Writing Is Coding

This study investigates the relationship between learning engagement and vocational competency development among students in higher vocational colleges. Guided by the Social Cognitive Career Theory (SCCT), this research explores how behavioral, emotional, and cognitive engagement dimensions influence vocational competency outcomes, including technical skills, problem-solving abilities, and professional identity. A cross-sectional survey design was employed, with data collected from 863 students across five higher vocational institutions in Anhui Province, China. The validated Learning and Study Strategies Inventory (LASSI) and vocational competency assessment tools were used to measure constructs. Structural equation modeling (SEM) revealed significant positive relationships between cognitive engagement (β = 0.42, p < .001) and vocational competency development, whereas behavioral engagement (β = 0.18, p < .05) showed a weaker effect. Emotional engagement was not statistically significant (β = 0.07, p* > .05). Moderation analysis indicated that program types (e.g., engineering vs. business) moderated the relationship between cognitive engagement and vocational competency (ΔR*² = 0.06, p < .01). Findings suggest that cognitive engagement plays a critical role in fostering vocational competencies, highlighting the need for instructional strategies that enhance deep learning and reflective practice. Implications for curriculum design and student support systems are discussed, emphasizing the importance of aligning teaching methods with competency standards outlined in China’s vocational education reforms. Limitations include reliance on self-reported data and regional sampling, calling for longitudinal studies and broader generalizability tests.

The development of digital competencies and digital literacy in the 21st century is one of the most urgent in the theory and practice of modern education. The need for an understanding of the analysis of scientific knowledge on this issue is confirmed by the high demand for digital competencies of specialists in the labor market. The paper organizes and presents publication trends in the field of human digital abilities, with an emphasis on in-depth study of topics in higher education. Reviews and analytical work were carried out using the Web of Science, Google Scholar, RSCI (eLibrary). The analysis was based on the 120 most cited publications for the period from 2000 to 2020 and this article provides a final overview of 55 articles. The results are presented in visual-graphic form. In particular, the concepts related to digital abilities used in scientific everyday life are presented in the form of a pyramid of concepts: from the basic concept of ‘digital skills’ to the broadest meaning of the concept of ‘digital literacy.’ The word cloud reflects the most frequently used words in scientific works describing human abilities in the digital sphere. The article presents a graphical visualization of the factors influencing the formation and development of digital literacy and digital competencies of university students. The results obtained will be of interest to researchers of digital literacy and digital competencies, teachers, and university leaders in the implementation of educational programs.

Purpose Digital literacy has become a crucial personal competency in digital transformation across society, and its enhancement is increasingly recognized as an urgent issue. Design/methodology/approach This study employs the grounded theory method of qualitative research, collecting data through semi-structured interviews, to explore older adults’ digital literacy practices from a situated cognitive perspective, revealing that the acquisition, development, and application of digital literacy are strongly influenced by various situational factors. Findings Thematic, task, external, and internal situations affect digital behavioral intentions, acquisition strategies, digital analysis, and digital problem-solving, leading to diverse digital behavioral outcomes. The influence of composite situations on digital literacy can be summarized through three pathways: the endogenous motivation path of “wanting to” in terms of willingness, the cognitive level path of “can it” in terms of thinking, and the behavioral ability path of “can it work” in terms of operation. Originality/value This study outlines a situated acquisition framework for cultivating digital literacy: first, re-examining the situated attribute of the connotation and denotation of digital literacy from the perspective of situated cognition; second, promoting the acquisition and development of digital literacy through the suitability supply of digital resources and the cognitive transformation of individuals, focusing on both the external “affordance” of the environment and the internal motivation of individuals.

Introduction As the 21st century progresses it has become increasingly apparent that the library and information profession's role needs to adapt continually to the dynamic context caused by the impact of digitisation. The development of the profession over the last century has reacted to regular changes in circumstances and ways of thinking, so this is nothing new (Abbott, 1988). While there are some obvious important stakeholders to be considered – the individual, the employer, the professional association and the library school – there are others that have a key role to play in contributing to and supporting the development of librarians. In this chapter, we will look at a variety of these stakeholders, and explore how they are supporting librarian development, focusing on digital literacies. We will look at some of the literature around the changing roles of librarians and consider the recent professional context. We will then examine some of the fundamental drivers in library staff development, including the recent impact of the use of digital capability as a quality measurement. This chapter will provide an overview of the landscape and offer up some ideas about how librarians can contribute to their own and their colleagues’ development of digital literacies. A survey of UK heads of service undertaken by Society of College, National and University Libraries (SCONUL) considered and explored six main capabilities derived from the Jisc Seven Elements of Digital Literacies model: ICT/computer literacy, information literacy, media literacy, communication and collaboration, digital scholarship and learning skills (SCONUL, 2012). The survey findings demonstrated various levels of current expertise in these literacies and identified priorities in their development (Inskip, 2016) and a high level of support within the workplace for staff development, particularly with a role or sector-specific focus. Wider contributions from professional associations and library schools were considered by the participants to be of less importance than workplace delivery. This chapter builds on the SCONUL findings by exploring how digital literacies are conceived and considering the role of the librarian as a developer of these literacies in others. Digital literacies First of all, we need to clarify where we stand on the meaning of ‘digital literacy’ (or ‘literacies’). There has been much discussion on defining this multi-faceted terminology through the literature (e.g. Bawden, 2001; Pinto, Cordon, and Diaz, 2010; Webber and Johnston, 2017).

