Digital Literacy Education Research Articles

Numeracy Education for Adult Learners: A Scan of the Field and Principles for Course and Materials Design

Additional research is needed to improve adult numeracy instruction, training for instructors, and our understanding of the feasibility and impact of innovations in these areas. The Adult Numeracy in the Digital Era (ANDE) project, funded by the Institute of Education Sciences (IES) at the U.S. Department of Education, seeks to develop and test an innovative, technology-enabled approach for improving adult numeracy and digital literacy instruction. We began this project guided by principles of user-centered design, specifically the principle of knowing the user’s wants and needs. We conducted a “field scan” of adult numeracy and digital literacy, by interviewing researchers, instructors, students; conducting classroom observations; and reviewing literature. We detail our key findings within two emergent themes: (1) extensive variability in learner backgrounds and readiness, instructors’ experiences, standards alignment, course structures, and classroom contexts; and (2) diversity of learner goals and the actions they and their instructors took as they worked together within the course and local policy contexts. We also identify three design principles to guide course development, suggesting that adult numeracy courses should be: aligned and relevant; interactive and participatory; and relationship-centered. These principles guided the design of our adult numeracy course, and we offer questions that current instructors can consider as they design their own adult numeracy lessons.

Beyond Echo Chambers: Unraveling the Impact of Social Media Algorithms on Consumer Behavior and Exploring Pathways to a Diverse Digital Discourse

Purpose: This study delves into the intricate dynamics of how social media algorithms cultivate echo chambers, with a focus on their profound influence on consumer behavior. Methodology: Through an exhaustive review of existing literature and detailed case studies, we explore the mechanisms by which personalized content delivery systems on social media platforms not only reinforce users' pre-existing beliefs and preferences but also significantly impact their consumption patterns, decision-making processes, and overall perception of reality. Findings: Our analysis reveals that while these algorithms are designed to enhance user engagement and satisfaction, they inadvertently foster digital polarization, diminish exposure to diverse viewpoints, and contribute to the spread of misinformation. The paper further investigates the broader societal implications of these echo chambers, including decreased public trust in traditional information sources and the erosion of democratic discourse. To counteract these effects, we propose a multifaceted approach encompassing increased algorithmic transparency, user empowerment through digital literacy education, and policy interventions aimed at encouraging content diversity. Unique Contribution to Theory, Policy and Practice: Our recommendations are designed to mitigate the echo chamber effect and foster a more inclusive and well-informed online public sphere. By addressing these challenges, we underscore the need for a concerted effort among stakeholders—including policymakers, educators, and technology developers—to navigate the complexities of the digital landscape and ensure a more diverse and resilient digital environment.

Unlocking Teacher Professional Performance: Exploring Teaching Creativity in Transmitting Digital Literacy, Grit, and Instructional Quality

Schools need teachers’ professional performance to ensure the quality of educational output. Therefore, this research explores teachers’ professional performance based on digital literacy, grit, and instructional quality mediated by teaching creativity. The research participants are 465 junior- and high-school teachers in Indonesia. Structural equation modeling (SEM) is utilized in the data analysis, along with common method bias and correlational and descriptive analyses. The results show a significant relationship between digital literacy, grit, and instructional quality and teaching creativity and teacher professional performance. Teaching creativity also has a significant relationship with teachers’ professional performance and mediates the influence of digital literacy, grit, and instructional quality on teachers’ professional performance. This finding promotes a new empirical model of the causal relationship between digital literacy, grit, instructional quality, and teacher professional performance through teaching creativity. Consequently, it is proposed that teaching creativity, grit, digital literacy, and high-quality instruction can all improve teachers’ professional performance. Therefore, in order to advance teachers’ professional performance in the future, practitioners and researchers should discuss, modify, and possibly even adopt the new empirical model.

