Literacy Framework Research Articles

Developing a Digital Literacy Framework for Rural Farmers in China

ABSTRACT In China, developing the digital literacy of rural farmers is important to rural revitalisation, which requires developing and implementing a digital literacy framework for rural farmers. This study first designed a digital literacy framework built on the Digital Literacy Global Framework (DLGF), customised to Chinese rural farmers based on the research literature. Referring to the primary indicators of DLGF and its 26 secondary indicators, as well as to DigComp 2.2 framework from the European Commission, we designed more granular third-level indicators for the digital literacy of rural farmers in China, which was also informed by Maslow’s Hierarchy of Needs. Next, the framework was tested with 13 experts in the area using the Delphi method, followed by interviews with 11 rural farmers in Guangdong Province. Together they helped refine the proposed framework and adjust its constituent indicators. Finally, the paper discusses the limitations and implications of the framework, and its applicability for relevant entities in China and developing countries elsewhere for improving the digital literacy of rural farmers, including governments, enterprises, university outreach and for public services such as public libraries.

Adoption Literacy: A Practical Guide for Counselors

The community-based framework of adoption literacy (AL), outlined in this practice brief, offers organized and tangible guidance for mental health practitioners who may engage with adult adoptees in individual, couples, or family counseling. AL is an ongoing process of learning about, and effectively responding to, dynamic public health needs that surround the institutionalized practice of family separation and adoption, both domestically and transnationally. The author examines AL as a community intervention, therapeutic process, and multidisciplinary conversation. Readers are given background and applications for four core relational cues: humanize adoptee narratives, own your part in the story, promote adoptee-specific resources throughout the lifespan, and elevate adoptees into positions of influence (H.O.P.E.). Additional considerations and recommendations are provided to help practicing counselors and therapists organize their learning, resources, interventions, and outcomes as they seek to ethically and competently address the dynamic counseling needs of adult adoptees through the AL framework.

Developing an Instrument to Assess Chemical Literacy for Prospective Chemistry Teachers

The lack of instruments designed to assess chemical literacy among prospective chemistry teachers highlights the need for robust tools to support science education. This study develops and validates an instrument to measure chemical literacy, addressing this gap and contributing to improved pedagogical practices. In this study, a chemical literacy instrument for general chemistry was developed, drawing on existing frameworks of chemical literacy. This research employs a development-based approach (RD), encompassing literature review, instrument development, and quality testing. The quality of the instrument was evaluated based on its reliability and validity. The validity was evaluated by expert panel review, difficulty index, discrimination index, and pearson correlation value. In this study, a multiple-choice chemical literacy test instrument was successfully developed using the PISA 2025 scientific literacy framework, resulting in 23 valid items. The PISA framework was chosen for its perceived dynamism compared to other frameworks. The reliability of the developed instrument reached 0.818, indicating that the questions are highly reliable. Future improvements to the instrument are necessary, with a focus on ensuring that all items fully meet the established validity criteria

Developing Language Assessment Literacy of Pre-Service English Teachers: Frameworks and Cultivation Strategies

Assessment is a crucial aspect of the teaching process for teachers. Teachers’ assessment literacy is closely related to students’ learning outcomes. The language assessment literacy of foreign language teachers is a significant component of both teachers’ professional development and students’ learning, and it has become a research hotspot in the field of domestic language testing. Based on clarifying the theoretical framework of language assessment literacy, this paper proposes the main cultivation paths for pre-service English teachers’ language assessment literacy, aiming to provide inspiration and references for the cultivation, reform, and development of teachers in basic foreign language education.

Artificial Intelligence in Library Studies

Artificial intelligence has emerged as a promising technology in the post-pandemic era, significantly impacting the library ecosystem and the direction of library and information science studies. This study aims to map AI-related research in libraries to identify opportunities and discuss future directions. Using textual analysis of data from Scopus, the study analyzed article titles with the burst detection algorithm and abstracts with scattertext and lemmatization. Six burst words were detected out of twelve frequently appearing in titles. Scattertext results showed a comparison between the service side (red) and the development side (blue) in libraries. Research increasingly focuses on AI utilization for library services and natural language processing (NLP) to enhance services. On the development side, AI involves product creation and encompasses AI literacy frameworks, policies, and their impact on libraries. AI affects studies in libraries by changing application methods, such as machine learning and NLP. Future research will become more diverse, considering the unique characteristics of each library.

