scatter plot analysis of the data revealed a non-linear relationship, which mandates applying non-linear regression analysis to test quadratic and cubic models. Moderator analysis was also performed to assess the influence of online media and advertisement exposure on the relationship between digital citizenship and digital information literacy. Findings The comparison of regression models confirms a curvilinear rather than linear relationship between digital citizenship and digital information literacy. The quadratic model provides the best fit, indicating that digital literacy increases digital information literacy, but this effect declines once it reaches a saturation point. Furthermore, online advertisement exposure significantly moderates this relationship, with high ad exposure weakening the positive effect of digital citizenship on digital information literacy. Research limitations/implications This study refines digital literacy theory by challenging the assumption of a linear relationship between digital engagement and literacy. It underscores the importance of moderating factors, such as online media and advertisement exposure, in shaping literacy outcomes and informs new models of digital skill acquisition that account for nonlinear information processing patterns. Practical implications Policymakers and educators should implement adaptive digital literacy programs that account for cognitive overload and overconfidence effects. AI-driven personalized learning tools, VR-based media literacy training and interactive misinformation detection systems can help balance digital engagement without inducing cognitive strain. Originality/value This study challenges traditional linear models of digital literacy development by introducing a curvilinear framework. It demonstrates that excessive digital engagement can reduce digital literacy effectiveness. Unlike previous studies, it identifies threshold effects in digital literacy growth and highlights how online exposure influences this relationship, offering a novel contribution to digital literacy research.

The use of HOTS skill-based e-learning can be used as one of the ways to provide HOTS skills and digital literacy skills. This study aims to determine the effectiveness of HOTS-based e-learning in improving HOTS skills and digital literacy skills of high school students. This study used a quasi-experimental method. The research design used was non-equivalent control group design. The samples in this study were XI Science class students consisting of 38 people determined by purposive sampling technique. This research was conducted on two classes, namely the experimental class (learning using HOTS-based e-learning) and the control class (learning using e-learning not based on HOTS). The results showed that there was a significant difference in the mean between the experimental and control classes on digital literacy and higher order thinking skills. T test on the value of digital literacy skills of HOTS skills shows the number (2-tailed = 0.000 &lt; α (0.05), which means that there is a difference in the effectiveness of using HOTS-based e-learning with e-learning not based on HOTS to improve students' digital literacy skills. Then the results showed that there was a significant difference in the average high-level thinking skills of students between the experimental class and the control class. Showing the T-test number on the value of digital literacy skills shows the number (2-tailed = 0.000) &lt; α (0.05), it means that there is a difference in the effectiveness of using HOTS-based e-learning with ordinary e-learning to improve students' digital literacy skills. The N-Gain score criteria for using HOTS-based e-learning to improve digital literacy skills fall into the medium category (N-gain = 0.56) and the use of HOTS-based e-learning to improve higher order thinking skills in the medium category (N-gain = 0.83).

The critical thinking and evaluation skills that are so important for employment in the digital age, which is frequently distinct from the institutional setting, were reinforced by instruction in digital and information literacy. The purpose of CNU-Balamban Campus as a higher education facility is to equip students with the skills necessary to adhere to a prescribed curriculum and adjust to workplace needs, enabling graduates to make the best decision possible. A digital literacy assessment of the alumni's skills was carried out to determine how equipped they are to operate in the hotel and tourism industries. Data were collected from 117 graduates of Bachelor of Tourism Management Program. A digital literacy skills list was used to assess the level of confidence based on its identified range. Data collected show the premier level of understanding digital practices skills by the graduates. Aside from the digital knowledge skills, knowing what categories of users you can expect to find online were notable responses. The graduating class preferred using social networks as a source of information when it came to information discovery skills. They were also most interested in using information abilities in a variety of media. Using a Pearson r outcome, reveal a significant relationship between the levels of digital literacy skills of the graduates. It was shown that as the level of digital literacy skills increases, the digital literacy skills correspondingly increase. It was apparent that the digital literacy skills of the graduates were significantly related to the level of confidence to find and use information. Undoubtedly, what goes beyond this is expanding the scope of the endeavor to include communication, teamwork, and collaboration as well as social awareness in the digital world, a comprehension of e-safety, and the timely generation of fresh material for the millennial generation of today.