Empowering through digital skills: A case of alumni in the business services sector

AbstractThis quasi‐experiment examines the self‐assessment of psychological empowerment in the workplace among humanities and social science graduates who completed one of four digital literacy courses and were employed in the business services sector 6 months after graduation. The four courses—information literacy, data literacy, visual literacy, and communication and collaboration—were designed using information literacy and digital skills frameworks and were offered to support students' employability. Psychological empowerment was measured with four dimensions: meaning, competence, self‐determination, and impact. Statistical inference with a probabilistic approach using Bayesian ANOVA was conducted. The four courses varied in their impact on empowerment, with the information literacy course corresponding to the highest empowerment scores. The training also related differentially to the four dimensions of empowerment, with the highest scores on meaning. Evidence indicates that digital literacy instruction supports the psychological empowerment of humanities and social science graduates employed in the business services sector.

Problems with Students' Mental Health in the Context of Online Learning

The 21st century has witnessed a profound transformation in education, accelerated by global events and fueled by the emergence of online learning as the predominant mode of educational delivery. The COVID-19 pandemic has played a pivotal role in expediting this shift. This paper explores the intricate relationship between online learning and the mental well-being of students, dissecting five key factors that influence this dynamic. These factors encompass the complexity of navigating information in the digital age, the diminishing face-to-face interactions, dissatisfaction with academic performance, the historical backdrop of the pandemic, and the profound influence of students' personality traits. In response to these challenges, the paper offers a set of comprehensive suggestions. Digital literacy education equips students with the skills to navigate the online world responsibly. Enhancing communication and interaction fosters a sense of community in the virtual classroom. Providing academic support and setting clear learning objectives alleviates anxiety and bolsters motivation. Finally, mental health support services are essential for addressing the emotional toll of these changes on students.

Digital reading comprehension instruction in English for children with English as an additional language: A systematic review

BackgroundDigital literacy instruction is increasingly common in contemporary practices and can accommodate learners with a range of needs. This systematic review explores the use and effects of technology during reading comprehension instruction involving school‐aged children learning English as an additional language (EAL). Our aim was to provide broad, global coverage that reflects the state of research in the field.MethodsWe searched databases using terms related to EAL, reading comprehension and digital literacy instruction to identify relevant studies published on the topic between 2010 and 2023. Data were extracted regarding study context, participant characteristics, methodology, instruction characteristics and outcomes. We quantified the outcomes of instruction using standardised measures of effect size where possible and appraised the research quality of each study.ResultsA total of 4382 studies were identified. Of these, 53 met our inclusion criteria. Studies were conducted across a variety of low‐ and high‐resource environments, including countries where English is a majority language and those where it is a non‐majority language. Learners from kindergarten through 11th grade were included across the studies. A range of reading comprehension strategies were utilised within the context of digital instruction, with multiple‐strategy instruction the most common. Digital instruction resulted in statistically significant gains in reading comprehension in 32 studies (small to large effect sizes). Our research quality analysis revealed variability in terms of rigour, further adding to the diversity across studies. We conducted a sub‐analysis of eight studies that met the highest standards of research quality. Like the full set of 53 studies, these eight studies reported on diverse types of digital instruction and diverse reading comprehension outcomes but tended to result in smaller effect sizes.ConclusionsDigital reading comprehension instruction can result in reading comprehension gains for children learning EAL, though findings are mixed. Further high‐quality research is needed.

Investigating the Major Contemporary Issues facing First-year Students at a South African University of Technology

This qualitative research study investigated critical contemporary issues faced by first-year students at a University of Technology in South Africa. Drawing from interviews with five participants, the study illuminated three major challenges: academic pressures during the transition, financial constraints, and technology integration. The findings revealed that adapting to new pedagogical methods and academic expectations causes stress and a sense of inadequacy. Financial burdens stemming from tuition fees and living expenses hinder engagement while technology’s integration presents both opportunities and challenges, accentuating the need for digital literacy education. The study underscored the importance of comprehensive orientation programs, financial aid initiatives, digital literacy training, and peer mentoring to address these issues. Recommendations also encompass flexible learning pathways, holistic well-being support, and collaborative spaces. By recognizing and proactively addressing these challenges, higher education institutions can facilitate smoother transitions, foster inclusive environments, and ultimately enhance the overall first-year student experience. This research contributes valuable insights to guide policy development and support mechanisms, ensuring the academic success and holistic well-being of first-year students in the dynamic landscape of higher education. Keywords: First-year students, Contemporary issues, Higher education, Transition challenges, Academic pressures.

