New Forms Of Literacy Research Articles

Developing and validating an artificial intelligent empowerment instrument: evaluating the impact of an artificial intelligent literacy programme for secondary school and university students

Artificial intelligence (AI) is rapidly transforming various sectors of society, requiring a new form of literacy: AI literacy. This study validated a new instrument designed to measure students’ AI empowerment conceptualised as consisting of four components: impact, self-efficacy in AI, creative self-efficacy in AI, and meaningfulness. Confirmatory factor analysis was used to validate the proposed components of the AI empowerment instrument. The sample comprised 224 secondary school and university students who completed an 18-hour AI literacy programme. The results showed that the students’ AI empowerment was significantly increased by the AI literacy programme. Specifically, the AI literacy programme was found to narrow the gender gap in AI empowerment. Furthermore, the results highlighted that prior programming experience did not significantly affect AI empowerment, indicating that AI literacy can be achieved regardless of programming experience. This study provides a theoretical framework for understanding and quantifying the extent to which individuals feel empowered after engaging with AI activities for its conceptual understanding. It provides educators with a tool to measure students’ understanding and confidence in their AI abilities. The study also suggests directions for future research.

GPT Chat with Project-Based Learning in Learning: A Review

The advancement of technology in education has created opportunities for creative pedagogies. One such ground-breaking technology is ChatGPT, a learning model created by Open AI, which has enormous potential to boost productivity while also enhancing pedagogy for more captivating educational opportunities. This study aims to evaluate how well GPT Chat integrates with project-based learning. The Preferred Reporting Items for Review method was used in this study. The study's findings clarify that educational institutions need to prepare students for new forms of literacy in the fields of data, technology, and human resources in the context of the Industrial Revolution Era 4.0. Project-based learning is an approach to education that emphasizes students working together to solve a variety of problems through a sequence of steps that include information collection, project planning, and the production of a specific result that is packaged as project work. Determining fundamental questions, creating a project plan, creating a timeline, monitoring, testing findings, and experience evaluation are the phases of project-based learning. ChatGPT is a "thought partner" and research tool that can be used for many different types of educational activities. In Indonesia, the PjBL model's implementation may enhance students' motivation and academic performance. Thus, to significantly improve the standard of education and student motivation in Indonesia, more attention needs to be paid to the integration of GPT chat with project-based learning.

Public libraries as a partner in digital innovation project: Designing a virtual reality experience to support digital literacy

We introduce a project titled as Our Shared Virtual World which aims at increasing public libraries’ capability to provide knowledge on digital technology to general public. The practical goal of the project has been to produce a functional prototype of a virtual reality (VR) application that could be utilized freely in all the public libraries in Finland. In many countries worldwide, libraries’ role is expanding from providers of traditional books to providers of information technologies and related new forms of literacy, and this development provides the broader backdrop for the project. The contribution of the article is two-fold: First, we describe how an immersive VR application can be collaboratively developed within this specific research context, namely within a network of public libraries, and introduce the tangible outcome of the project, the VR application called Forest Elf. Secondly, we scrutinize how results of such a design work can be sustained over time: through participatory design (PD), we aimed at creating conditions which would enable public libraries to continue developing and using the artefact also after the project. We provide insights on how to tackle the challenge of research prototypes ending up being abandoned, and what factors in the context of library partnership support or hamper sustainable digital innovation — digital innovation that is inclusive and equitable but also has a long-lasting impact.

Student Teachers’ Views on Media Education Related to New Literacy Skills

High quality media education promotes media literacy and ensures citizens' smooth participation and engagement in the digital society. Digital media include powerful communication and interaction platforms that require new literacy skills. This study examines what new literacies can be found in the opinion writings of student teachers in relation to media literacy. The research material consists of 37 Finnish student teachers' opinion writings produced during the Media Education 2020 course. The aim of the study is to explore how student teachers identify new literacies as part of media education and how these new literacies are reflected in their opinion writings. As a result of the research, new literacies emerged from the data as a cultural phenomenon of our time. This was reflected in their views on the technological orientation of school and teaching and the importance of media education as a teaching task in schools. An important finding is that the textual subculture of social media is valued as a new form of literacy. The results show that while the narrative value of images, virtual game worlds and easy access to social media via smartphones were identified, the broad understanding of new literacies among student teachers is narrow. Perceptions of media education and new literacies are interlinked and the debate on their relevance as a social phenomenon should continue.