Cyberchondria refers to the state of performing repeated and excessive health-related searches on the internet leading to elevated levels of distress or health anxiety. It may have unpleasant consequences such as heightened anxiety, overwhelming information load, and troubled patient-physician relationship. To overcome the negative effects of cyberchondria, several strategies were suggested in the literature. In this chapter, enhancing digital and health literacy skills is presented as an important approach for tackling with undesirable effects of excessive health-related internet use. Basic dimensions of digital literacy are pointed out, as well as digital literacy skills. Health literacy is defined and reviewed in digital literacy framework. E-health literacy is associated with digital literacy. Searching the internet for medical information would deliver its true value through improved digital and health literacy skills. Individuals would accurately evaluate online health information, properly interpret the search results, and take the reasonable steps in applying the acquired knowledge.

Information literacy is defined more than just using technology to obtain information such as the use of internet and e-book, or library user education that have become one of public service in a library. Information literacy skills need to be supported by another skill, one of which is digital literacy skill. This study aimed to identify information literacy skills using information technology and digital literacy skills referring to standard conditions and objectives that have been implemented in learning activities. Descriptive approach which refers to the TRAILS (Tool for Real-time Assessment of Literacy Skills) and SPCLC digital literacy standards used as a method in this study. We investigated the digital literacy skills and the information literacy skills of students from two elementary school in Jakarta. The result showed that the digital literacy skills of the students did not affect to their information literacy skills. Therefor, we recommend to conduct curriculum development which integrate information literacy subject in activities of learning by using computer and internet. Keywords : Information literacy, digital literacy, recommendations for curriculum development.

Nowadays information obtained from digital media is easily accessible through various platforms. People can get information through online simply at the touch of their finger. However, this information can only be useful if the person has sufficient skills in digital information literacy. Information literacy can be defined as a skill to access and evaluate information effectively in solving a problem or in making decisions (Verzosa, 2009). Digital information literacy skills are important for academicians, especially for final year college students.These students have to conduct a research as their final project to achieve a bachelor’s degree. In addition, many university also require this research to be published in well-known journals. To achieve these goals, these university students need good digital information literacy skills. The aim of this study is to find out the level of digital information skills of these students. The findings of this study can be useful as input for universities to improve their student’s ditigal information literacy skills in order to produce a high quality research. This study uses a descriptive quantitative approach and also use The Seven Pillars of Information Literacy which was developed by SCONUL (Standing Conference of National and University Libraries). This study shows that overall digital information literacy skills of these students are at a strong level. They can search for information using a various keywords and identify information needs according to their research topic. However, information and skills about reseacrh papers outside their own university are lacking. These students can only produce research papers based on what is listed in their university’s final research writting guidelines.

The purpose of this service activity is to improve the quality and competence of teachers through training in making interactive learning materials to improve students' digital literacy skills by utilizing the edpuzzle application. The era of globalization is a challenge in itself for the world of education. Information can easily be obtained through the digital world. For this reason, as a teacher/educator you must immediately adapt to current developments, by taking advantage of advanced technology. In this era of globalization, students must have digital literacy skills, so that students do not make the mistake of carrying out digital literacy activities by opening sources that cannot be accounted for. The problem of students' lack of digital literacy skills is a problem that is often found in our world of education, this condition is also felt by high school/vocational school teachers in Bekri District, Central Lampung. For this reason, teachers must pay attention to this by preparing and making fun interactive digital learning materials in the hope that they can improve students' digital literacy abilities and skills which can certainly influence better student learning outcomes. One of the applications that can be used by teachers is the edpuzzle application. Edpuzzle is a video-based application that all teachers can use to make learning as interesting as possible which makes students feel happy watching videos and reading text or content contained in videos. Apart from that, this application allows teachers to be creative in adding some content/descriptions embedded in the video. The method for implementing this service is socialization, training and evaluation. The resulting target output is the ability of high school/vocational school teachers in Bekri District, Central Lampung in making and designing interactive learning materials to improve students' digital literacy skills.Key words: Keywords: Interactive Learning Materials, digital literacy, Edpuzzle Application