초등교사의 디지털 리터러시 교육에 대한 인식 양상

Objectives This study focuses on examining the perception of digital literacy education by analyzing teaching and learning materials related to digital literacy education produced and shared by elementary school teachers.
 Methods To this end, we analyzed teaching and learning materials related to digital literacy shared through ‘Indie School’, a representative communication platform for elementary school teachers, and through this, we investigated when, what content, and why they are providing digital literacy education.
 Results First, teachers were mainly conducting digital literacy education using creative experiential activity time for upper grades, and the amount of teaching and learning materials showed a rapid increase starting in 2020. This can be said to show that teachers' interest in digital literacy education has increased rapidly since COVID-19, and that they recognize that upper grades are appropriate targets for digital literacy education. Second, it was confirmed that the learning content covered in the teaching and learning materials was concentrated on some content elements of digital literacy, and that some materials were not well differentiated from content elements of related concepts such as news literacy, media literacy, and digital citizenship. This suggests that teachers need a more specialized understanding of digital literacy concepts and characteristics. Third, teachers' digital literacy education objectives were broadly categorized into supporting digital literacy learning activities presented in textbooks, learners' low digital literacy levels, and preventing and resolving problems that appear in digital spaces.
 Conclusions Based on these results, this study focused on the need for teachers to have a more professional understanding of the concept of digital literacy, the need for support in various aspects to develop teaching and learning materials related to digital literacy, the need for development and distribution of teaching and learning materials for evaluation purposes and the need for research into appropriate teaching and learning methods.

Critical Analysis of the Research on Digital Literacy

Aim Research critical analysis will provide a comprehensive overview of the complexities inherent in digital literacy and its pivotal role in shaping the future of academic scholarship. This study uses a systematic literature review methodology to comprehensively examine digitalization initiatives in Digital Literacy Research. We conducted a comprehensive review of the existing literature on Critical Analysis of Digital Literacy Research. conclusion, the exploration of digital literacy and its impact on scholarly endeavors across diverse academic disciplines has shed light on the multifaceted ethical considerations and the need for tailored ethical guidelines and best practices. As we look towards the future of digital literacy research, it is crucial to adopt a forward-looking and adaptable approach that encompasses emerging technologies such as artificial intelligence, machine learning, and virtual/augmented reality. Understanding the influence of these technologies on digital competencies and their role in interdisciplinary collaboration will be pivotal in shaping the future landscape of collaborative scholarship. The synthesis of these policy considerations provides a comprehensive roadmap for bridging the gap in digital literacy and lays the groundwork for inclusive digital literacy initiatives. Moving forward, it is imperative for future research to delve into the enablers and barriers of implementing these policy recommendations in diverse academic settings. This will involve conducting case studies and collaborative research projects to assess the effectiveness of integrating digital literacy education into curricula and the impact of accessible digital resources on scholarly productivity and collaboration.

The Intersection of Public Policy and Public Access: Digital Inclusion, Digital Literacy Education, and Libraries

This study aims to examine the state of digital inclusion and digital literacy education in Chinese libraries and provide recommendations for improvement. The background section emphasizes the crucial role of libraries in promoting digital inclusion and sustainable development, as well as the challenges and opportunities presented by the current digital landscape in China, such as the digital divide and regional disparities in internet access. To achieve the study’s objectives, we conducted analyses of relevant policies, public libraries, and library training programs using a mixed-methods approach. The results highlight the policy landscape, initiatives, and implementation strategies for promoting digital inclusion and literacy education, emphasizing the role of libraries in driving digital inclusion and fostering user engagement. Insights from a university library perspective showcase the role of academic libraries in promoting digital literacy education and training. The findings underscore the importance of digital inclusion and literacy in a digitized society and the crucial role of libraries and academic institutions in achieving these goals. The study advocates for libraries’ pivotal role in bridging digital gaps and enhancing literacy to foster an inclusive, equitable digital society and urges policy support.