When the print meets the screen: Towards a model of L1 and L2 online reading comprehension

The spread of information and communication technologies (ICTs) has been changing literacy practices and activities. Consequently, the traditional view of literacy as the ability to read and write needs to be revised to encompass new forms of literacy called e-literacy, or “digital/silicon/electronic literacies” (Murray & McPherson, 2006, p. 132) as well as “hyperreading” (Usó-Juan & Ruiz-Madrid, 2009, p. 59). The members of the 21st century “global”, “fluid” and “networked” (Jewitt, 2008) societies engage in activities that the access to the WWW makes possible. The aim of the paper is to discuss print-based models of reading, identify similarities and differences between online and offline text comprehension, also with respect to the foreign/second language (L2) reading. Online texts entail the necessity to use different sets of skills and strategies which have to be incorporated into a model of electronic text comprehension. Suggestions as to what such a model might include, based on theoretical<br />underpinnings and empirical findings, are presented.

New Forms of Literacy and Transformation of Reading Practices in Bulgaria

The study presents the results of a survey on the reading practices in Bulgaria based on up-to-date library statistics. The statistical data cover the dynamics of using the traditional library collections and the databases in the Bulgarian National Library and the Library of the Bulgarian Academy of Sciences. The study found that reading habits have been transformed due to changes in the information environment. Terms like “digital” and “mobile literacy” have emerged underlying the differences in user experiences and technical skills that are required when using new technologies to locate, evaluate, and use information. Reading in the library is regarded in the study as specialized reading with its institutional characteristics. Common tendencies and features in the change of reading practices have been established by using quantitative methods based on comparative analysis. These quantitative methods help in determining the changes in reading practices as a result of the development of technology, thus leading to new forms of literacy. There is a productive interaction between reading practices and the introduction of new technologies. The results of the study can help in defining the role of the library in this process, and predict future tendencies.

Demand of ICT-based chemistry learning media in the disruptive era

<p class="Abstract"><span>The challenges of education in the era of the industrial revolution include disruption 4.0, 21st-century skills, globalization, and global competition. Chemistry is a subject that needs to be developed in order to improve the educational system in the era of disruption. The purpose of this research is to identify and analyze the needs of the media-based chemistry study ICT at grade X redox materials in State Senior Highschool 8 Semarang during the disruption. The method used in this research is a descriptive qualitative method which consists of the study of literature and the study of the field. Method of data collection is done through observation, question form, documentation, interview teachers, as well as interview students. This research instrument consisting of a sheet of observation, question form, and sheet interview. The results showed that chemical-based learning media limited ICT in State Senior Highschool 8 Semarang redox materials especially in class X. That is because of the teacher's difficulty in innovating to develop learning media chemistry-based ICT and lack of student understanding and literacy in the study of chemical materials. Teachers play an important role in order to educate the students towards the era of disruption. In this era of chemical subjects not only taught students with literacy (reading, writing, math) but the need for a new form of literacy the literacy data, technology, and human resources in order to overcome learning difficulties and improving students learning outcomes for better value.</span></p>

Universities in the Knowledge Society: The Problem of Creativity Institutionalization

The problem of creativity institutionalization at the university entails an identification and building a model of interrelated socio-epistemic structures (both internal and external), functionally ensuring creative activities of a heterogeneous subject of cognition in line with the university’s academic missions (educational, research, socio-economic). The paper gives a socio-philosophical analysis of transformation of the creative-type cognitive relationship (attitude) in the process of University 3.0 historical development. The author classifies the approaches to the definition of creative spaces and outlines the main provisions of the author’s concept of creativity institutionalization in a modern university. It is shown that the creative function of a modern university develops under the influence of public expectations, economic conditions and new technologies that call for effective educational environments, innovative learning methods, new forms of literacy. The author distinguishes four historical stages in the University 2.0, which differ in types of creative activity of a subject of cognition with respect to learning and research: education as the comprehension of truth, conjunction of research and teaching, conjunction of research and learning, learning through scientific researches. It is shown that University 3.0 takes its origin at the end of the 20th century as a result of commercialization of scientific researches, where scientific- and socialentrepreneurial creativities are added to various types of educational and scientific-research creativity. The paper presents the approaches to conceptualization of creative spaces at the University: environment model, model of cognitive processes, complex “environment as a mode of cognition” model. The concept of generativity is a core element of the author’s model of creative space, which is applied as a social-epistemological characteristic to the processes of learning and the environment of cognition. The creative space is deemed as a cognitive-generative system that interconnects creative-type cognitive processes with the cognitively active environment.