Purpose of the study: The primary purpose of this study is to investigate the effect of formal and non-formal modes of education on students' digital literacy skills and self-regulated learning skills. In addition, to examine and compare these skills in students regarding discipline of their study.&#x0D; Methodology: Causal comparative research was used for obtaining purposes, as mentioned earlier. Furthermore, two research instruments, DLS (Digital Literacy Scale) by Wardhani et al. (2019) and SSRL (Self-regulated Learning Skills) by Erdogan (2016), are used to collect data. MANOVA and descriptive statistics were used to analyze data.&#x0D; Main Findings: According to the objectives as mentioned above, the results extracted from findings revealed that formal and non-formal modes of education have a significant effect on students’ digital literacy and self-regulated learning skills. Moreover, non-formal students tend to have higher digital literacy skills and self-regulated learning skills, particularly in the natural and computer sciences disciplines.&#x0D; Applications of the study: This study holds significance in assessing digital literacy and self-regulated expertise in both formal and non-formal education. It offers valuable insights to educators, policymakers, and curriculum designers. Furthermore, it supports the integration of self-regulated learning strategies and digital literacy into the curriculum, contributing to the development of self-regulated and digitally literate individuals. Additionally, this research aids in enhancing already established knowledge and the body of literature. &#x0D; Novelty/Originality of the study: Numerous studies have been conducted to examine the relationship between digital literacy and self-regulated learning skills discussed in the introduction section. However, this study is unique in investigating how formal and non-formal education cause an effect on self-regulated learning and digital literacy. It also compares these effects across disciplines in university settings, discerning students' preferred learning modes.

This study explores Arts &amp; Science faculty and librarians’ attitude of learning theory and perceptions of digital literacy (DL) and how digital information literacy (DIL) might improve and enhance student learning outcomes. Digital literacy (DL), information literacy (IL), and digital information literacy (DIL) consists of interaction with academic technology (AT) programs and tools. The objectives are: the rise of IL within the parameters of DL and discuss the birth of DIL, examine the modes of adoption and explore the levels of inclusion for faculty and librarians’ concepts of DL with DIL instruction with AT, define the IL phenomenon, and how IL affects faculty and librarian pedagogy. The study reveals the tension and distinction between DL and IL. Key research questions are: What are Arts &amp; Science faculties’ digital literacy (DL) epistemology? What is the librarian’s/ library digital literacy (DL) epistemology perspectives, and what are Arts &amp; Science faculties’ concept of DIL?

Purpose The purpose of this study is to identify the digital literacy skills possessed by the students of University of Nigeria, Nsukka (UNN), and the extent to which they use these digital literacy skills in their academic works. Design/methodology/approach Descriptive survey was adopted for the study, and the population consists of registered students that use the mobile telephone network (MTN) digital library, out of which 10 per cent of the population (281) was sampled for the study. A structured questionnaire was the instrument for data collection. The questionnaire was randomly administered on the respondents who come to use the MTN digital library with particular attention to the different levels of the students. The questionnaire distribution lasted for a week; 281 copies of questionnaire were distributed, out which 184 (65 per cent) responded. Findings The study showed that some of the students possess digital literacy skills; they use these digital literacy skills daily. Majority of the respondents indicated that digital literacy has affected their academic performance to a high extent. The major challenges of acquiring digital literacy skills include electricity failure, low internet bandwidth, ICT facilities, lack of development of digital literacy programme and standard. Practical implications Implication of this study is that the establishment by MTN has enhanced the development of digital literacy in UNN as many students utilize these facilities. Originality/value Librarians and library staff should be adequately equipped with digital literacy skills and competencies to empower them to train and educate users, as information and communication technology (ICT) is a major tool for teaching, learning and research. To achieve this goal, there is a need to engage in public private partnership collaboration to sponsor the provision of these ICT facilities in our institutions of higher learning to enhance literacy learning for national development.