Enhancing Information Literacy through Generative AI in the Library Classroom

This article explores the integration of a generative AI chatbot into undergraduate education to enhance information literacy. By leveraging the ACRL Framework for Information Literacy, specifically the 'Scholarship as Conversation', 'Research as Inquiry', and 'Searching as Strategic Exploration' frames, the authors argue that AI tools can improve students' research skills while emphasizing the importance of critical reading and resource verification. Using scaffolding with AI supports students transitioning from their current skill levels to achieving specific learning objectives. The paper reviews the impact of generative AI on higher education and proposes two adaptable assignments for classroom use. The article concludes that effective use of AI in educational settings can enhance learning outcomes and prepare students for the complexities of modern research practices while promoting ethical information usage.

Content Analysis of Chemistry Curriculum Standards for Chinese High Schools Based on the Technology and Engineering Literacy Framework

Content Analysis of Chemistry Curriculum Standards for Chinese High Schools Based on the Technology and Engineering Literacy Framework

Students as AI literate designers: a pedagogical framework for learning and teaching AI literacy in elementary education

Although introducing AI education into K-12 schools has attracted significant interest from educators and researchers, research into effective strategies for enhancing elementary students’ AI literacy remains in its infancy. Grounded in design-based learning, we propose a pedagogical framework, “Students as AI literate designers” (SAILD), to facilitate young learners’ acquisition of AI literacy by designing solutions for real-world problem-solving. This paper reports on our mixed-methods study evaluating the effectiveness of SAILD in Grade-5 students’ AI literacy learning and teaching in Hong Kong, regarding AI knowledge, skills, ethics, and attitudes. The quantitative findings show significant differences in students’ AI knowledge, ethics, and attitudes between pre- and post-test scores; the qualitative findings reveal students’ problem-solving processes using AI skills. While the present work provides empirical evidence supporting the adoption of SAILD in elementary AI education, it underlines the challenges of SAILD and suggests areas for further research.

CHEATGPT? THE REALITIES OF AUTOMATED AUTHORSHIP IN THE UK PR AND COMMUNICATIONS INDUSTRIES

Drawing on interview and survey data from content writers in the UK communications industries, this paper critically and empirically explores content writers' engagements with generative text AI in relation to creative authorship and expertise. The project will utilize a critical framework of algorithmic literacy to consider avenues for empowering so-far overlooked stakeholders of AI tool use in this creative industry sector. The paper presents findings from a survey of 1,074 PR and communications content writers and their managers/ employers and from 21 follow-up interviews with the same stakeholders. It will explore the realities of automated authorship and the opportunities and limitations that algorithmic literacy might bring in enhancing smaller stakeholder algorithmic empowerment and expertise. Findings suggest that a) generative text AI is increasingly being used by content writers in ways that challenge speculative forecasts of generative text use and that b) these tools are useful for saving time, idea generation and synthesising existing text, but cannot (yet) be used to replicate or generate authorially convincing tone of voice or brand identity. Such findings suggest that critical algorithmic literacy could be used to create dialogues in workplaces that foreground the problems related to automated authorship - especially in terms of promoting human expertise, challenging algorithmic power and reforming the boundaries of creative subjectivity.