Tulevaisuuden kansalaisia rakentamassa

The concept of new literacies refers to new forms of literacy. The meaning of literacy is constantly changing as new technologies and new social practices emerge. To be literate in the future means being able to use a combination of new technologies and new social practices that have not yet appeared. This has important implications for education. In this paper, we analyse Finnish educational policy and strategy papers from 1998 to 2014 conducting textmining and traditional close reading. By means of lexical dispersion we separate three distinct time periods: before 2005, the years 2005–2010 and after 2010. By close reading and topic modeling, we examine the emergence of new literacies in our research material and how thisis related to the sociocultural contexts of each period of time.

Problematizing spatial literacy within the school curriculum

Contemporary research is considering new forms of literacy that extend beyond the skills required to process alphanumeric data. The skills involved in visualising, reasoning, and communicating about 2D and 3D spatial information are commonly referred to as ‘Spatial Literacy’. Research has highlighted a positive relationship between Spatial Literacy and achievement across a diverse range of subject areas. Internationally, researchers have observed that students often have underdeveloped levels of Spatial Literacy on matriculation to third-level courses, particularly in the STEM area. In an attempt to better understand the potential reasons for this, this paper endeavours to unpack the complex nature of Spatial Literacy, its definition and associated metrics. Concerns are raised about the Spatial Literacy levels of Irish students based on international metrics and benchmarking against other jurisdictions. This paper seeks to problematize Spatial Literacy within the Irish educational context with a particular focus on dominant curriculum ideologies and education policy discourse.

Learning and experience: Aesthetics of multimodal texts in Higher Education

This paper invites readers to reconsider the role of Art in the learning of social sciences in higher education based on the ability of the arts to promote understanding among students about their world of life.The new pathways opened up by multimodality offer access to vast repositories of images such as Flickr (Davies, 2007; Castañeda, 2009), and museums that exhibit high quality reproductions of their art collections (Google Art Project). Furthermore, students can express themselves by combining their own images with text (multiliteracies –The New London Group, 1996; Leander, K & Boldt, G., 2012). Multimodal literacy represents a powerful tool to observe and record of all kinds of interesting events for social science students that can be shared and debated on social media. Moreover, following John Dewey (1980) about aesthetic experience, the new form of literacy, as result of combining imagens and texts, represents an excellent way to trigger sensible and aesthetic feelings.

Posthuman literacies: Young children moving in time, place and more-than-human worlds

This paper examines the potential of posthumanism to enable a reconceptualisation of young children’s literacies from the starting point of movement and sound in the more-than-human world. We propose movement as a communicative practice that always occurs as a more complex entanglement of relations within more-than-human worlds. Through our analysis, an understanding of sound emerged as a more-than-human practice that encompasses children’s linguistic and non-linguistic utterances, and which occurs through, with, alongside movement. This paper draws on data from two different research studies: in the first study, two-year-old children in the UK banged on drums and marched in a museum. In the second study, two young children in Australia chose sites for their own research and produced a range of emergent literacies from vocalisation and ongoing stories to installations. We present examples of ways in which speaking, gesturing and sounding, as emergent literacy practices, were not so much about transmitting information or intentionally designed signs, but about embodied and sensory experiences in which communication about and in place occurred through the body being and moving in place. This paper contributes to the field of posthuman early childhood literacies by foregrounding movement within in-the-moment becoming. Movement and sound exist beyond the parameters of human perception, within a flat ontology in which humans are decentred and everything exists on the same plane, in constant motion. Starting from movement in order to conceptualise literacy offers, therefore, an expanded field of inquiry into early childhood literacy. In the multimodal literacy practices analysed in this paper, meaning and world emerge simultaneously, offering new forms of literacy and representation and suggesting possibilities for defining or conceptualising literacy in ways that resist anthropocentric or logocentric framings.