PurposeThe present study aims to examine the current digital information literacy (DIL) skills of female online shoppers in Lahore city of Pakistan. Data were gathered from a purposive sampling of women, aged between 20–50 years who were buying products online, not from the traditional retail stores. Out of 309 received questionnaires, 269 responses were useable and were utilized for data analysis. Descriptive and inferential statistics were used to deduce inferences.Design/methodology/approachQuantitative research approach was employed for this study, and a survey was conducted to collect the data from the study's respondents. For data analysis, descriptive and inferential statistics were used.FindingsResults revealed that the digital information literacy skills of women were good to a moderate level. However, they were not confident in applying advanced searching options. In accordance with what was hypothesized in a directional hypothesis, DIL was found to be a strong predictor of online shopping behavior of women, consequently highlighting the importance of such competencies in modern life. Other findings illustrate that participating women rarely engaged in online shopping and felt hesitation in using credit/debit card for online transactions.Research limitations/implicationsThese observations highlight the important role of information professionals in creating digital literacy among different population groups, specifically women, by planning digital information instruction through courses, workshops and trainings. This could eventually be possible with the dynamic role of librarians or information professionals in the society.Originality/valueThe present study adopts the unique approach of measuring online shopping behavior of female shoppers in connection with their digital information literacy skills.

This study aims to determine the impact of utilization Computer Assisted Instruction (CAI) based learning media in improving digital literacy skills and student learning outcomes. In this study, data collection used observation sheets to improve students' digital literacy skills through observations of experimental and control groupes. It is known that the score of students' digital literacy skills is 81% in the experimental group, while the control group is 67%, meaning that the criteria for students' digital literacy skills in the experimental group are classified as better. In collecting data to determine the effect of media on student learning outcomes, the Pretest Posttest control group design method is used with a pretest, treatment, and posttest pattern. In practice, 2 groupes are needed as experimental groupes with treatment and control groupes without treatment, and observations are made of students' digital literacy skills during learning activities. From the results of the analysis of student pretests and posttests, it is known that there is an increase in scores in the experimental group as indicated by the average N-Gain value of 57.54%, thus the use of CAI-based learning media is interpreted in the category quite effective in improving student learning outcomes. Then based on the results of the one-way anova analysis for the relationship between the improvement of learning outcomes with digital literacy skills in experimental and control groupes, it is known that the significance value is 0.00 &lt;0.05, as well as the results of the post-hoc test with the Turkey method which shows the significance value between digital literacy and learning outcomes is less than 0.05, which means that the use of CAI-based learning media has an influence on digital literacy as well as student learning outcomes. So it can be concluded that the use of CAI-based media has an impact in improving digital literacy skills and student learning outcomes.

This paper aims to conduct an in-depth analysis of studies on the relationship between reading and writing skills and digital literacy at the K-12 level, following the PRISMA statement. The analysis included examining subjects, aims, digital materials, methodologies, and learning outcomes of relevant studies. Data were collected from the Web of Science database based on specified inclusion criteria. In total, 23 empirical studies were analyzed: 6 articles exploring the relationship between writing and digital literacy skills, and 17 articles examining the relationship between reading and digital literacy skills. The relationship between reading skills and digital literacy was explored in several contexts: the impact of digital texts on reading processes, comprehension and interpretation skills, effects of digital technologies on traditional reading methods, the influence of digital graphic novels on reading processes, and early literacy education. Findings indicated a relationship between writing skills and digital literacy, covering topics such as digital technologies in traditional writing, critical discourse analysis, writing skills in new media, and writing practices. Various digital tools were employed to enhance reading, writing, and digital literacy skills, including digital tablets, computer software, comics, educational videos, e-books, picture books, digital novels, voice recorders, and mobile devices. The majority of studies utilized qualitative and mixed methods; no studies employed quantitative methods. Overall, these findings highlight the interplay between reading, writing, and digital literacy skills at the K-12 level, providing a foundation for future research.