MISINFORMATION, CONSPIRACY, AND POLITICIZATION IN DIGITALLY MEDIATED SCIENCE

The internet has transformed the dissemination and reception of scientific information, creating unique opportunities and challenges for public science. This panel explores the impact of digitally mediated communication on public perceptions of science, focusing on the proliferation of misinformation, conspiracy theories, and science politicization in online spaces. Drawing from diverse disciplinary perspectives, including communication, information science, and history, our panelists describe how various aspects of the digital influence public (mis)understandings of science. First, they discuss the epistemological nuances of preprint servers, retracted articles, and clickbait journalism, highlighting the need for a framework of scientific and digital literacy. They then explore how intermediaries like Wikipedia and social media facilitate scientific controversies, from Y2K to 5G, that circulate within scientific publics and counterpublics. Finally, they consider the challenges of using retractions to correct flawed science in an environment characterized by politicized scientific distrust. By elucidating these digital dynamics, the panel aims to inform the larger discussion of the public relevance of reliable scientific information in the face of politicized attacks on science.

Conceptualizing Digital Literacy for the AI Era: A Framework for Preparing Students in an AI-Driven World

Introduction: As artificial intelligence (AI) has become increasingly integrated into daily life, traditional digital literacy frameworks must be revised to address the modern challenges. This study aimed to develop a comprehensive framework that redefines digital literacy in the AI era by focusing on the essential competencies and pedagogical approaches needed in AI-driven education. Methods: This study employed a constructivist and connectivist theoretical approach combined with Jabareen's methodology for a conceptual framework analysis. A systematic literature review from 2010-2024 was conducted across education, computer science, psychology, and ethics domains, using major databases including ERIC, IEEE Xplore, and Google Scholar. The analysis incorporated a modified Delphi technique to validate the framework’s components. Results: The developed framework comprises four key components: technical understanding of AI systems, practical implementation skills, critical evaluation abilities, and ethical considerations. These components are integrated with traditional digital literacy standards through a meta-learning layer that emphasises adaptability and continuous learning. This framework provides specific guidance for curriculum design, pedagogical approaches, assessment strategies, and teacher development. Conclusions: This framework offers a structured approach for reconceptualising digital literacy in the AI era, providing educational institutions with practical guidelines for implementation. Integrating technical and humanistic aspects creates a comprehensive foundation for preparing students for an AI-driven world, while identifying areas for future empirical validation.

TRANSFORMING ECONOMIES: NAVIGATING GLOBAL CHALLENGES IN THE DIGITAL ERA

The rapid digital transformation has significantly reshaped the global economy, introducing both opportunities and challenges. This study aims to analyze the impact of digital transformation on economic development, particularly in addressing contemporary global issues such as climate change, economic inequality, and post-pandemic recovery. Utilizing a qualitative approach, this research relies on secondary data analysis from scientific articles, global reports, and case studies of both developed and developing countries. The findings reveal that countries with high levels of technology adoption experience faster economic growth but face persistent digital divides. Digitalization is also identified as a catalyst for sustainable development, offering innovative solutions in sectors such as education, health, and e-commerce. However, addressing infrastructure gaps, digital literacy, and policy frameworks remains crucial. This study highlights the importance of inclusive and collaborative strategies to ensure that digital transformation supports resilience and sustainability in the global economy.

A Competency Framework for AI Literacy: Variations by Different Learner Groups and an Implied Learning Pathway

This study aims to develop a comprehensive competency framework for artificial intelligence (AI) literacy, delineating essential competencies and sub‐competencies. This framework and its potential variations, tailored to different learner groups (by educational level and discipline), can serve as a crucial reference for designing and implementing AI curricula. However, the research on AI literacy by target learners is still in its infancy, and the findings of several existing studies provide inconsistent guidelines for educational practices. Following the 2020 PRISMA guidelines, we searched the Web of Science, Scopus, and ScienceDirect databases to identify relevant studies published between January 2012 and October 2024. The quality of the included studies was evaluated using QualSyst. A total of 29 studies were identified, and their research findings were synthesized. Results show that at the K‐12 level, the required competencies include basic AI knowledge, device usage, and AI ethics. For higher education, the focus shifts to understanding data and algorithms, problem‐solving, and career‐related competencies. For general workforce, emphasis is placed on the interpretation and utilization of data and AI tools for specific careers, along with error detection and AI‐based decision‐making. This study connects the progression of specific learning objectives, which should be intensively addressed at each stage, to propose an AI literacy education pathway. We discuss the findings, potentials, and limitations of the derived competency framework for AI literacy, including its theoretical and practical implications and future research suggestions. Practitioner notesWhat is already known about this topic AI literacy is becoming increasingly important as AI technologies are integrated into various aspects of life and work. Research on AI literacy competencies across diverse learner groups and disciplines remains fragmented and inconsistent to guide educational practices. Studies providing a coherent pathway for AI literacy development throughout educational and working life are lacking. What this paper adds A comprehensive AI literacy competency framework consisting of 8 competencies and 18 sub‐competencies. Variations in AI literacy competencies with tailored configuration and prioritization across different learner groups by school levels and disciplines. A proposed pathway for developing AI literacy from K‐12 to higher education and workforce levels. Implications for practice and policy The framework can guide the design and implementation of AI curricula tailored to different learner characteristics and needs. Education should shift focus from teaching how to use AI to fostering competencies for critical, strategic, responsible and ethical integration of AI. Policies are needed to support a systematic pathway for lifelong AI literacy development from K‐12 education to workforce training.