Edukasi Literasi Digital : Pendampingan Transformasi Digital bagi Generasi Muda di Desa Nepo Kabupaten Polewali Mandar

This service activity aims to increase the understanding of young people in Nepo village regarding digital literacy and digital transformation assistance. The method of implementing this service uses socialization and training with a participatory approach. The evaluation instrument for this activity uses a questionnaire and is analyzed descriptively. The results of this service show that there has been a significant increase in participants' understanding of the concepts of digital literacy, digital transformation and social media. Digital literacy understanding increased from 50% to 79%, while benefits of digital literacy understanding rose from 50% to 87%. Participants also showed an increase in understanding the era of digital transformation (from 38% to 79%) and the impact of social media (from 43% to 93%). They also understand ethics and cyber security better, with significant improvements. The digital literacy education program in Nepo village has successfully achieved its goals, empowering the younger generation in digital literacy, digital transformation and social media ethics.

디지털 격차 해소를 위한 초등 국어과 매체 영역 교육 방안

Purpose: This study examined the concept of digital gap to determine how to view the digital gap
 that occurs among elementary school students. In this process, we explored the causes of the digital
 gap, considered the discussion points of the digital gap considering the 2022 revised Korean language
 and ‘media’ area, and proposed types of digital gap and efficient intervention measures.
 Methods: Previous research related to the digital gap was reviewed, the educational content system
 focusing on the 'media' area shown in the 2022 revised elementary Korean language curriculum was
 analyzed, and issues of the digital gap were identified according to content elements in the content
 system table of the 'media' area. In addition, five elementary school teachers were interviewed to
 reveal the types of digital divide in elementary school students and the implications for intervention
 measures, and foreign studies related to digital literacy education were also extracted.
 Results: As a result, it was found that the ‘digital gap’ of elementary school students is deeply related
 to the problem of ‘access’. The problem of the digital gap among elementary school students is not
 so much the dissemination of digital devices and the gap in the Internet use environment, but rather
 the problem of control methods within the home environment concerning digital access, engagement
 methods according to access, how well they understand and utilize the digital and media environment,
 and 'access'. It arose from a difference in perspective. In order to resolve the digital gap, it was suggested
 to strengthen guidance connected with therir homes, strengthen group classes and student cooperation
 classes in Korean language and media education. A systematic support plan by partner organizations
 to support teachers' systematic digital media education should also be implemented.
 Conclusion: In order to bridge the digital gap among students, it is ultimately necessary to further
 strengthen proper digital media literacy education. In addition, more emphasis should be placed in
 informal situation rather than those that are formal and educational methods should not be inconsistent.

THE IMPACT OF SOCIAL MEDIA SYNDROME ON SAFETY PRACTICES AND ACADEMIC PERFORMANCE OF UNDERGRADUATE STUDENTS AT IGNATIUS AJURU UNIVERSITY OF EDUCATION, NIGERIA

This study employs a mixed-methods research design to investigate the relationships between Social Media Syndrome (SMS), safety practices, and academic performance among undergraduate students at Ignatius Ajuru University of Education. The study's population comprises 2,500 undergraduate students, and a sample of 393 respondents was selected using the Taro Yamane formula and a stratified random sampling technique, representing diverse academic disciplines and levels of study. Data was collected through a structured survey questionnaire, incorporating standardized scales to assess SMS, safety practices, and academic performance. The findings revealed a moderate level of SMS awareness among respondents, with an acknowledgement of potential negative consequences. Weak positive correlations were observed between SMS and both safety awareness and academic performance. The study underscores the importance of balanced social media use, digital literacy education, and mental health support for students. Recommendations are provided for educational institutions to implement strategies promoting mindful social media engagement and academic success.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0414/a.php" alt="Hit counter" /></p>

Representing youth as vulnerable social media users: a social semiotic analysis of the promotional materials from The Social Dilemma

