Virtual Literacy Research Articles

Librarian as Motivator in Virtual Information Literacy Instruction

This study aims to explore librarians’ motivating styles in virtual information literacy instruction sessions based on participating students’ perception. The research method use a quantitative approach, involving a survey method was applied for this study. The survey was conducted involving a sample of 250 students who had attended the virtual information literacy sessions at the selected library. The questionnaire was distributed electronically using Google Form and it comprised of open-ended questions to provide responses regarding the motivation provided by librarians in virtual literacy instruction. The study identified three stages of the virtual information literacy instructions in which librarians applied different motivational styles. The three learning processes: Greeting and Welcome, Core, and Wrap up, each provided evidence of motivating styles. The findings of this investigation are useful to practicing librarians as they can focus on motivating students during the virtual information literacy instruction.

Reading and (re)writing democracy: Asian American girls claim civic space through literary inquiry

PurposeThis paper aims to trace how Asian American girls engaged with civic learning in a virtual out-of-school literacy community featuring a curriculum of diverse literary texts.Design/methodology/approachThe researcher used practitioner inquiry to construct a virtual literacy education community dedicated to the civic learning of Asian American girls.FindingsThe paper explores how participants mobilized critical practices of textual consumption and production rooted in their intersectional identities and embodied experiences to make meaning of the civic constraints and affordances of marginalized identities and to read and (re)design author choices for civic purposes. These findings – examples of youths’ critical civic meaning-making – indicate how they claimed space for Asian American civic girlhoods in literacy education.Originality/valueThis paper foregrounds how Asian American girls mobilize critical processes of text consumption and production to assert civic identities in literacy education – a significantly under-examined topic in literacy studies. This work has implications for how literacy practitioners and scholars can prioritize Asian American civic girlhoods through pedagogy and research.

THE ROLE OF MEDIA COMPETENCE IN DEVELOPING MEDIA LITERACY OF PARENTS

The article is devoted to the role and place of media competence in the development of virtual pedagogical culture of parents in an informed society and is analyzed as one of the current issues of today. It also highlights the extent to which parents' use of the media, in relation to them, corresponds to concepts such as religious values, ethnic culture, ethical norms, virtual culture, virtual literacy, and so on. The specific positive aspects of media competence in the acquisition of a virtual pedagogical culture by parents are highlighted.

The Integration of Digital Transformation with Human Resource Management – A Theoretical Point of View

Virtual transformation changes HRM practices by introducing new strategic skills, control, and operational performance. Virtual tools and technology have made hiring, training, and managing employees easier, broadening the talent pool and increasing job satisfaction. HR analytics software has also helped HR professionals make more informed decisions about workforce planning and skill development. Virtual transformation has also enabled more flexible work policies and virtual education programs, improving operational performance and worker engagement. To be successful, HR professionals must now possess virtual literacy and a strategic mindset. The digital revolution has positioned human resource management as a critical driver of organizational success, emphasizing the role of digital tools and technology in shaping the future of work and talent management. Keywords: Digital Transformation, Human Resource Management and Efficiency

Middle Class African American Parents’ Aspirations for Rigor and Reading Curriculum During the Pandemic Era in Detroit Schools

This community-based research study examined the perspectives of African American parents of middle-class economic status who participated in a social network pertaining to school choice decisions during the pandemic era of virtual schooling. Their residency and school choices emerged against the grain of urban schools that have racially charged histories and decades of residential mobility trends. I examined parents’ aspirations for academic rigor and perspectives of literacy practices at select schools as well as public school district official perspectives of supporting the enrollment process and attracting families to the district. Parent interview and survey data revealed confidence in public, private, and charter school selections prior to enrolling, but uncertainty with the virtual literacy curriculum once enrolled in school. School district official interviews revealed enhanced awareness of parents’ concerns surrounding school choice and need to be proactive to the needs of middle-class families.

Forming communicative competence in future specialists of the socio-economic sphere

This article explores the cultural tendencies of verbal etiquette among future professionals in the socio-economic field in the context of postmodern society during their professional training. The aim of the article is to investigate the formation peculiarities of communicative competence in education seekers of socio-economic professions regarding the development of speech culture related to the problem of verbal etiquette in postmodern society. The components of communicative competence in future professionals of the socio-economic field include subjective, praxeological, and gnoseological aspects, which are interdependent and contribute to the development of communicative interaction in their professional activities. The research was conducted within the educational process of higher education institutions, employing identical measurement techniques, time, and duration of training, which allowed for diagnosing the level of communicative competence of future professionals in the socio-economic field according to the criteria of speech culture. Communicative competence of future professionals in the socio-economic field is defined as the integration of scientific knowledge, intellectual and practical skills and abilities, virtual literacy in interpersonal interaction, competence in overcoming communication barriers, general culture, and personal qualities of education seekers capable of solving life-creative tasks.