Research on Digital Literacy Framework for Foreign Language Teachers

The integration of digital technology resources into teaching has become an inevitable trend. Under the circumstances, it is increasingly important for foreign language teachers to develop digital literacy. This paper summarizes the connotations and dimensions of teacher digital literacy, then builds a framework of foreign language teacher digital literacy for pedagogical design. The paper aims to provide reference for the professional development of foreign language teachers by helping them better integrate digital technology resources.

MODEL CONSTRUCTION AND CULTIVATION PATH OF DIGITAL LITERACY OF CHINESE NEWSPAPER EDITORS

In the context of digital development, improving the digital literacy of all people has become the foundation for the development of China's digital economy. The objective of this study is to develop a digital literacy model for Chinese newspaper editors and propose practical paths to improve digital literacy, thereby providing opportunities for them to enhance professional capabilities and promote the integrated development of the publishing industry in the digital age. This study is a concept paper which adopted a descriptive qualitative research method to analyze the necessity and urgency of improving the digital literacy of Chinese newspaper editors, summarized the global definition and framework of digital literacy, and constructed a digital literacy model for Chinese newspaper editors. It includes four dimensions: digital awareness, digital competence, digital practice, and digital development, presenting a progressive relationship. Based on this model, strategies for cultivating and improving the digital literacy of Chinese newspaper editors were proposed, including: cultivating digital awareness, improving digital competence, strengthening digital practice, and achieving digital development.

Academic literacies in course proposals to EMI teacher education

English as a Medium of Instruction (EMI) is a phenomenon of rapid expansion in Brazil and around the world (Dearden, 2015; Martinez, 2016) and has raised interest in a relevant share of professors at Universidade Federal de Santa Maria (Hendges; Rodrigues; Pretto, 2020). EMI has been pointed out as an alternative for Internationalization at Home (Beelen; Jones, 2015) and for the promotion of more accessible intercultural, international opportunities as it can also foster access to additional language learning in tertiary education (Baumvol; Sarmento, 2019). The particularities of a Brazilian public university call for a situated and critical-oriented practice, which is entailed in the Academic Literacies framework – ACLITS (Lillis, 1997; Lea; Street, 1998). In this work, we examine three syllabi of EMI courses designed for university faculty from the ACLITS perspective. Employing the approach of rich features analysis (Barton, 2004), we identified contents related to pedagogic and linguistic literacies and classified them according to approximations with the three models of literacy: Study Skills, Academic Socialization, and Academic Literacies. The emphasis on Academic Socialization in the syllabi suggests there is space for the development of local EMI teacher education initiatives that expand discussions about genre awareness, equity, translanguaging, interculturalism, and plurilingualism. These findings bring important insight for laboratories and departments that work with language (pre-service) educators and language support actions.