Research and trends in the studies of Collective Intelligence from 2012 to 2015

The interaction between groups of people and machines supports the transfer of knowledge and strengthen Collective Intelligence (CI) making it robust. The CI with the support of technology progresses through platforms and computer systems including ontology, clusters, agents and Web intelligence among others. This research consists of a content analysis of recent studies 2012-2015 on CI. After an extensive search of publications on electronic databases, two hundred and fifteen one papers were selected and exposed to a document analysis following the approach of Zott. In this research we identified three categories to consider: learning, technology and decision-making. The analysis revealed that CI is strongly related with technology, supporting the processes of training people and promoting collaborative learning as a new form of literacy. Another result of the analysis of literature indicates that the methods of decision-making and consensus foster collaboration and competition between individuals in order to achieve better results. Our review of the literature provides a contribution in the area of CI.

New Literacy Implementation

With advancing technology, “literacy” evolves to include new forms of literacy made possible by digital technologies. “New literacy” refers to using technology to research, locate, evaluate, synthesize and communication information. The purpose of the study is to develop a framework to guide science teachers' new literacy practices, and examine the impact of new literacy approach on students' science learning and new literacy skills. The authors worked with 25 middle school science teachers through a two-year professional development (PD), and followed their implementation to investigate the PD impact on their classroom practices and students' learning outcomes. The authors adopted mixed-methods to examine change in teachers' new literacy practices, students' science learning outcomes, and students' confidence in new literacy skills. The study results showed increases in teachers' frequency and types of new literacy practices, positive impact on students' science learning and confidence in new literacy skills. Factors affecting teachers' new literacy practice are also reported.

Mobilizing learning: a thematic review of apps in K-12 and higher education

PurposeThis paper presents a thematic review of app-enabled learning in the context of recent developments in mobile technology and m-learning. Three key themes are presented that reflect the issues that teachers, school leaders and systems have grappled with in recent years.Design/methodology/approachDrawing on findings from a range of case studies and literature reviews, the present time is examined as an opportunity to explore more pedagogically informed uses of mobile devices, and “app smashing” is suggested as an approach that moves the learner beyond the underlying limitations of constraining the learning to individual apps.FindingsFindings include the benefits and limitations of mobile devices for learning in current education institutions. The paper also highlights several contexts where “app smashing” has been achieved and identifies the implications for educators across all educational contexts moving forward.Research limitations/implicationsWhile educators and learners alike continue to wrestle with understanding and meaningfully using a growing number of tools, platforms and ecosystems, more recent paradigms such as cloud computing now point to “device agnosticism” and “convergence” as the new normal (Garner et al., 2005; Prince, 2011).Practical implicationsAt the same time, there is the emergence of what Rideout et al. (2013) refer to as the “app gap”, in which “lower-income children (ages 0-8) have more than 50 per cent less experience using mobile devices than higher-income children in the same age group” (p. 10). Combined with the problems of app overload, the lack of institutional support, insufficient guidance and unclear policy, there remain some pressing issues that need to be addressed.Social implicationsBy designing the learning task as independent of the technology, the teacher is arguably better equipped to carefully and purposefully select apps as cognitive steppingstones within the learning task, resulting in tasks that more consistently challenge students to develop a wide range of digital skills. As Berson et al. (2012) note, through the use of carefully selected apps, students “learn a new form of literacy as they move between apps and engage in both personalized and collaborative learning experiences” (p. 89).Originality/valueThe paper sheds light on the areas where mobile devices are most likely to benefit learning in the coming years.

