Model Of Literacy Research Articles

Продуктивное действие в онлайн-обучении дата- и медиаграмотности

<p>The article examines the adolescents' potential for productive action at various stages of the data research cycle. The hypothesis was that the technically intricate phases of data research cycle, which require mathematical and computational skills can be performed by students at a reproductive level following the patterns, whereas the stages requiring data understanding and research design, can be executed creatively and productively. The hypothesis was tested during the online bootcamp aiming to enhance media and data literacy among 8-11 grade students. 53 students aged 14 to 18 from 26 Russian cities took part in the research. Throughout the course students examined textual socio-humanitarian data in geographically distributed teams. Their learning outcomes were compared to those obtained earlier from similar bootcamps on technical and engineering data. Contrary to widespread belief, the main challenge the school students face while learning the basics of data science and machine learning is not the complexities of programming or Math statistics. When dealing with the socio-humanitarian object of research, students successfully coped with computational tasks, but they encountered challenges producing the research design and interpreting results. The study shows that the development of the students' competencies in the basics of scientific research methodology should be considered as a necessary and critical component of educational programs that involve data inquiry. The findings of this study were used for the development of a competency model of data literacy.</p>

Measuring General Health Literacy in Chinese adults: validation of the HLS19-Q12 instrument.

Health literacy measurement lays a solid foundation to identify associations with health outcomes and monitor population health literacy levels over time. In mainland China, most existing health literacy instruments are either knowledge-based or practice-based, making health literacy results incomparable between China and other countries. This study aimed to examine the reliability and validity of the 12-item Health Literacy Population Survey (HLS19-Q12) in a general population of Chinese adults. A cross-sectional study was conducted to recruit primary carers of students from 11 schools in Zhengzhou, Henan Province, using convenience cluster sampling. Participants completed an online self-administered survey that collected information on key sociodemographics, health literacy (HLS19-Q12 and a comparison tool: Health Literacy Questionnaire (HLQ)), and health-related outcomes. Using the COnsensus-based Standards for the selection of health status Measurement Instruments (COSMIN) checklist as a guideline, we tested internal consistency, test-retest reliability, content validity, structural validity, concurrent predictive validity, and convergent validity of the HLS19-Q12. Overall, 14,184 participants completed the full survey. The HLS19-Q12 showed excellent internal consistency (Cronbach's α = 0.93), moderate test-retest reliability (intra-class correlation coefficient = 0.54), satisfactory content validity (based on the 12-matrix health literacy model), and strong structural validity (comparative fit index = 0.94, Tucker and Lewis's index of fit = 0.93, root mean square error of approximation = 0.095). Concurrent predictive validity results showed health literacy was associated with both health determinants and health-related outcomes. The HLS19-Q12 had weak to strong correlations (coefficients = 0.24 to 0.42) with the nine scales of the HLQ. Respondents had an average score of 81.6 (± 23.0) when using the HLS19-Q12, with 35.0% and 7.5% having problematic and inadequate levels of health literacy, respectively. The HLS19-Q12 is a reliable and valid instrument to measure health literacy in our sample. Further validation is needed with a more nationally representative sample of Chinese adults. The HLS19-Q12 could be used as a comprehensive, skills-based, and easy-to-administer health literacy assessment tool integrated into population surveys and intervention evaluations.

Kompetenzen gegen Fake News

This article is guided by the question of what digital competencies are needed to deal with disinformation strategies in social media and how these competencies can be embedded in the discourse on (media) pedagogy. It considers this question from the perspective of the digital condition and addresses the current competency debate by proposing a synergetic linkage of critical media competencies and data competencies. On this basis, it explores the relationship between learning opportunities, digital infrastructures, and the resilience of our democracies. The article concludes by discussing our “Synergistic Literacy Model Against Disinformation” in terms of its advantages and relevance for future literacy concepts, solutions to broader societal problems, and the resilience of democracies.