Water as a Key Focus Point for Developing Education for Sustainable Development: Content Analysis Based on Curriculum Standards

Water, as the source of life, is a key element of environmental education. Geography education is strongly linked to the three pillars of sustainable development (SD). Firstly, this paper used the water-related standards of China’s national geography curriculum (GCSs) as the object of textual analysis. Two coders categorized the water-related GCSs, coding them with two distinct dimensions: geography core competencies and the SD literacy framework. Then, the coding results were analyzed by word frequency analysis to compare them with U.S. high school GCSs. Finally, the distribution of core competencies and the degree of SD literacy in China’s water-related GCSs were summarized and described. Finally, this study showed that China’s sustainable water education content is rich in content, yet fragmented. China’s water-related GCSs focus on the three dimensions of ESD, with an emphasis on the environmental dimension. GCSs in both countries emphasize human–Earth relations effectively.

DEVELOPING LANGUAGE ASSESSMENT LITERACY OF FILIPINO PRE-SERVICE TEACHERS: REFLECTIONS FROM A LANGUAGE ASSESSMENT COURSE

Many educational and language scholars in the field have remarked the need to strengthen assessment and testing academic courses in the undergraduate teacher education programs, more specifically in highlighting the importance of language assessment literacy (LAL). With several findings indicating insufficient or impractical assessment components in many of these programs, academics and teachers alike agreed with the significance of developing pre-service teachers’ LAL to reinforce their theoretical knowledge and practical skills of assessment which would enable them to effectively construct and administer language assessments. In order to contribute to the discussions on LAL, this qualitative case study reports on the reflections made by the pre-service teachers (PSTs) of English language education (n=13) on their learning process during a university-based academic course on language test development in the Philippine setting. Guided by an assessment literacy framework, this study aims to explore PSTs’ LAL development and the contribution of the assessment course to this development. Findings revealed that the course produced extensive modifications in understanding the definition and principles of assessment, the various strategies and tools of assessment, and purposes and construction of language assessments. Additionally, the current research offers discussions into the influence of language assessment training on PSTs’ LAL development.

The impacts of artificial intelligence literacy, green absorptive capacity, and green information system on green innovation

AbstractIn the contemporary digital landscape, the focus of manufacturing companies on green innovation has garnered attention in the business and academic realms. Nonetheless, the existing research system for manufacturers lacks a systematic study on how artificial intelligence literacy may bolster green innovation efforts. This study endeavors to construct a theoretical framework for artificial intelligence literacy, green information system, green absorptive capacity, and green innovation with respect to the dynamic capability theory and conducting empirical analysis utilizing survey data obtained from 288 ISO14001 manufacturing firms in Malaysia. The findings revealed that artificial intelligence literacy is a significant determinator of green absorptive capacity, the positive outcome of green absorptive capacity is green innovation, and the positive link between artificial intelligence literacy and green absorptive capacity is moderated by green information system. However, artificial intelligence literacy didn't exhibit a direct relationship with green innovation, even when considering green absorptive capacity as a mediator. These results not only offer compelling insights into the link between artificial intelligence literacy and green innovation, but also hold significant implications for academic research and policymaking concerning sustainable development and cleaner manufacturing production.

Three shots are better than one

In an attempt to expand Information Literacy (IL) instruction beyond the one-shot, the Thompson Rivers University (TRU) Library established the English Library Instruction Pilot (ELIP) in 2023-2024. Students involved in the project participated in a series of three tutorials. The outcomes of the tutorials were aligned to both their Introduction to Academic Writing (English 1100) class and the ACRL Framework for Information Literacy. In experimenting with the new model, we asked the following questions: Did the ELIP programme help students succeed in their associated English 1100 courses? Does more integrated instruction aid in relationship-building between the library and the TRU community? How can we improve our instruction practices to better meet student needs? This paper discusses the formation of the programme, the results from our evaluation of it, and reflects on future directions and improvements. Through an examination of student assignments, a faculty feedback survey, and reflective journaling of librarian instructors, we conclude that the programme helped students complete the outcomes of their associated English 1100 class. It also contributed to relationship-building between the library and the university community and helped significantly improve existing teaching practices and materials in the library. The ELIP programme is unique in its departure from both the one-shot and credit course IL models, and we hope that our reflections will encourage other librarians to reflect and experiment with their instructional spaces.