Abstract While participation in social media has become everyday practice among young people, there have been few studies examining how youth as social media users are represented in the media discourse. Focusing on the promotional materials of an award-winning and widely-viewed documentary film, The Social Dilemma, this paper examines the media depictions of youth that attract the public’s attention. Through a social semiotic analysis, we analyzed the representational, interactive, and compositional meanings in the poster and trailer to identify how young people have been represented in the media discourse. Our findings show that they are constructed as vulnerable social media users who are manipulated by social media companies. We argue that such depictions of youth not only negate their sense of agency but also ignore their active engagement in the participatory culture afforded by social media. The implications of such depictions propagate a protectionist perspective of youth. This can undermine efforts towards the development of an empowerment approach in digital literacy education.

Interactions Between Generations in Digital Literacy Education: A Case of Millennial Families in Suli, Central Maluku

This article addresses the issue of digital literacy as an essential basic need, yet there are still significant disparities in technology access and low digital literacy prevalent. To this end, the article explores the intergenerational interaction in digital literacy education among millennial families in Negeri Suli, Central Maluku. The aim of this research is to describe the patterns of intergenerational interaction in the context of digital literacy. Employing a qualitative approach, data were collected through interviews, observations, and literature studies from 10 millennial families in Negeri Suli. The primary informants involved 10 family members, as well as the King who serves as the village head, traditional leader, Saniri, and a teacher at SD XX school. The findings indicate that intergenerational interaction in digital literacy education encompasses imparting digital technology knowledge and skills to both the Z generations and baby boomers generations. This enables them to support previous generations in facing the digital era and strengthens intergenerational communication. The effectiveness of digital literacy education in schools was found through experiential-based teaching approaches and curriculum integration, successfully reducing generational gaps. Moreover, digital literacy is recognized as a crucial component in UNESCO's long-term plan for the future of education. Through digital literacy campaigns, family members are empowered to enhance their analytical abilities in leveraging digital technology optimally.

Mainstreaming the Manosphere’s Misogyny Through Affective Homosocial Currencies: Exploring How Teen Boys Navigate the Andrew Tate Effect

During the summer of 2022, Andrew Tate became a focus of concern for the media, parents, and educational leaders as his sexist and misogynistic social media content became popular with young people, especially boys. To explore Tate’s appeal, we conducted a discourse and content analysis of Tate’s videos and a small focus group study with boys aged 13–14 from London (United Kingdom). We found that apart from the obvious ways that Tate promotes men’s domination of feminine “others,” his content also mainstreams misogynistic “manosphere” ideologies. Moreover, Tate plays on boy’s fears about their economic futures and place in the structures of hegemonic masculinity while stylising himself as a maverick, but authentic figure who—against the context of his concocted fears—offers hope through advice about dating and entrepreneurial skills. We highlight how these tropes support Tate’s business model in the affective and attention economies of social media. Through focus group analysis, we show how these tropes are potent homosocial currencies for boys, including their conceptions of Tate’s content as humorous. In so doing, we contribute new theoretical perspectives on the way emotion and affect can work as homosocial currencies across digital and non-digital spaces to reify hegemonic masculinity and normalize misogyny. We conclude by suggesting that rather than attacking Tate’s messages which might play into Tate’s maverick identity, we should offer young people critical digital literacy education that helps them understand the business models of Tate, and influencers like him, and how they peddle in forms of gendered disinformation.

Comparison of Digital Literacy Education Strategies for Chinese and Foreign Youth in the Digital Media Era