Digital Literacy and Islamic Sharia Values as A New Perspective of Preventing OGBV

This research aims to explore the digital literacy position of students using social media in Aceh and see its relation to the issue of OGBV as victims and bystanders. This research also investigates the relationship between digital literacy, OGBV, and the role of Sharia Law in Aceh, which may provide a new perspective for preventing OGBV in Indonesia, considering the paucity of previous studies correlating those three aspects. This research utilized the concept of Digital Literacy created by Paul Gilster and used the Four-Component Digital Literacy Model developed by Alexander V. Sharikov. This research was conducted using a qualitative approach. Researchers conducted in-depth interviews with nine students and analyzed them using Thematic Analysis. The results revealed that most participants do not have a knowledge base about OGBV, which has implications for their digital literacy capital, especially in identifying various OGBV variants and how to protect personal data on social media. In addition, Islamic law influences participants' digital literacy in dealing with OGBV. However, participants' knowledge of Sharia law values regarding safe and responsible digital interaction patterns has yet to develop comprehensively.

Children's books for research-based outreach and science communication pedagogy

Abstract. Academics are encouraged to integrate scientific research with the public, but methods of doing so are often transient and insubstantial. Students and future scientists also require training and exposure to the importance of public outreach and science communication within STEM fields. Here, I describe two projects that provide a template for using children's books as an efficient and impactful means of science communication. The first part describes an international research project that culminates in the writing, illustration, and distribution of a children's book. Farzana’s Journey is a children's book based on multidisciplinary research on the pairing of the physical and human systems in coastal Bangladesh. Written, illustrated, and freely distributed in the Bengali language, the book is a place-based tool to teach rural Bangladesh communities about the natural world and our scientific findings. Through the development and distribution of the book, we encouraged collaboration and public outreach with scientists, artists, and students concerned with enhancing educational and social opportunities in rural communities. We also ensure a physical tie to the community after the project's culmination. The book sparks children’s curiosity in the local environment while also demonstrating a means for sustainable educational outreach with impoverished, remote communities. The second part of the paper provides an overview of how this type of science communication can be taught to early-career scientists. Students in an intensive learning undergraduate course produce children's books about a scientific concept or process. I describe the curricular context and layout of the course, the assessment of deliverables, and the impacts of the science storytelling process as a model for teaching communication literacy. Together, these efforts demonstrate the potential impact of children's books on science communication efforts among students, early-career scientists, and local communities.

ChatGPT and the digitisation of writing

The aim of this study is to uncover how students’ practices of writing in higher education are being impacted by ChatGPT. The use of ChatGPT and other generative AI needs to be set in the context of a longer-term process of the digitisation of writing, where many tools are being employed by students to support writing because it is a complex iterative process. Generative AI appears to have had a large impact on how students write, and we propose a model of generative AI literacy to assess their capabilities in doing so. Semi-structured interviews and observation data were collected at a British University with 23 students from diverse backgrounds, including the UK, USA, China, Japan, and Saudi Arabia. The data was analysed thematically. It was found that students used ChatGPT alongside many other tools, and in rather individualistic ways often to address specific challenges they felt they had with writing. Their main concerns were around plagiarism, information inaccuracy and technology dependence. There was a relatively weak understanding or interest in the ethical issues around the exploitative and environmental impacts of generative AI. The social controversy around ChatGPT can be seen as a useful opportunity to engage students in a discussion about the digitisation of writing and promote AI literacy in this context.

KESAHAN DAN KEBOLEHPERCAYAAN INSTRUMEN PERKEMBANGAN LITERASI BAHASA MURID PEMULIHAN KHAS BERISIKO DISLEKSIA

This study discusses the validity and reliability of the instrument for the purpose of evaluating the constructed research questionnaire. All items were developed from various theories and models of language literacy, as well as domestic and international literature studies. There are four constructs in measuring the language literacy development of special remedial pupils at risk of dyslexia in primary school, namely letters, syllables and words, simple sentences and text. The pilot study that has been carried out involves 34 remedial teachers as respondents. A total of five panelists were involved as content validity experts. In addition, to determine whether the item should be retained or dropped, a quantitative measurement method, the Content Validity Ratio (CVR), is used. As a result, 19 out of 52 items were dropped while another 33 items were retained. Next, the reliability of the instrument was assessed through Cronbach's alpha internal consistency method by obtaining at least 0.84 and above for each instrument construct. In conclusion, the results of the study show that all the constructs and items that were built meet the instrument's measurement requirements and can be used as a tool in measuring the language literacy development of special remedial students at risk of dyslexia in primary schools.