NEW FORMS OF COMMUNICATION AS CONSTITUENTS OF LITERACY: IMPLICATIONS FOR EDUCATION

New technologies, combining aspects of communication through mass media and direct “face to face” interaction, have brought new challenges to the theory of communication (and to human existence in general). The attempts to synthesize and classify visions of many theorists according to the dominant principles of their paradigms result in two respectable groups of claims, which could also be expressed by the two perspectives: utopian and dystopic. One of the most relevant issues in the discourse of these perspectives and different scientific disciplines is how the potential of new technologies is used for the development of abilities, knowledge and skills necessary for full participation in contemporary society. Following this question, the paper first analyzes the impact of developments in technology and communication on the transformation of social practices, which, in addition to undoubted high advantages, has its weaknesses. In the second part of the paper, the implications of new information and communication practices for the existing education concept are derived. As literacy is one of the key outcomes of the educational process and as it can be defined as generic communicative competence, the need to expand the concept of literacy in a time of expansion of ICT is understandable. The authors conclude that, for a successful and quality life in today's global and digital society, we need a wide range of skills - the new forms of literacy that enable effective communication and participation in the new e-culture. Keywords Communication, New Forms of Literacy, Education

Looking Outward: Archival Research as Community Engagement

This article examines archival recovery work as community engagement, illustrating how recovered artifacts can serve as part of the creative process. It also analyzes the potential recovery work as community engagement holds for creating a new form of literacy – communal literacy – through the description of a community-based project centered on recovered archival material from the Nebraska women’s suffrage movement.

Looking Outward: Archival Research as Community Engagement

This article examines archival recovery work as community engagement, illustrating how recovered artifacts can serve as part of the creative process. It also analyzes the potential recovery work as community engagement holds for creating a new form of literacy – communal literacy – through the description of a community-based project centered on recovered archival material from the Nebraska women’s suffrage movement.

Ipads, Apps y Redes Sociales. Construyendo narrativas multimodales en las aulas

The general purpose of this paper is to provide an educational proposal that contributes to generate new forms of literacy through the construction of multimodal narratives. We adopt a qualitative approach (Lacasa, Martinez-Borda, and Mendez, 2013) adapted to audiovisual environments (Brennen, 2013) in combination with the practices of virtual ethnography (Pink, 2013; Delgado, 2015). On approach to data, we combine a narrative and analytical approach from two aspects, virtual, from the social network Facebook used in the classroom, and narrative and multimodal content created by students in this space using different languages. The data analysis is organized around two themes which will guide the discussion. First, we look at the characteristics that define an environment of digital literacy in the classroom, with particular attention to dialogue and shared reflection emerged in a double stage, classroom and social network. And second, we explore the productions made by students, analyzing their content, structure and use of different languages ​​(written, oral, multimedia) in creating narratives. The results of this research show progress along the educational intervention, which we interpret paying particular attention to the role in the construction of the stories, the technological instrument (apps and social networks) and multimedia resources used (photos, audio or video).

Profili riflessivi per l'alfabetizzazione universitaria. Il caso di studio messicano secondo gli obiettivi di Education 2030

Starting from the Freireian proposal of reading, writing and conscienti¬z¬ation (Freire, 1984) so much of society, how thoughtful act of educating (Hoz, 1991), it was revealed today the need to promote, from reflective practice, continuity and closeness of learning for life (Fabbri, 2008; Rossi, 2008). Many authors refer us to the sense of learning to learn (Heiman, 1985; Alonso, Gallego & Honey, 1994; Johnson, Johnson & Holubec, 1996; Thrun & Pratt, 2012), with particular attention paid to educational sciences and renewed their definitions of literacy. With current and ongoing updates of old and new educational reforms have proved difficult, and demands. Starting from changes in the educational area, typical of recent reforms iberoamerican, through reading the latest indications of UNESCO, the UN and NATO, has decided to activate a route that can integrate learning pragmatism of the social context. These reasons have brought the Universidad de Gudalajara, Mexico, to start a training programme, unique in its kind, aimed at the promotion of new forms of literacy. In an academic setting, where universities, reflexivity and reading skills meet, interesting learning objectives have been achieved, that are proposed in this paper. Methods and narratives aimed at learning have encouraged the spread of critical thinking, working in synergy with the socio-and based on models of reflexivity inherent in learning styles offered by Alonso and Gallego in short form CHAEA (Cuestionario Honey-Alonso Estilos de Aprendizaje).