Reimagining Family Engagement in Online Literacy Clinics During the Pandemic

During the dual pandemics of COVID-19 and continuing racial injustices, many literacy clinics pivoted to online instruction. Educators were now in students’ homes for virtual literacy lessons. To understand how literacy clinics responded, teacher educators analyzed a national survey of clinic directors’ perspectives. Analysis regarding family communication and participation led to six categories: parent involvement, communication, family presence, learning with families v. teaching families, diminished/enhanced experiences, and access/digital divide. Contrasting examples from these categories were chosen to create a research-based verbatim audio play. Teacher educators then used fieldnotes, artifacts, and transcripts from their clinical experiences to create vignettes of clinic instruction, which they then put into dialogue with survey findings to reconceptualize, animate, and (re)present these as navigating digital divides/access, challenging school-centric definitions of family literacy, and building community with families in online settings. Findings from this study highlight that as the technological landscape of literacy clinics changes, so must our understanding of engaging with families’ literacy practices.

Chunking virtual literacy instruction on TikTok for Z generation

PurposeThis paper aims to explore the possibility of the use of TikTok for delivery virtual literacy instruction for Z generation to support their learning.Design/methodology/approachA review of papers related to TikTok and library instruction is presented, and some libraries that use TikTok to deliver instruction are observed.FindingsSome libraries already use TikTok as a supplementary of social media to deliver instruction, due to the nature of TikTok is for short video up to 3 minutes, therefore it is good if librarian can design instruction in chunking basis, or bite size so users will easily engage.Originality/valueThe use of TikTok for library instruction is still new, and this will bring value to libraries, especially academic library when they want start to use TikTok for their instruction.

Teaching Students How to Find and Identify Reliable Online Sources: A Series of Exercises

Online information sources help undergraduate students acquire knowledge and find supporting evidence for their papers. However, this practicality is often clouded with unreliable sources. As such, instructors need better strategies to teach students how to reach reliable online sources and evaluate the accuracy of the online information they obtain. In this article, we introduce a series of exercises to teach students how to identify the reliability of a source, ways to fact-check information, steps to use online search tools effectively, and examples of online academic blogs to utilize and check the reliability of the information that they present, and how to use online data/survey sources. We believe that educating students on identifying and utilizing reliable sources is essential for their intellectual development and ability to conduct their research independently. Therefore, our exercises aim to provide a roadmap for instructors to improve their students’ virtual literacy.

Virtual literacy instruction: An investigation of how elementary educators exhibited TPACK during COVID-19 school closures

Virtual literacy instruction: An investigation of how elementary educators exhibited TPACK during COVID-19 school closures

E-Learning Virtual Platform with Attendance and Query Using Deep Learning

Abstract: The COVID-19 epidemic outbreak has rebounded in an unknown extrimity across the globe. The epidemic created an enormousdemand for innovative technologies to break extremity-specific problems in different sectors of society. Inthe case of the education sector and confederated literacy technologies, significant issues have surfaced while substituting face-to-face literacy with onlinevirtual literacy. Several countries have closed educational institutions temporarily to palliate theCOVID-19 spread. The check of educational institutions impelled the preceptors across the globe to use online meeting platforms considerably. The virtual classrooms created by online meeting platforms are espoused as the only volition for face-to face commerce in physical classrooms. In this regard, scholars’ attendance operation in virtual classes is a major challenge encountered bythe preceptors. Pupil attendance is a measure of their engagement in a course, which has a direct relationship with their active literacy. Still, during virtual literacy, it is exceptionally grueling to keep track of the attendance ofscholars. Calling scholars names in virtual classroom to take attendance is both trivial and time-consuming. Therefore, in the background of the COVID-19 epidemic and the operation of virtual meeting platforms, there is a extremity-specific immediate necessity to develop a proper shadowing system to cover scholars attendance and engagement during virtual literacy. In this design, we are addressing the epidemic -convinced pivotal necessity by introducing a new approach.In order to realize a largely effective and robust attendance operation system for virtual literacy, we introduce the Random Interval Query and Face Recognition Attendance ManagementSystem(henceforth, AI Present).To the stylish of our knowledge no similar automated system has been proposed so far for tracking scholars attendance and icing their engagement during virtual literacy