Digital Health Literacy and Telemedicine in the Information Age: A Comprehensive Review and Future Prospects

In the digital era, advances in information technology have penetrated various aspects of life, including the health sector. This article reviews the importance of health literacy and digital literacy in facing the challenges of health information that is easily produced and disseminated in the digital world. Telemedicine or e-health is in the main spotlight in facilitating access to health services, while this research introduces a health literacy model with three level including functional, interactive, and critical. Digital literacy is described as a key skill in understanding, evaluating, and wisely utilizing online health information. The article also discusses the role played by the government and society in overcoming the spread of hoaxes and increasing digital literacy. Thus, by increasing health literacy and digital literacy, it is hoped that people can access correct health information and avoid misinformation, which will ultimately contribute to improving quality of life and welfare. In an increasingly digitally connected world, the ability to critically sort information and use technology wisely is key to maintaining the health and well-being of society. Therefore, joint efforts between the government, health institutions and the community in increasing health literacy and digital literacy are very important to face this ever-growing digital era. In the digital era, advances in information technology have penetrated various aspects of life, including the health sector. This article reviews the importance of health literacy and digital literacy in facing the challenges of health information that is easily produced and disseminated in the digital world. Telemedicine or e-health is in the main spotlight in facilitating access to health services, while this research introduces a health literacy model with three level including functional, interactive, and critical. Digital literacy is described as a key skill in understanding, evaluating, and wisely utilizing online health information. The article also discusses the role played by the government and society in overcoming the spread of hoaxes and increasing digital literacy. Thus, by increasing health literacy and digital literacy, it is hoped that people can access correct health information and avoid misinformation, which will ultimately contribute to improving quality of life and welfare. In an increasingly digitally connected world, the ability to critically sort information and use technology wisely is key to maintaining the health and well-being of society. Therefore, joint efforts between the government, health institutions and the community in increasing health literacy and digital literacy are very important to face this ever-growing digital era.

Abstract P164: Patient-Reported Awareness and Understanding of the Diagnosis of Heart Failure With Preserved Ejection Fraction

Background: Heart failure with preserved ejection fraction (HFpEF) accounts for half of all HF cases, is difficult to diagnose and manage, and represents the fastest growing subtype of HF in the US. Lack of awareness about the HFpEF diagnosis among patients contributes to delays in seeking care, reduced participation in self-management, and worse health outcomes. Methods: This study explored HFpEF-related knowledge among patients using semi-structured interviews guided by the “Integrated Health Literacy Model”. Patients were asked to describe 1) their heart condition, as they understand it; 2) where they currently learn about their heart condition; 3) what they want to learn more about; and 4) who can help them learn more. Results: In this study, 10 patients with HFpEF were recruited from a local health care system ( Table ). All patients were unaware of having HFpEF; 8 out of 10 thought they had "congestive HF." Patients learned about their condition from cardiologists, primary care physicians and clinic staff. All reported using the Internet to seek information, though in some cases information was confusing or contradictory to what they were told before. Patients noted that they had symptoms for a long time before learning the symptoms were HF-related. Patients wish to know more about the prognosis, factors that can help or make their condition worse, signs and symptoms to monitor, use of wearable devices to monitor, how to live longer and non-pharmacological treatment options. Most patients wanted to learn more about their condition from cardiologists, however, some faced challenges in their current cardiology care, citing lack of time during the clinic visit, difficulty with medical terminology and inability to ask follow-up questions. Patients emphasized a need for more emotional support at the time of diagnosis and help addressing mental health. Conclusion: Patients were not aware they had HFpEF, expressed multiple needs for education and support, and identified cardiologists as the most credible source of education.

The effect of health literacy on early postoperative recovery of patients undergoing outpatient surgery.

The measurement of the health literacy level of patients undergoing outpatient surgery has become a major challenge in perioperative nursing of outpatient surgery. To analyze the effect of health literacy on early postoperative recovery of patients undergoing outpatient surgery by developing a health literacy assessment tool for this population. A scale for the assessment of health literacy was established based on Nutbeam's health literacy model. From April to September 2021, 264 patients were selected in the daytime operating rooms of six Class A tertiary hospitals in Kunming, Yunnan Province to investigate health literacy and early postoperative rehabilitation quality, and the influencing factors of the two variables were analyzed. An assessment scale of health literacy of patients undergoing outpatient surgery was developed, including 3 dimensions and 24 items. The Cronbach's α coefficient of the total scale was 0.944, the split-half reliability was 0.902, and the content validity was 0.920. Exploratory factor analysis showed that the cumulative variance contribution rate was 66.37%, and the scale had good structural validity. Multiple linear regression analysis showed that age, functional health literacy, interactive health literacy, and critical health literacy could explain 60.4% of the variation (adjusted R2= 0.583) of postoperative recovery quality of patients undergoing outpatient surgery. Health literacy of patients undergoing outpatient surgery is an important factor that affects the quality of early postoperative recovery. The health literacy assessment scale can assist medical staff in implementing personalized perioperative nursing and health education.

