Digital Literacy Framework Research Articles

Formation of Digital Literacy of Undergraduate Students in the Context of Sustainable Development Goals

The paper aims to develop a model of a training course aimed at forming undergraduate students’ digital literacy, considering the goals of sustainable development and the implementation of a competency-based approach. The tasks were to analyze digital literacy frameworks in the context of sustainable development goals, analysis of educational standards of higher education at the bachelor’s level, and modeling on this basis the content of the academic discipline, determining the methodological conditions of the learning process, and choosing instrumental solutions for designing the course and implementing academic discipline. In the process of identifying and analyzing the existing framework of digital competencies, international frameworks, and practical experience, we proposed a way to correlate these models with the tasks of implementing a competency-based approach and adapting these models to the national conditions for the implementation of educational programs at the higher education level. We developed a scientific concept and modeled the “Digital Culture” training course, aimed at developing digital literacy of students in all areas of training at the bachelor’s level.

A snapshot of digital literacy

PurposeThe purpose of this paper is to elaborate on the impact of digital literacy with its dynamic and evolutionary nature on the daily lives of individuals. This paper discusses about the digital literacy frameworks, digital literacy education, its relation to critical thinking and, ultimately, prospective issues in digital literacy.Design/methodology/approachTo serve this purpose, the authors applied the qualitative literature review technique and reflected their opinions on the recent literature findings.FindingsThe preliminary findings demonstrated that there is a growing tendency on digital literacy over the years. Different organizations and cases have developed their own frameworks to describe and implement digital literacy endeavors in their bodies. Additionally, it was seen that digital literacy acquisition process have started with family in early ages and extended to lifelong learning approach. While learners use the internet sources (especially social media), they also develop their digital literacy skills and abilities that also need critical thinking for filtering what is essential. Considering “information suppression” as a case, we learn that digital literacy will be much more serious for the future generations. Lastly, digital literacy will expand its scope in the future in parallel to recent advancements, such as artificial intelligence skills.Originality/valueThis paper provides an insight into digital literacy from the points of view of global citizenship, critical thinking and rapidly advancing technologies. This unique combination makes this paper valuable for the readers from any field of study.

Digital literacy and online political behavior

AbstractDigital literacy is receiving increased scholarly attention as a potential explanatory factor in the spread of misinformation and other online pathologies. As a concept, however, it remains surprisingly elusive, with little consensus on definitions or measures. We provide a digital literacy framework for political scientists and test survey items to measure it with an application to online information retrieval tasks. There exists substantial variation in levels of digital literacy in the population, which we show is correlated with age and could confound observed relationships. However, this is obscured by researchers’ reliance on online convenience samples that select for people with computer and internet skills. We discuss the implications of these measurement and sample selection considerations for effect heterogeneity in studies of online political behavior. We argue that there is no universally applicable formula for selecting a given non-probability sample or operationalization of the concept of digital literacy; instead, we conclude, researchers should make theoretically informed arguments about how they select both sample and measure.

Design and Validation of a Novel Tool to Assess Citizens’ Netiquette and Information and Data Literacy Using Interactive Simulations

Until recently, most of the digital literacy frameworks have been based on assessment frameworks used by commercial entities. The release of the DigComp framework has allowed the development of tailored implementations for the evaluation of digital competence. However, the majority of these digital literacy frameworks are based on self-assessments, measuring only low-order cognitive skills. This paper reports on a study to develop and validate an assessment instrument, including interactive simulations to assess citizens’ digital competence. These formats are particularly important for the evaluation of complex cognitive constructs such as digital competence. Additionally, we selected two different approaches for designing the tests based on their scope, at the competence or competence area level. Their overall and dimensional validity and reliability were analysed. We summarise the issues addressed in each phase and key points to consider in new implementations. For both approaches, items present satisfactory difficulty and discrimination indicators. Validity was ensured through expert validation, and the Rasch analysis revealed good EAP/PV reliabilities. Therefore, the tests have sound psychometric properties that make them reliable and valid instruments for measuring digital competence. This paper contributes to an increasing number of tools designed to evaluate digital competence and highlights the necessity of measuring higher-order cognitive skills.

Key factors in digital literacy in learning and education: a systematic literature review using text mining

This research aims at providing an overview of the research field of digital literacy into learning and education. Using text mining, it reviews 1037 research articles published on the topic between 2000 and 2020. This review reveals that there is a plurality of terms associated with digital literacy. Moreover, our research identifies six key factors that define the literature, which are information literacy, developing digital literacy, digital learning, ICT, social media, and twenty-first century digital skills. These factors can be grouped into three main streams, which are 1) digital literacy, 2) digital learning and 3) twenty-first century digital skills. These three streams are supported by informational and technological foundations. These results provide research avenues and offer a framework for digital literacy in education.