Link to session: Turning literacy tutoring into virtual tutoring

The COVID-19 pandemic forced universities to quickly move instruction online. Faced with a remote-only mandate, this case study describes a virtual literacy tutoring field placement completed by teacher candidates (TCs) in an elementary education program. While in-person teaching remained their preferences, TCs felt the virtual tutoring experience was positive and helped develop their teaching skills. Instructors observed varying levels of multimodal integration; however, all TCs maintained student engagement and built their online literacy repertoires. Challenges were both foreseen (e.g., technical issues) and beyond TCs’ control (e.g., power outages). Distractions in students’ homes proved to be the greatest challenge.

Relationships, Learning, and Motivation for One Virtual Literacy Camp during the COVID-19 Pandemic

This article focuses on one university literacy camp for kindergarten through sixth grade students that shifted from traditional in-person instruction to a virtual setting during the COVID-19 pandemic. The change from an in-person camp to a virtual camp setting created an opportunity for research in investigating students’ attitudes towards literacy, literacy learning, and participation within the newly formatted virtual literacy camp. Twenty-six kindergarten through sixth grade students were interviewed at the beginning and conclusion of a semester-long literacy camp regarding their attitudes toward learning and participation in the literacy camp. Throughout the data, researchers noted the theme of relationships as being prevalent with many participants sharing thoughts specifically in light of the lack of outside interaction during this more isolated era of time. The relationships built between the tutors and the students in this virtual camp were vital to the attitudes and the learning of these study participants. This study provides further direction for supporting students in a virtual literacy clinic setting.

Moving to a Virtual Literacy Practicum: Challenges and Solutions

When the university took the unprecedented move to virtual teaching at the start of the COVID-19 pandemic in March 2020, my challenge, as a teacher educator, was to plan a virtual literacy practicum for master candidates. All aspects of curriculum design were considered, from establishing relationships with schools, parents, and students, considering technology platforms, appropriate technology applications, to considering everyone’s emotional state. In this article, I share the many challenging aspects and the solutions that lead to successful experiences for all participants.

Studying Online during COVID-19 Is a Difficult Endeavor

At the starting of the year 2020, a new virus was introduced to the world and infected many people. This virus is scattering very rapidly withinside the humans and infects people who got here withinside the touch of any inflamed person. The international lockdown situations approached all schools, universities, and universities to educate their college students online due to lockdown imposed all over. At the time of online teaching teachers and students are facing many challenges and issues. Every instructor has their social duty to train their college students in a green manner; however, it’s a completely hard challenge for the instructors. Although, the web mode become already in the area and become applied in mixed shape to a massive degree withinside the evolved nations, however in growing nations like India, in which instructors aren't recognizable with on-line systems/tools, lack of know-how and abilities to address the web ICT infrastructure in a difficult situation. The outcomes additionally deliver an effect approximately the want of expert improvement with unique attention on virtual literacy abilities and focus a few of the trainer network approximately the deserves of on-line systems for the coaching-gaining knowledge of the process.

Peran Virtual Literacy di Masa Pandemi Covid-19: Best Practices Pusat Perpustakaan Dan Penyebaran Teknologi Pertanian Kementerian Pertanian

The disease outbreak due to the corona virus (COVID-19) as a global pandemic has a broad impact on lives. The speed of the internet provides a wide variety of applications that allow people to carry out various activities even though physical activity has been hampered by the outbreak, for example from face-to-face meetings to virtual meetings using video conferencing. The use of interactive media with video conferencing is inseparable from the new era of development of information and communication technology (ICT) which is very powerful. ICT makes it easy to carry out various activities, anytime and anywhere. Therefore, the Center for Library and Dissemination of Agricultural Technology (PUSTAKA) implemented a strategy by launching a Virtual Literacy (VL) program. VL aims to increase the knowledge and skills of the community in the field of agriculture, the media for agricultural business transactions, and to bring together information sources, experts, or agricultural business actors with massive stakeholders. This study aims to describe in detail the implementation of Virtual Literacy conducted by PUSTAKA during a period of three months from March 4 to May 12, 2020. The study method was carried out descriptively by collecting data and analyzing information on the whatsapp group (WAG). The results show that since the VL program was launched on 3 March 2020, the VL have been conducted for 65 times. The Virtual Literacy Program which was implemented by PUSTAKA for three months showed a response that the participants of Virtual Literacy welcomed this program, seen from the increase in responses and the number of participants who participated in Virtual Literacy, as well as the number of visitors to the sites and applications owned by PUSTAKA.