Introduction Centralised professional services in colleges and universities are uniquely positioned to promote institution-wide development of digital literacies. Front-facing service staff (those who regularly communicate and come into contact with academic staff and students) represent the human interface between available services and the learning, teaching and research practices of students and academics. They can play a pivotal role in raising awareness, informing and helping people to recognise the utility of digital tools and other complementary services (external and internal to the institution). In this regard, digital literacies constitute the knowledge and skills required to be able to use these tools and services effectively to perform useful digital practices. Acting as mediators, service staff are able to promote connections between people who are known to have relevant experience and knowledge, fostering networking and creating the conditions for conversations to take place (Ford, 1999). Through harvesting, managing and disseminating information gathered, service staff can perform a curatorial role, building a knowledge hub to make available what has been identified as useful. The aim is to enable educators and students to make informed decisions about how best to invest their time and effort to recognise and adopt useful digital practices. The challenge for the institution is doing this in a way that scales and is sustainable. Although one-off projects and isolated initiatives have demonstrated that the approaches described here have value in promoting the development of staff and student digital literacies, more needs to be done to ensure there is enduring change. This chapter presents an interpretation of digital literacies and explores the implications for promoting institution-wide development. The ways in which service staff can enable students and academic staff to make appropriate and effective use of digital technologies are described with reference to examples and key recommendations. Learning literacies Digital literacies should be understood as part of a spectrum of related knowledge and skills. The Beetham and Sharpe Learning Literacies Development Framework (Beetham, McGill and LittleJohn, 2009) iden - tifies what should be considered when designing opportunities to promote the development of academic, information, digital, media, social and other literacies. A subsequent modification of the Framework (see Figure 2.1) recognises ‘awareness’ as an additional contributing factor (Jisc, 2014) and this has provided a useful structure and guide to help clarify the role of service staff and their contribution to the process of developing digital literacies.

Background:The use of mobile learning applications has influenced students' digital literacy levels. The use of information technology as a learning medium, including mobile learning, can influence students' motivation to learn and make learning easier and faster. Using mobile learning applications can also increase students' digital literacy, especially in terms of connections. Research Objectives:The aims of this research are to identify the impact of using mobile learning applications on the development of students' digital literacy, assess students' abilities in using mobile learning applications, determine how the use of mobile learning applications is effective and efficient in increasing students' digital literacy, and assess the impact of using mobile learning applications on the development of digital literacy student. Method:The method used in this research is a quantitative method.This method is a way of collecting numerical data that can be tested. Data was collected through distributing questionnaires addressed to students. Furthermore, the data that has been collected from the results of distributing the questionnaire will be accessible in Excel format which can then be processed using SPSS. Results:From the research results, it can be seen thatMobile learning apps can help students learn more about digital literacy. This application can offer a variety of learning materials and information related to digital literacy, so that students can better understand and expand their knowledge. Conclusion:From this research, researchers can conclude that the impact of using mobile learning applications on the development of students' digital literacy can increase students' interest in learning, help them learn digital literacy and students' learning resilience.

Traditional and Web-based learning environments in an MLIS (Master of Library and Information Science) program setting are compared. Using pre- and post-questionnaires administered to students and in-depth student and instructor interviews, the authors investigate differences in perceptions and outcomes in each environment. The authors found no significant differences in student performance between the two forms. Students did perceive differences in the educational experiences between both approaches, emphasizing the greater need for specific student and instructor qualities for success in the Web-based environment. Differences were also found between instructors and students in the importance placed on factors that determine course success. Both instructors and students must recognize the constraints and opportunities presented by the Web environment, which, when used in conjunction with other technologies, permit multiple forms of contact for effective learning. Implications for learning and curriculum design are discussed.