Digital demand and digital deficit: conceptualising digital literacy and gauging proficiency among higher education students

ABSTRACT For higher education students, developing digital literacy enhances their value to future employers and appeal in the graduate labour market. The purpose of this study was two-fold. First, to provide a tridimensional (technical, cognitive and etiquette) conceptual framework and definition of digital literacy. Second, to investigate students’ (N = 324) perceptions of their digital literacy proficiency through an online survey. Multiple linear regression revealed mixed results for different aspects of digital literacy. Students reported the lowest proficiency in using digital information, specifically in terms of evaluation and determining bias and quality of information. The highest levels of proficiency were for social literacy skills, such as communicating appropriately online. There were minor differences between genders, while work experience and length of time in higher education had positive impact. Findings highlight the need for increased focus on digital literacy adaptability and industry-relevant experience within curriculum.

The Connotation and Framework Construction of Digital Literacy of University Teachers in The Intelligent Era

With the further development of educational information technology, digital technology plays a more and more important role in modern classroom. in addition, with the outbreak of COVID- 19, The implementation of online teaching in multiple locations across the country has put forward higher requirements for teachers' digital literacy. After deeply interpreting the specific concept of digital literacy, further exploring the connotation of digital literacy and understanding a large number of related literature research, this paper constructs the framework of digital literacy of university teachers in the digital intelligence era, which is divided into three dimensions. Thirteen basic elements. According to the previous article, this paper puts forward the implementation path of three aspects of university teachers' digital literacy framework, namely, to build a perfect university teachers' professional training system to improve teachers' basic digital literacy; cultivate university teachers' concept oftechnological integration and enhance peer cooperation and communication to improve their own digital teaching ability; develop diversified digital literacy promotion and evaluation tools to help teachers' digital learning.

A New Digital Literacy Framework to Mitigate Misinformation in Social Media Infodemic

A New Digital Literacy Framework to Mitigate Misinformation in Social Media Infodemic

Managing Teacher’s Digital Literacy in Responding to the Challenges of 21st Century Skills

Digital technology has become a very important part of the implementation of education. Therefore, the purpose of this research was to find out the need for a digital literacy framework for teachers in facing the challenges of 21st-century education. The participants were 30 class teachers and principals from the Karang Baru State Islamic Madrasah, Al-Ittihadul Islamiyah Islamic School Ampenan, and the Integrated Integrated Elementary School Sekarbela. Data were taken using observation, interviews, questionnaires, and documentation. This study uses a descriptive qualitative research approach. The results of the study indicate that teachers need to increase digital literacy in aspects of Information and Information literacy, communication and collaboration, digital content creation, digital security, and digital problem-solving. The implications of this research can be seen in understanding the concept of improving the quality of teacher digital literacy according to the needs of teachers and the situation of the school environment

Pre-Service Teachers’ Perceptions of ICT and TPACK Competencies

Pre-Service Teachers’ Perceptions of ICT and TPACK Competencies

What is the degree of teacher centrality in optimal teaching of digital literacy in a technology-enhanced environment? Typology of teacher prototypes

This study explored the degree of teachers’ centrality in the classroom while developing digital literacies of their students and the pedagogical strategies which are employed by teachers in this process. We conducted a bottom-up analysis on 65 semi-structured interviews (n = 4372 statements) based on two conceptual frameworks: the Digital Literacy framework and the 5Cs framework with a nation-wide sample of elementary and secondary-teachers. The findings offer a typology of four teacher prototypes regarding the degree of their centrality in a technology-enhanced classroom and the mapped pedagogical strategies employed by each prototype. Based on bottom-up coding, the study expands the above-mentioned frameworks regarding re-production thinking, socio-emotional thinking, e-communication, and collaboration literacies. We discuss the implications for educational theory and practice.