Literacy Virtual Entrepreneur in Indonesia

The potential strength of entrepreneurship in Indonesia lies in the potential of human resources who are a literate internet. Nevertheless, there are still some weaknesses that are not yet equal to the ability. The problem is how is the condition of Indonesian entrepreneur about its virtual literacy? Construct Validity uses the Item Response Theory (IRT) approach through Orthogonal Iteration. The reason, because all dimensions and indicators are the results of the theoretical studies are called as signs of the variables Literacy Virtual Entrepreneur Indonesia (Y). The number of samples of the instrument test was 81 entrepreneurs consisting of 27 districts/cities each represented 3 entrepreneurs. The R-criteria of the Product Moment is set at 0.221. Of the 32 items planned, proved to be all valid. The reliability of "valid instrument" of the Virtual Literacy variables of Entrepreneur Indonesia (Y) as internal consistency is calculated by Cronbach Alpha formula, the result is 0.892. Research methods with Neuroresearch. The result of the research: Firstly, Indonesian entrepreneurs tend to be significantly virtual literate on α <0,05. Second, having the capacity to realize information technology literacy (X4) is the most powerful indicator to realize the formation of Literacy Virtual Entrepreneur Indonesia (Y). It is able to determine an increase of 83,521 times from the condition of Literacy Virtual Entrepreneur Indonesia (Y).

Effectiveness of the virtual literacy model in acquiring pedagogy competences / Efectividad del modelo de alfabetización virtual en adquisición de competencias pedagógicas

This report examines the effectiveness of the virtual literacy model in pedagogical competence acquisition and presents an analysis of the model’s efficacy, advantages and limitations. The model was applied throughout the 2012–13 school year to a sample made up of 2,151 students enrolled in the subject Knowledge Society Technology and Education and the 44 tutors who worked with them. Data were gathered from an online student survey and grade lists (exams and continuous assessment activities). Content analysis was used to analyse the open-ended survey questions, and descriptive analysis was applied to the quantitative data. Findings suggest that, while there is room for improvement in the assessment system, the virtual literacy model does contribute to competence acquisition. Further research is needed.

Incidental Learning in 3D Virtual Environments

With teachers taking more interest in utilizing 3D virtual environments for educational purposes, research is needed to understand how learners perceive and process information within virtual environments (). In this study, the authors sought to determine if learning style or digital literacy predict incidental learning, that is, learning that occurs without learners being instructed to attend to or learn presented information. One hundred and fifty-five education undergraduate students completed a series of tasks in a virtual environment where additional information unrelated to the tasks was present. The results indicate that in addition to incidental learning taking place in virtual environments, learning style and digital literacy seem to predict incidental learning in some instances. The results also suggest that information display, in this case visual salience, plays a role in incidental learning as the participants performed better on recalling information that was made more salient.

A Case Study for Combining Technologies for the Delivery of Information Literacy and Community to Students at Remote Locations Using Live Synchronous Video-Conferencing

The University of La Verne, a pioneer in the field of adult and distance education, hosts approximately 4,692 traditional undergraduate and graduate students on the main campus, 3,350 adult students, and hundreds of online students throughout California at nine regional campuses. Challenged by limited funding and staffing, the library and Regional Campus Administration collaborated with senior management to pilot a blended technology platform using Adobe Connect for content and live video streaming and Business Skype for audio to deliver real-time, interactive virtual information literacy to distance learners. The initial objective of “Library on Demand” was to supplement existing in-person, e-mail, and telephonic library information literacy instruction with live streaming video and two-way audio. The use of multi-channel instructional technologies would optimize outreach activities, reaching larger numbers of student communities while optimizing student learning modality preferences and differences. The pilot program was designed in phases to test the integrity of reaching over 3,500 students among the nine regional campus locations concurrently with a single librarian host. Later phases offer opportunities for targeted or specialized sessions including applications fostering emerging virtual social learning communities beyond a shared information literacy experience.