Knowledge Building has been advanced as a pedagogy of engaged learning where students identify as a community whose purpose is to advance their shared ideas. This approach, which has been studied for three decades (Scardamalia & Bereiter, in: K. Sawyer (ed) Cambridge handbook of the learning sciences, Cambridge University Press, 2014), includes cognitive, social constructivist, and emotional elements (Zhu et al. in User Modeling and User-Adapted Interaction, 29: 789–820, 2019b). This paper investigates how refining Knowledge Building activities based on students’ feedback impacts their social, cognitive, and emotional engagement. Using a design-based research method, we refined successive course activities based on feedback from 23 Masters of Education students. With successive iterations, we found that the density of students’ reading networks increased; they theorized more deeply, introduced more authoritative resources, and made greater efforts to integrate ideas within the community knowledge base. As well, their level of negative affect decreased. These findings suggest that soliciting students’ input into course design can benefit their engagement and disposition toward learning, with implications for curriculum design.

The article is devoted to the study of the impact of IT-technologies on the development of digital literacy in modern society. It is noted that nowadays no sphere of social activity can function without IT-technologies, which leads to the need for the formation and development of digital literacy and digital competencies in modern man. The authors point out that the specifics of IT-technologies, their influence and prevalence today require a comprehensive interdisciplinary approach to study. This study of digital products, proves the effectiveness of IT-technologies in professional activities (mostly in translation practice) while solving a wide range of problems. On the example of Google Translate and PROMT services, the capabilities of IT-technologies that simplify and speed up the translator's work and ensure high quality of translation are shown. Based on the results of the study, the authors conclude that IT-technologies serve as a tool for realizing professionally significant goals and tasks, the solution of which is possible in the presence of digital competencies. The article emphasizes the importance of forming digital literacy of specialists in various industries on the basis of continuous introduction and improvement of IT skills through systematic work with IT technologies and programs.

Introduction. The article substantiates the relevance and feasibility of studying the problems of formation and development of digital literacy of university students in non-core areas of training. The need to find ways to effectively and efficiently manage the formation and development of digital competencies of future specialists is emphasized.Purpose setting. The purpose of the study is to analyze the problems of formation and development of digital literacy of university students in non-core areas of professional training.Methodology and methods of the study. The methodological basis was an integrative approach to understanding the processes and results of the formation and development of digital literacy of university students in non-core areas of professional training, conceptual provisions and principles of competency- based and personal-activity approaches. The leading research methods are theoretical analysis and synthesis of research results on the problems of formation and development of digital literacy of university students in non-core areas of training, of conditions and measures to intensify and optimize the processes and results of professional education in the context of the formation and development of digital literacy of students, to highlight the conditions and measures to support the development of digital literacy of students of non-core specialties.Results. The author summarizes the results of research into the conditions and factors for the formation and development of digital literacy among university students in non-core areas of training. The importance and promise of systematic, holistic work in the context of the formation and development of digital literacy of university students in non-core areas of training is noted: creating conditions and taking a system of steps to ensure the achievement of digital literacy of future specialists.Conclusion. The results of the scientific research carried out and the presented conclusions expand pedagogical knowledge about the theory and methodology of vocational training in the specific conditions of the modern educational environment: its intensive and consistent digitalization, stratification and individualization. Based on the conducted research, we can conclude that it is necessary to emphasize students’ understanding that digital competencies can help him solve and prevent a number of important problems in his life, starting with problems of professional demand and competence and ending with problems of general self-realization and self-actualization. The prospects of the study are related to the need to further search for effective and efficient models for the formation and development of digital literacy of future specialists.

This research is related mainly to the study of the results on the development of digital literacy and digital empathy with micro-learning via activities on metaverse. The main concept of this study is based on the integration of micro-learning process with metaverse technology in order to encourage and provide learners with opportunities to create bodies of knowledge and engage in joint activities through the network system that can be accessed anywhere and anytime. The objectives of this research are (1) to synthesize the conceptual framework of the micro-learning via activities on metaverse, (2) to design the micro-learning process via activities on metaverse, and (3) to study the results of the development of digital literacy and digital empathy with the micro-learning via activities on metaverse. Thereby, this study relies on the pre-experimental research method with one-shot case study, in which the research participants are 30 undergraduate students of Pakse Teacher Training College, Lao People's Democratic Republic, who were derived by means of cluster sampling and well protected under the policy of confidentiality and anonymity. The research results show that (1) the students’ digital literacy and digital empathy, after learning with the micro-learning via activities on metaverse, are at very good level (mean = 43.20, SD = 2.35), and (2) the overall satisfaction towards the micro-learning via activities on metaverse is at high level (mean = 4.42, SD = 0.78). In reference to the above research results, it is evident that the micro-learning via activities on metaverse enables the students to quickly develop their digital literacy and digital empathy after receiving new experiences and new knowledge because the knowledge gained from the learning of this style is easy to remember and can be applied in an effective manner.