Digital Age: New Competencies and Occupations that Define a Sustainable Development Amidst the Industrial Revolution 4.0

The paper focuses on the challenges of training a new generation of statisticians with the core 21st-century competencies for life, work, and creativity in a digital society amidst the fourth industrial revolution (Industry 4.0). Along with the economic feasibility, the attractiveness of improving the quality of life, and new possibilities for developing the creative potential of human beings, Industry 4.0 freights with risks of destabilization of the world socio-economic system, but also creates a new cultural and historical context of the advancement of the humankind, where the network becomes a new human habitat, when digital technologies penetrate all spheres of human activity. It requires the development of «digital» skills that have never been more important than today. Summarizing the results of digital skills projects, the UNESCO Institute for Statistics developed the «Digital Literacy Global Framework» as a basis for creating national digital literacy frameworks and digital competence models for various occupations. The article substantiates the importance of digital competencies and the feasibility of developing common requirements for digital literacy in the EAEU member-states and establishing a system for its development with a single scientific, educational and methodological center that will at the same time become the core of a new ecosystem of continuous statistical training, designed to correct the situation when it is almost impossible to find a statistician with the necessary competencies in the labor market. One of the reasons for this is that the existing system of statistical education does not meet the needs of the digital age, which requires new approaches to the organization of continuing education. However, the digital agenda implies not only the development of digital competencies, including statistical literacy but also the emergence of new «digital» professions, to which the profession of a statistician can be assigned if it is filled with competencies listed in the paper. This will allow statistics to take its rightful place among the occupations determining sustainable development in the digital age.

PRE-SERVICE TEACHERS’ CONCEPTIONS AND COMPETENCES ON DIGITAL LITERACY IN AN EFL ACADEMIC WRITING SETTING

This case study seeks to examine pre-service teachers’ digital literacy conceptions in an EFL academic writing context. Despite the recent growth of research regarding general conceptions of digital literacy, little attention has been given to its conception focusing on EFL digital writing environment. To bridge the gap, this research offers a new perspective of the conception of digital literacy from the perspective of pre-service teachers in their academic writing setting. Also, the study aims to identify pre-service teachers’ competences concerning the predominant dimensions of digital literacy encompassing critical thinking, online safety skills, digital culture, collaboration and creativity, finding information, communication, and functional skills. This case study involved both quantitative and qualitative data taken from 107 pre-service teachers’ online questionnaires and one 5-member focus group discussion delivered to pre-service teachers taking Academic Writing subjects in English Language Education Department in an urban university in Indonesia. While thematic analysis was involved for qualitative data, the quantitative ones were analyzed using descriptive analyses. Emergent themes related to the conception of digital literacy in academic writing context included basic conception of digital literacy, competences related to digital literacy, awarness of the importance of digital literacy, and challenges of digital literacy. In general, the result of the study revealed that the pre-service teachers’ conceptions of digital literacy were principally associated with the narrow proficiency of utilizing online tools and technological devices and set aside a critical mindset. Further, in spite of the fact that most participating students were found to have lack of understanding of critical thinking and digital culture towards digital literacy, they appeared to possess the competencies of finding information, communication, and functional skills. Additionally, quantitative result of the pre-service teachers’ competences demonstrated that communication dimension was the highest of all with the mean value of 3.95, followed by online safety skills (3.87), finding information (3.79), critical thinking (3.77), functional skills (3.75), as well as collaboration and creativity (3.43). The lowest mean (3.40) belonged to digital culture dimension. The findings have important implications for developing digital literacy framework in an EFL academic writing.

Artificial Intelligence in Legal Practice: Exploring Theoretical Frameworks for Algorithmic Literacy in the Legal Information Profession

AbstractIn response to evolving legal technologies, this article by Dominique Garingan and Alison Jane Pickard explores the concept of algorithmic literacy, a technological literacy which facilitates metacognitive practices surrounding the use of artificially intelligent systems and the principles that shape ethical and responsible user experiences. This article examines the extent to which existing information, digital, and computer literacy frameworks and professional competency standards ground algorithmic literacy. It proceeds to identify various elements of algorithmic literacy within existing literature, provide examples of algorithmic literacy initiatives in academic and non-academic settings, and explore the need for an algorithmic literacy framework to ground algorithmic literacy initiatives within the legal information profession.

From Google Searches to Russian Disinformation: Adolescent Critical Race Digital Literacy Needs and Skills

This study uses a Critical Race Digital Literacy framework to examine Black and Latinx adolescents’ ability to critically evaluate race-related materials online. Participants completed four tasks that required them to engage with a range of race-related material, from search results to social media content. Findings indicate that the majority of participants demonstrated an “emerging” or “mastery” level understanding of search results and determining the trustworthiness of websites. Participants found evaluating the credibility of Twitter content as well as evaluating a Russian disinformation campaign’s Facebook profile targeting African Americans considerably more challenging. In addition, though 34% recognized a video screenshot arguing that building a wall at the southern border is humane as racist, participants had difficulty combining this knowledge with an understanding of online propaganda. Few participants reached mastery on this task, and others that required them to evaluate social media content and recognize disinformation. As more online content and media are explicitly related to race or references specific racial groups, these findings highlight the need for more interventions to enhance competencies around critically evaluating race-related materials online.