Enhancing Reading and Writing Skills through Systematically Integrated Instruction

AbstractReading and writing are often taught separately. This article explores the crucial relations between these skills, emphasizing the importance of understanding the "what" and "why" to effectively plan the "how" of integrated reading–writing instruction. The Interactive Dynamic Literacy Model (Kim, Reading‐writing connections: Towards integrative literacy science. Springer; Journal of Learning Disabilities, 2022, 55, 447), supported by empirical evidence, illustrates how reading and writing skills are interwoven, forming hierarchical, interactive, and dynamic relations, and advocates for integrated teaching to enhance the development of both skills. Understanding these relations is essential for educators to design comprehensive and effective literacy instruction that supports the development of both foundational and higher‐order reading and writing skills. We propose three principles for effective integrated reading‐writing instruction: (a) leveraging assessment data in reading and writing to inform effective integrated instruction; (b) ensuring the development of lower‐order skills while also supporting the development of higher‐order skills; and (c) making reading‐writing connections visible. Illustrative examples are provided.

Piloting a T-Shaped Approach to Develop Primary Students’ Close Reading and Writing of Literary Texts

The study was a pilot intervention to develop Year 5–8 students’ close reading and writing of literary texts using the T-Shape Literacy Model (Wilson and Jesson in Set Res Inf Teach 1:15–22, 2019). Students analysed text sets to explore how different authors use language to engender mood and atmosphere. The study used a single-subject design logic for repeated researcher-designed and a quasi-experimental, matched control group design for repeated standardised measures of reading and writing. Nine teachers and their classes participated. The schools were part of a large school improvement programme using digital tools and pedagogy to accelerate students’ learning participated that the authors were research-practice partners in. The schools all served low socio-economic status communities and the majority of students were Māori (51%) and Pacific (28%). There was a large effect size on the overall score for the researcher-designed measure (effect size = 1.00) and for the close reading of single texts sub-score (effect size = 0.90). There was a moderate-to-high effect for students’ identification of language features (effect size = 0.75) but no significant effect on their synthesis scores. Students in the intervention significantly outperformed matched control group students in the standardised writing post-test (effect size = 0.65) but differences for the standardized reading comprehension test were not significant (effect size = 0.15). Results overall suggest the approach has promise for improving the metalinguistic knowledge, literary analysis and creative writing of younger and historically underserved groups of students.

Predictors of quality of life in primary caregivers of patients with heart failure: A model of health literacy and caregiving burden

Heart Failure (HF) is a chronic disease that impairs patients' ability to care for themselves. The accumulation of caregiving activities by caregivers to patients creates stress. This study intends to investigate the mediating role of caregiving burden in the relationship between health literacy and quality of life of caregivers. This study is a cross-sectional research conducted through a questionnaire survey. A convenience sampling method was employed to select 410 primary caregivers for the study. The overall mean score for quality of life for caregivers of patients with HF was (49.30±9.64). The results showed that the caregiving burden mediated the relationship between health literacy and quality of life, with the mediating effect accounting for 39.04 % (P < 0.05) of the total effect. Caregiving burden is a mediating variable in the relationship between health literacy and quality of life. Therefore, we offer some recommendations for healthcare professionals: ①We suggest that healthcare professionals provide relevant education and training to caregivers, as this can enhance their knowledge and skills in effectively managing the health condition of patients;②Healthcare professionals can also proactively assess the caregiver's burden level and design personalized support plans based on the assessment results.