Amidst claims that rapid technological changes in health far outstrip the capabilities of the health workforce, digital literacy is featured in occupational therapy competency standards. However, little attention have been given to the development of digital literacy in entry-level occupational therapy programmes and the preparation of graduates for digital health. There is a lack of guidance on how universities can demonstrate digital literacy development in occupational therapy students. The aim of this study was to test the usefulness of a digital literacy framework and mapping tool in identifying opportunities for students to develop digital literacy within an entry-level occupational therapy programme. Intrinsic case study design was used to test the usefulness of the digital literacy framework and mapping tool. The framework and tool were applied to the curriculum of a large entry-level Australian occupational therapy programme. Through the process of mapping, key insights were developed on how digital literacy was embedded across the occupational therapy curricula. Limited attention was given to the development of student digital literacy in the early years of the programme. In later years, more opportunities were available to develop digital literacy at basic and intermediate levels. Across the programme, there was limited evidence of the development of advanced digital literacy. The framework and mapping tool were useful in broadening understanding of the concept of digital literacy beyond information communication technologies. The framework and tool can assist those designing or refining occupational therapy curricula to operationalise the notion of digital literacy for practice, and prompt discussion and debate on digital literacy and requirements for students, graduates and occupational therapists in an ever-changing complex health environment.

In this paper, we discuss digital literacy and preservice teacher education and reflect on the current state of web-based education and development of digital literacy in teacher education in Slovenia. The literacy context is discussed in the context of the Educational Technology course which is delivered in teacher education. The aim of this course for preservice preprimary and primary classroom teachers is to develop student teachers' digital literacy and prepare them for the efficient integration of ICT into their teaching. This will in turn influence learners' digital literacy and competence for active engagement in the emerging culture of participation. The paper discusses web-based teaching methodology with a focus on instructional design, learning resources and high-order learning outcomes. The affordance of mobile technology fosters ubiquitous learning which has been integrated into the teacher education curriculum. The notion of tools in learning and literacies is discussed in the context of the transition from traditional written culture to digital culture. In integrating mobile learning, three important dimensions converge, underlining the development of digital literacy: the technology dimension of wireless mobile providing instant access, the social dimension and the learning behaviours dimension. A survey was conducted to examine undergraduate student-teachers' attitudes on the application of ubiquitous education and the development of digital literacy through the integration of mobile learning. The results indicate that student-teachers have developed competences in a variety of mobile learning and teaching activities They believe that mobile technology increases connection between learner and teacher but are neutral about the integration of children's social practices from their free time to school environment.

Today's society demands more and more different types of skills. These skills need to be used not only to strengthen the capacity to use information for social and personal development purposes, but also to manage potential risks associated with mass media and digital media. As a matter of fact, the rapid development of digital technologies in the digital age confronts individuals with situations that require the use of ever-growing cognitive, sociological and technical skills required to identify and solve problems in digital environments. Individuals who are digitally illiterate or who lack digital literacy face the situation of exclusion from the digital world. Therefore, in today's technology age, being digital literate is an important skill needed in people's workplace and social lives beyond educational institutions. The increased focus on the development of digital literacy should be a policy priority, especially for educational institutions. Because education, which includes the learning and teaching process, is an area where digital media are used. In this study, the concept of digital literacy, the development of digital literacy, strategic perspectives in education, the 'Ng Model' in digital literacy and the use of digital literacy in education have been examined.

Introduction. During the last few years, technology and the possibilities of the digital world have been actively entering our lives. It is especially important for a student to master the skills of working in the digital environment during the first year of study at university. During this period students get acquainted with the electronic information environment of the university, develop skills of information retrieval and presentation in various forms; create the basis for creating educational content for students and the ability to work with the already created educational resources. Materials and methods. The method of analyzing the products of activity was used in the practical part of the work to assess the components of students' digital literacy on the basis of their practical work. A total of 230 students of the South Ural State Humanitarian and Pedagogical University (Russia, Chelyabinsk) took part in the approbation of the developed model and practice program. Results. The model of students' digital literacy development during the first year of higher education has been developed, which includes three stages: introductory (immersing the student in the digital educational system of the university, gaining access to internal resources and electronic libraries necessary for obtaining information in the process of further education), propaedeutic (assisting the future teacher in practicing the skills of working with text and table editors, information visualization tools and online services) and action (technological support for the future teacher in mastering the tools for developing his/her own educational content). The program of training practice for students, the content of 16 classes aimed at the development of digital literacy. The average value of the coefficient of formation of digital literacy among first-year students is 0.81. This indicates that most of them are generally ready to work in the digital educational environment. Conclusion. The important points of the development of digital literacy of students – future teachers include: 1) determination of the stages of development of digital literacy of students during the educational practice in the first year of study at the university (introductory, propaedeutic, activity); 2) determination of the content of practical lessons, reflecting the specifics of the selected stages; 3) development and implementation of practice-oriented educational products that promote immersion in future professional activity.