Abstract In order to realize the quantitative analysis of the digital literacy education strategies of Chinese and foreign youth, this paper constructs the evaluation index system with the help of a hierarchical analysis algorithm and comprehensive fuzzy evaluation to explore the differences between the digital literacy of Chinese and foreign youth, and to compare the differences between the digital literacy education strategies of Chinese and foreign youth. After analyzing and discussing, this paper identifies 10 expert panelists, conducts two rounds of the Delphi method survey on the preliminary expert consultation questionnaire, and finally determines the evaluation index system based on the standard of arithmetic mean and coefficient of variation. The evaluation indexes are divided into a hierarchical analysis structure. The judgment matrix of evaluation indexes is constructed according to the 1-9 scale method. The hierarchical single sorting and consistency tests are carried out to derive the weight value of each evaluation index. Based on the system of evaluation indexes, the evaluation factors are composed into a collection of factors, and the semi-trapezoidal distribution function is used to determine the subordination degree of the indexes. The principle of calculation of fuzzy comprehensive evaluation is given to realize the fuzzy comprehensive evaluation model. Construction. Using the above model to evaluate the digital literacy of Chinese and foreign youths, the evaluation result of the digital literacy of youths in country M is strong, with an affiliation degree of 3.9444, and the evaluation result of the digital literacy of youths in China is medium, with an affiliation degree of 3.1581. The difference between the digital literacy of Chinese youths and that of youths in country M is large. The education strategy determines the digital literacy of youths to a large extent. The results of the analysis of the evaluation are summarized in terms of three dimensions of distance education, feedback and communication, and evaluation system to explore the difference between Chinese and foreign youth digital literacy education strategies.

팬데믹 환경에서의 뉴스 읽기

During the COVID-19 pandemic, this study sought to understand economically disadvantaged individuals’ media dependency, motivations and reasons for reading the news, and challenges they experienced. Through a survey of a newspaper subscription support program participants in South Korea, the study found differences in patterns of media dependency and motivations for reading the news by age groups. Interviewees in their 50s responded that they read newspapers to understand and make sense of the world. Those in their 40s utilized broadcast news to communicate with and educate their children, and ones in their 20s and 30s searched for news on social media for self-actualization. As the older generation still perceived the digital environment as uncomfortable and confusing, digital literacy education is necessary for senior citizens. Young people responded that newspapers facilitated balanced news consumption. Findings of this study suggest that media access support should be differentiated by age groups.

Peningkatan kesadaran kritis melawan berita palsu dan ujaran kebencian melalui literasi digital

Most villages in Indonesia, such as Bugel Village, are vulnerable to the spread of hate speech and fake news online. This fake news often contains elements of hate speech against specific groups, such as ethnicity, religion, race, or class (referred to as SARA), which can trigger division and conflict within society. Therefore, it is important for the community to have a critical awareness strengthened through digital literacy, so that they can counter hate speech and fake news. The community service activity carried out by the Universitas Pendidikan Indonesia in Bugel Village, Tasikmalaya District, aimed to enhance digital literacy among the community. This activity involved 30 participants from various social strata, including village heads and farmers, focusing on digital literacy education to identify and counter the spread of fake news and hate speech online. Lecture and demonstration methods were used, and participants underwent pretests and posttests to measure improvements in understanding and application of digital literacy. The results showed significant improvement; the average pretest score for understanding increased from 55.8 to 85.8, and for application, from 65 to 86.1 in the posttest. Participants' satisfaction with the training was quite high, averaging 4.09. This activity successfully demonstrated the importance of digital literacy in the community, especially in facing digital information challenges such as fake news and hate speech, and emphasized the need for ongoing efforts to develop digital literacy in the community.

Öğretmen Adaylarının Dijital Okuryazarlık Düzeyleri ile Web Ortamında Bilgi Arama ve Yorumlama Stratejileri Arasındaki İlişkinin İncelenmesi

The purpose of this study is to investigate, in terms of certain characteristics, the relationship between pre-service teachers' digital literacy levels and their methods for looking up and analyzing information on the internet. During the 2019–2020 academic year, 500 teacher candidates at Necmettin Erbakan University Ahmet Keleşoğlu Faculty of Education were given the Information Search and Interpretation Strategies Scale. A statistical program was utilized to analyze the research data. Gender, grade level, weighted grade averages, daily internet usage, daily social media usage, prior digital literacy education, mother and father education levels, and the most preferred device for Internet access were all identified as a consequence of the statistical analysis. The degree of digital literacy and the methods used to find and analyze information online did not appear to be significantly correlated. The digital literacy levels, information search and interpretation tactics used in the online environment, and the most frequent internet use characteristic of pre-service teachers were found to differ significantly.