COVID-19 related health literacy and preventive behaviours of the older person in Perak state, Malaysia: A qualitative study

IntroductionHealth literacy is crucial in controlling the spread of SARS-CoV2 and preventing infection, as well as preparing healthcare systems for situations that require immediate response. The aim of this study was to evaluate older people's health literacy towards disease prevention, as well as the motivators and barriers they experienced when adopting preventative measures. MethodsWe conducted in-depth interviews with 16 participants aged 65 and beyond. Purposive sampling was used to recruit participants, accounting for variability in gender, age and educational level. The transcripts were analysed using thematic analysis methods. The interview guide was developed using Sørensen's conceptual model of health literacy. ResultsFive main themes and 16 sub-themes were identified in this study. Knowledge and perception on preventive measures (with two sub-themes), sources of Covid-19 information (with two sub-themes), appraise the health information (with two sub-themes), perceived practice (with five sub-themes), barriers and motivators (with five sub-themes) were the major themes. This study discovered aspects of SEM may influence preventive measure adoption and the impact of different levels of SEM on seniors' decision-making for preventive measure adoption. ConclusionThis study examined older adults' experiences with CoviD-19-related health literacy (access, comprehend, assess, and apply), as well as their preventative behaviours, barriers, and motivators. Future disease outbreak mitigation measures should consider the SEM approach in order to improve health communication and promote healthy behaviour.

Perceived Participation to Kindergartens, Teachers, and Parents of Physical Education in Xi’an, Shaanxi Province, China

Background and Aim: This study addresses the scarcity of empirical evidence on children's participation in Physical Education (PE) and the perspectives of teachers and parents within the Chinese context. The study aims to determine the level of student engagement in PE and identify factors influencing their participation. It also seeks insights into how teachers and parents view PE's importance in children's well-being. Materials and Methods: Conducted in Xi'an, Shaanxi Province, China, the study involved 201 kindergartens, 200 parents, and 65 teachers. Analytical methods included tables, frequencies, percentages, mean proportion analysis, standard deviation proportion analysis, confidence interval analysis, one-sample z-score test for proportion, two-sample z-score test for proportion, and correlation analysis. The research also led to the development of a guide for creating a kindergarten's physical literacy model. Results: Kindergartens exhibit a moderate perception of PE, with males generally having a higher perception than females. Teachers view PE positively, considering it moderately beneficial for physical and mental development. However, barriers to teaching PE include limited event space, security concerns, venue and equipment issues, weather-related inconveniences, and parents' lack of sports proficiency. Parents have a favorable view of PE, acknowledging its positive impact. Barriers for parents include safety concerns, extracurricular workloads, limited interest in after-school sports, venue limitations, and academic pressures. Kindergartens express enthusiasm for sports like basketball and football, but challenges may reduce physical activity and lead to frustration. Conclusion: The perception of physical education in kindergartens varies among different stakeholders, with gender differences and positive attitudes from teachers and parents. However, numerous barriers, including space limitations and safety concerns, need to be addressed to ensure a more effective and enjoyable PE experience for children in this educational setting.

When belief becomes research: conspiracist communities on the social web

IntroductionThis article explores two QAnon subgroups that were not active during the initial phase of the movement but now epitomize how QAnon has capitalized on social media to reach more people. We examine these smaller communities through the lens of information literacy and other literacies to identify opportunities for librarians and educators.ResultsThe communities of conspiracy theorists explored here exhibit information behaviors distinct from the initial QAnon community, presenting opportunities for information professionals to employ new models of information literacy, metaliteracy, and other literacies to combat conspiracy ideation. Notable themes evidenced in both samples include an increasing religiosity affiliated with QAnon, affective states that promote conspiracy ideation, faulty hermeneutics and epistemologies, and specific literacy gaps.Methods and discussionWe must update our understanding of QAnon and its adherents' shifting priorities and behaviors. Through investigating these smaller subgroups, researchers and educators can address the evolution of the QAnon movement by teaching to literacy gaps and logical fallacies, and acknowledging the troubling emotions that undergird broader belief systems.

The student voice on integrative teaching and learning of academic literacy at a South African university of technology

Academic literacy skills are universally considered as a valuable and integral part of academic development in higher education, yet they often remain peripheral to or are completely absent from many qualifications. At the presently selected institution, there is little consensus on the most effective model to design for and implement as far as academic literacy is concerned, and whether this should be embedded within core curricula, or as a stand-alone, credit-bearing subject. Conspicuously absent in conversations on this matter however, is the student voice, which is what the present study seeks to draw on. An analysis of students’ reflections on an integrated model of learning and teaching of academic literacy was evaluated, where the skills are taught within the context of an academic discipline. The academic literacy component was embedded within a single course taught in a Biotechnology qualification. Upon completion of the learning activities, ten students were interviewed, and a questionnaire was administered to a further fifteen students, to gauge feedback on the usefulness of the integrated model of academic literacy. We report that the pedagogy improved and enriched the overall learning experience. Students reflected that the approach enabled better access to Biotechnology content and made the discourse of the discipline more explicit, as they unlocked academic literacy skills, compared to if an academic literacy course was taken alone. More broadly, the study highlights the need to draw on student reflection and experiences in the design and implementation of pedagogies and the value of remaining responsive to student voices.