Reflecting On Teaching and Ecovid-19: An Aggressive Digital Teaching Transformation Outbreak in Higher Hospitality Education in Cyprus

The purpose of this research inquiry was to reflect on: (a) how the dynamics or synergies formed by the enforced and hostile transition from traditional to online teaching and learning have affected the quality of the teaching and learning process in higher vocational education institutions in Cyprus; and (b) what the impact on teaching and learning in the post COVID-19 period has been. The DigCompEdu digital literacy framework has been used to stimulate research because of its strict and clear focus on educator-specific digital competencies. A descriptive qualitative case-study research design was used to explore the experiences of teaching staff and how they dealt with the enforced transition to online teaching. In total, 32 participants from 11 CHEIs teaching hospitality-related majors were interviewed, electronically. The data saturation point was determined by the sample size of the study. The transcription and coding of the collected data was performed using NVivo 10. The first research question identified the following emerging themes: a) the externalization of tacit aspects of digital realities knowledge, b) Collective and intelligent actions in sharing knowledge and practicing digital competencies, c) Principles of learning organization and practicing, and d) Empathy and high levels of emotional labor. The second research question revealed the following themes: a) the Changing nature of teaching and learning methodologies and approaches in hospitality studies, b) Student centered and interactive pedagogical approaches, c) Digital-based knowledge management ecosystem approach.

THE ANTECEDENTS AND CONSEQUENCES OF E-HEALTH LITERACY IN THE PHARMACEUTICAL INDUSTRY: AN AGENDA FOR FUTURE RESEARCH

As a promising area in healthcare research, electronic health (e-health) has received more research attention recently. The purpose of this paper is to develop and validate a proposed conceptual framework for digital health literacy. This conceptual framework is planned as a guide for future studies to use and validated as a foundation for quantitative studies to investigate the e-Health Literacy as perceived by citizens in Asia amid the outback of the world’s high-risk pandemic crisis such as Coronavirus (Covid19). This conceptual analysis applied Technology Acceptance Model as a basis to develop the antecedents of a healthy lifestyle among the citizens of Asian countries. This conceptual paper proposed that Information quality, system quality, and service quality will affect the citizens’ perceived ease of use and their perceived usefulness, which can affect their intention to use e-health and consequently results in a healthy lifestyle among the citizens. This conceptual paper submitted research hypotheses that will be a basis for future researches in Asia and if the framework is validated, recommendations will be offered to various stakeholders on how to improve a healthy lifestyle in Asia. Specifically, the proposed conceptual framework if validated will help policymakers to offer positive policies and procedures for the improvement of thriving healthcare industries in Asia.

Rendahnya tingkat perilaku digital ASN kementerian kominfo: Survei literasi digital pada instansi pemerintah

“SDM Unggul Indonesia Maju” became the theme of the 74th anniversary of the Republic of Indonesia in 2019. It is clear that the focus of the government under the leadership of President Joko Widodo is to develop human resources (HR) who can compete globally in the era of the industrial revolution 4.0, including the state civil apparatus (ASN). The applicable regulations require ASN to have technical competence because digital expertise is one of the skills that is very much needed now. However, there are no standard measurements related to digital expertise. To fill this gap, this research tried to develop a digital literacy framework for ASN which consists of three dimensions: the dimension of knowledge, the dimension of digital expertise, and the dimension of behaviour. We conducted an online survey at the Ministry of Communication and Information Technology with the result that 44.9 per cent of the 752 respondents had a good level of digital literacy. However, there were still 13.7 per cent of respondents who have a low level of digital literacy.

DEVELOPING DIGITAL SKILLS AND COMPETENCIES OF UKRAINIAN SPECIALISTS AS A VITAL NEED IN THE GLOBAL DIGITAL TRANSFORMATION ERA

This paper provides justification for the most promising directions of updating of the Ukrainian science and education sector in response to the objective digital transformations of public governance and global economy. The first path is the concentration of intellectual and financial efforts on the development and implementation of information platforms on blockchain as domestic, Ukrainian products, which would create a technological basis for the emergence of new types of business being based on similar platforms. The second direction is to build a resilient interaction between science and education, innovative startups and established businesses that are virtually unrelated in Ukraine today. The third path is the development of digital competencies and people skills based on the global digital literacy framework. Based on UNESCO recommendations, promising areas for improvements in education and digital skills for the population have shown the great expediency of training data scientists and scientists.

Applying a digital literacy framework and mapping tool to an occupational therapy curriculum

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.