A novel framework for artificial intelligence explainability via the Technology Acceptance Model and Rapid Estimate of Adult Literacy in Medicine using machine learning

The significant proliferation of AI-empowered systems and machine learning (ML) across various examined domains underscores the vital necessity for comprehensive and customised explainability frameworks to lead to usable and trustworthy systems. Especially in the medical domain, where validation of methodologies and outcomes is as important as the adoption rate of such systems, the requirements of the depth and the level of abstraction of the explainability are particularly important and necessitate a systemic approach to ensure a proper definition. Explainability and interpretability are important usability and trustworthiness properties of AI-empowered systems and, as such, constitute important factors for technology acceptance. In this paper, we propose a novel framework for explainability requirements in AI-empowered systems using the Technology Acceptance Model (TAM).This framework employs targeted ML (hierarchical clustering, k-means or other) to acquire a user model for personalised, multi-layered explainability. Our novel framework integrates a rule-based system, which guides the degree of trustworthiness to be achieved based on user perception and AI literacy level. We test this methodology in the case of AI-empowered medical systems to (1) assess and quantify the doctors’ abilities and familiarisation with technology and AI, (2) generate layers of personalised explainability based on user ability and user needs in terms of trustworthiness and (3) provide the necessary environment for transparency and validation. To assess and quantify the doctors’ abilities we have considered Rapid Estimate of Adult Literacy in Medicine (REALM) a tool commonly used in the medical domain to bridge the communication gap between patients and doctors.

Measuring the Academic Aspects of Religious Literacy of Estonian Basic School Graduates

Abstract This paper reports on two domains of a survey to map the religious literacy of Estonian basic school graduates undertaken in 2022 to understand how well the respondents distinguish religion as a discursive category and how much they know about basic concepts of world religions and the Estonian religious landscape. The sample consisted of 392 respondents from schools all over Estonia, both from large urban and small rural schools. The survey was conducted with an original instrument designed according to the Estonian religious landscape, the content of the National Curriculum for basic schools, the educational model of religious literacy according to Francis and Dinham, and the characterization of religious literacy by Moore, Prothero, Francis and Dinham. The results reflect the reality of the Estonian situation. Being one of the least religious countries in the world and with almost no education about religions and worldviews in public education, the students do not have enough competencies in the examined areas to operate well in a religiously diverse world.

Digital literacy of university students in non-core training directions

Introduction. Forming and improving the readiness and ability of students in non-core (non-IT) areas of training to effectively, productively (safely) use digital devices, programs, technologies, apply digital competencies (knowledge, abilities and skills) to solve educational problems in the context of educational and professional activities is one of the important goals of educational standards in modern universities.Purpose setting. Purpose of the study is the analysis of the problems of the concept, structure and levels of digital literacy of university students in non-core areas of training.Methodology and methods of the study. Research methods are theoretical analysis and synthesis of research results on the definition, structural understanding and level typology of digital literacy of modern university students in non-core areas of training. The methodological basis of the study was the conceptual provisions and principles of the competency-based and personal-activity approaches.Results. Currently, there are theoretical tasks of developing an integrative model of digital literacy and practical tasks of increasing the digital literacy of students in non-core fields of study, including to the level where the student not only consumes digital competencies, but is able and ready to use them in the process independently or jointly with other students and teachers setting and solving educational and professional problems, including in the context of new professional specializations or even professions arising as a result of the digitalization of their work. The leading role in this process is played in the intrapersonal context by the cognitive components of literacy, and in the interpersonal context by communicative and moral-ethical ones.Conclusions. The author summarizes the results of studies on 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. The prospects for theoretical and empirical study of this problem are connected precisely with the study of this component and its integrative role in the formation and development of digital literacy of university students in non-core fields.